The simulations are customized for use in primary school and secondary school. Feel free to download and remix. You can use them for inquiry-based activities or allow the students to conduct experiments using the simulations. Do feel free to ICON me at email@example.com if you need any modifications. I will try to see how I can help you.
Here are the simulations I have done so far and their original authors (if applicable)
Have created a simple simulation on shadow. This can be used to understand how the length of the shadow changes. There are 2 graphs to depict the situation. You can get the students to guess what the graph means
Dear all, I have created this speed simulation using Easy Java Simulation. It is free and you can download from the Dropbox link. You can also put this in the LMS, too. It is licensed under Creative Common License (Free to modify and distribute but not for commercial use)
I realized that most students will have difficulty in this topic. My gut feel is that they do not have conceptual understanding of speed and simply just applying the famous DST triangle. Hopefully, through this simulation, the students can have hands-on and by “playing” with this, they will gain a deeper understanding. The students/teachers can now pause at specific timing or distance to change the speed.
Here are some suggestion on how the simulation can be used:
– To allow the students to have a strong conceptual understanding of speed.
– To illustrate speed problem.
– To illustrate the concept of average speed.
– To allow the students to conduct inquiry-based activities to deduce the the relationship between speed, time and distance
– To allow the students to conduct inquiry-based activities to deduce the the relationship between the ratio of the speed and the distance between 2 objects given the same time traveled.
Teaching with technology in a Future School in Singapore: A Mathematics teacher’s experience
Over the last few years Singapore Government has been funding the establishment and
operations of a small group of experimental technology-rich schools. These schools were
known as “Future Schools” where teachers were encouraged to experiment with and apply technologies in their practice to enhance teaching and learning in line with the demands of the workplace in the future. One of the authors of this article was engaged as a Mathematics teacher in a Future School over the last four years. This article provides reflection on this experience, outlines issues that facilitated and impeded effectiveness of technology integration, and provides recommendations for teachers, policy-makers and researchers involved with technology integration in school.