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This book documents the journey undertaken by educators from the
Mathematics and Mathematics Education (MME) Academic Group in the
National Institute of Education (NIE) and Singapore schools during
a Mathematical Modelling Outreach (MMO) event in June 2010 under
the guidance of renowned experts in the field of mathematical
modelling. The main goal of MMO was to reach out to Singapore
primary and secondary schools and introduce the potentials of
mathematical modelling as a platform for eliciting mathematical
thinking, communication, and reasoning among students. This book
contributes to the expanding literature on mathematical modelling
by offering voices from the Singaporean context. It suggests how
theoretical perspectives on mathematical modelling can be
transformed into actual practice in schools, all within the
existing infrastructure of the current Singapore mathematics
curriculum. More importantly, the book provides documentary
evidence on how plans put in place through MMO in 2010 have since
been realised.The publication of this book is hence timely at this
juncture. Not only does the book record how MMO was among the first
pebbles launched into the pond, it also serves as a bridge over
which educators can stand upon to view how the ripple effect had
developed from the initial MMO pebble and the directions it may
continue to extend. Perhaps in the process, other ripples in the
teaching, learning, and research of mathematical modelling can be
created.
This book contributes towards the literature in the field of
mathematics education, specifically on aspects of empowering
learners of mathematics. The book, comprising eighteen chapters,
written by renowned researchers in mathematics education, provides
readers with approaches and applicable classroom strategies to
empower learners of mathematics.The chapters in the book can be
classified into four sections. The four sections focus on how
learners could be empowered in their learning, cognitive and
affective processes, through mathematical content, purposefully
designed mathematical tasks, whilst developing 21st century
competencies.
This book series will provide readers with the landscape of
mathematics teaching practices in Singapore classroom. In this
first book of the series, Theory-Informed Practices, the book will
have a collection of teachers' classroom practices that are
informed by theory. It will provide classroom exemplars of how
teachers make use of theories to inform their practices to better
cater to the needs of the learners. This book which targets at the
practitioners is written in a way that help the practitioners to be
better in consuming and applying such efforts in the own
classrooms. It provides the interested readers not only the
landscape but also the spectrum of pedagogical approaches and
strategies that are theoretically informed and adopted by the
Singapore mathematics teachers. This book is written by expert
teachers for teachers. It will also be of interest to graduate
students, mathematics educators and the international mathematics
education community who are looking for greater insights to the
Singapore mathematics classrooms.
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