Please find the attached link to TSG18 Timetable . I am slotted to present on the last day. There will be a few more Singapore Teachers in Topic Group 18. I am looking forward in networking with like-minded educators with the passion for the meaningful use of technology in Mathematics education . Let me end of this post with my favourite tagline which is my No 1 guiding principle.
Ask not what the technology can do for you.
Ask what you want the technology to do for you.
It has alway been my habit to keep track of the overseas conferences in web 2.0 way. This will help to make the $$$$ spend on such overseas trips worthwhile. It is also a good platform to share with my colleagues (whether past or present).
I really have to put on record to thank Beacon for providing opportunties for me to go overseas for such conferences. Also special thanks to Dr Tay Lee Yong for “forcing” me to the research culture. The research I have done so far does not fit the rigourous definition of academic research but such “kiddish” research has definitely made me more reflective and more aware of what I am doing. At the end of the day, my students gain and this is what it really matters to me.
http://mslitava.org/icce2010/ (The blog that created for ICCE in KL)
http://twitter.com/#!/ascbcps2011 (A twitter that my “partner-in-crime”, Su and I kept for ASCILITE Conference in 2011)
The 12th International Congress on Mathematics Education (ICME 12) will be held in Seoul, Coex. It is held every 4 years and one of the prestigious Mathematics conference. The URL is : http://www.icme12.org/
It was really be chance I knew about this conference. I was doing some litereature review on Mathematics and ICT and chanced upon this conference. Seeing that what I was doing fit into Topic 18 “Analysis of uses of technology in the teaching of mathematics”, I decided to give it a try and craft an abstract. Thank goodness that this study group allow submission of abstract.
I will be blogging live from Korea. So , stay tuned to the blog.
Hi, all. I will be attending for 12thInternational Congress on Mathematical Education (ICME) in Coex, Seoul from July 8 – 15. Last year, I submitted a abstract titled “Learning from technology and learning with technology in a Grade 4’s classroom” to the Topic Study Group 18 (Analysis of uses of technology in the teaching of mathematics. This abstract outlined my technology experience in my P4 form class in 2011 and it was accepted as a short paper presentation.
Here is the first draft of the abstract that I had submitted last year which the reviewer felt that it was rather well-written 😀 )
This paper analysed how a Singapore’s elementary school teacher used technology in a Grade 4’s Mathematics Classroom. The key consideration in choosing the technology tools was ease of availability. With the variety of open-source software and web 2.0 applications, such easily available tools will allow for timely adoption without the need to secure the funding, which may pose as a barrier and cause logistical complications. In this Grade 4’s Mathematics classroom, the students were either learning from technology (technology-as-teacher), or learning with technology (technology-as-partner). In learning from technology, the teacher created a Mathematics Blog (http://iwant2study.org/bcpsinc) using Joomla, an open source content management system. The blog had become the one-stop portal of Educational Mathematics Web Resources for the pupils. The pupils could access the Web resources both at home and in the school mainly for the practice of their Mathematics skills, such as numerical calculations. Unlike the traditional practice on paper, online drill-and-practice offers instant feedback which is likely to improve the retention of Mathematics facts. Other than the resources found on the Web, the teachers created online quizzes in Moodle, (the school’s open-source learning management system). Using Moodle, the teacher created customized feedback, which guided the pupils to examine their common mistakes. When attempting such online quizzes, the pupils were observed to be less likely to give up when they did not get the correct answer; they tried repeatedly. The teacher also created animated PowerPoint to depict the step-by-step process in solving word problems. Such slides were made available to the students and they could review at home. In learning from technology, the teacher used Scratch (http://scratch.mit.edu/), an intuitive programming environment for young children. The pupils used Scratch to investigate the properties of rectangle and squares. In this way, they were using Scratch as a cognitive tool to construct the rectangle and squares. The pupils also used Microsoft PowerPoint to draw their model. In the model method, the students were to represent a mathematical relationship as a word problem by drawing rectangular blocks. When drawing a model on paper, pupils might spend their time drawing rather than focusing on learning and exploring. Hence, they would commit less cognitive resources to construct a correct model. Using the ‘drag & drop’ feature in Microsoft PowerPoint could speed up drawing of models, so that pupils could spend more time on solving mathematical problems. In this way, the Microsoft PowerPoint serves as technology-as-partner in the learning process.
And the review that I received in Feb 2012:
How relevant is the paper to the theme
|1- not relevant
|5- very relevant
How innovative is the approach or solution
Is the paper well written