AME Institute 2013 (Secondary School Teachers)
There are two workshops. Participants are to sign up for ONE of the workshop only.
|
WORKSHOP ONE
|
WORKSHOP TWO
|
|
WORKSHOP ONE: Learning Experience - Algebra as Context
Workshop Facilitators
Professor Margaret Brown and Professor Jeremy Hodgen (King’s College, London)
Dates
4 Jun (6 hours) & 5 Jun 2013 (4 hours)
Time
9.30am to 4.30pm (4 June)
9.30am to 1.30pm (5 June)
Venue
Academy of Singapore Teachers (AST),
TRAINING ROOM 13@MRC (BLK B LEVEL 3)
Registration Fees
|
|
*Early bird rate
|
Normal rate
|
|
AME member
|
130
|
150
|
|
non-AME member
|
150
|
170
|
*The early bird registration closes on 1 May 2013 or as soon as capacity
is full.
Registration
Click here to register
|
WORKSHOP TWO: Constructing Understanding in Geometry and Developing Geometric Thinking
at Secondary School Level
Workshop Facilitators
Dr Hang Kim Hoo and Dr Lee Chan Lye (NUS High School)
Dates
4 Jun (6 hours) & 5 Jun 2013 (4 hours)
Time
9.30am to 4.30pm (4 June)
9.30am to 1.30pm (5 June)
Venue
Academy of Singapore Teachers (AST),
TRAINING ROOM 14@MRC (BLK B LEVEL 3)
Registration Fees
|
|
*Early bird rate
|
Normal rate
|
|
AME member
|
130
|
150
|
|
non-AME member
|
150
|
170
|
*The early bird registration closes on 1 May 2013 or as soon as capacity
is full.
Registration
Click here to register
|
WORKSHOP ONE Abstract
Although students may learn how to manipulate algebraic expressions, they often
have problems applying algebra to solve both realistic and abstract mathematical
problems. This seems to be connected with insufficient understanding of the meaning
of letters, especially when letters refer to variables rather than generalised numbers
or specific unknown numbers.
In England we at King’s College London, as part of a large project on ‘Increasing
Confidence and Competence in Algebra and Multiplication Structures (ICCAMS)’, have
recently carried out a large scale survey of students’ algebraic understanding across
Years 7-9 (Grades 6-8). We have also interviewed students in pilot schools working
in groups solving these and similar problems. We will discuss with teachers some
of the student responses in these interviews and survey problems and what they might
suggest about student thinking and how they might reflect previous learning experiences.
We will discuss whether Singapore pupils are likely to have given similar responses.
We will then work on ways of providing learning experiences for pupils which will
better support their understanding of the ideas of algebraic variables and functional
relationships. We will discuss problems and lesson outlines that we have recently
designed with pilot teachers as part of the ICCAMS project, were based on the survey
results. The lessons and ‘starter activities’ are devised to enrich learning experiences
for pupils and support to teacher planning by focusing on formative assessment (‘assessment
for learning’). We will share many of these activities and lesson outlines, and
discuss video extracts of classroom lessons. These activities have been shown to
roughly double the rate of student learning.
WORKSHOP TWO Abstract
This workshop will engage participants through a range of instructional strategies
to effectively enable students to construct the key conceptual understanding in
learning geometry within the Singapore secondary mathematics curriculum. These include
developing geometric thinking through careful conceptual scaffolding and problem
solving.