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7.30 – 8.30 am
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Registration
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8.45 – 9.00 am
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Welcome by Presidents AME & SMS
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9.00 – 10.00 am
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Keynote I (All) [Auditorium + Theatre]
The neurocognition of reflection: The mystery in learning, the essence of teaching,
from mystery to mastery.
By Prof Frank Voon
NUS YLL School of Medicine (Singapore)
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10.45 – 11.45 am
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Keynote II (Secondary / JC) [Auditorium]
Working with the Whole Psyche: what can a teacher do for students?
By Prof John Mason
Open University & University of Oxford, UK
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Parallel Lectures (Primary)
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PL1
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Mathematics lessons stimulating reflective learning: Japanese perspective
by Prof Keiko Hino, Utsunomiya University, Japan
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PL2
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Reflections of a reflective teacher
by Mr Barry Kissane, Murdoch University, Australia
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PL3
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Mathematics learning episodes that promote reflective thinking among elementary
pupils
by Prof A.A. Limjap, De La Salle University, Philippines
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12.00 – 1.00 pm
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Keynote III (Secondary / JC) [Auditorium]
What’s the fuss about metacognition in the mathematics classroom?
By Prof Berinderjeet Kaur
National Institute of Education, Singapore
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Parallel Lectures (Primary)
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PL4
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Nurturing reflective learners of rational number concepts: The role of teacher
beliefs
by Prof Kim Beswick, University of Tasmania, Australia
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PL5
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Reflecting on excellent teachers’ values of effective mathematics lessons: What
can we learn?
by Prof Lim Chap Sam, Universiti Sains Malaysia, Malaysia
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PL6
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Nurturing reflective learners through problem solving classroom
by Prof Maitree Inprasitha, Khon Kaen University, Thailand
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2.15 – 3.15 pm
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Keynote IV (Primary) [Auditorium]
Reflecting on calculation: when drilling becomes fulfilling
By Prof Anne Watson
University of Oxford, UK
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Parallel Lectures (Secondary / JC)
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PL7
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Using summary statistics to learn probability
by Prof Yap Von Bing, National University of Singapore, Singapore
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PL8
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Mathematical modeling in epidemiology
by Prof Peter Pang, National University of Singapore, Singapore
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PL9
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Making mathematics meaningful through reflective learning
by Dr Marian Kemp, Murdoch University, Australia
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PL10
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A framework for interpreting inquiry-oriented teaching
by Prof Kwon OhNam, Seoul National University, Korea.
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PL11
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Strategies to incorporate reflection in the mathematics classroom
by Dr Yeap Ban Har, Marshall Cavendish Institute and Pathlight School, Singapore.
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3.30 – 4.30 pm
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Keynote V (Primary) [Auditorium]
Strategies to incorporate reflections in primary mathematics lessons
By Dr Yeap Ban Har
Marshall Cavendish Institute & Pathlight School, Singapore
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Parallel Lectures (Secondary / JC)
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PL12
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Mathematics competition in daily mathematics classrooms
by Prof Toh Tin Lam, National Institute of Education, Singapore
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PL13
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Axiom of choice as the mean for the support of reflective learners
by Prof Tomas Zdrahal, Palacky University, Czech Republic
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PL14
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Does metacognitive reflection matter for secondary and JC mathematics students?
by by Prof Wong Khoon Yoong, National Institute of Education, Singapore
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PL15
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Task design & analysis, problem posing & mathematical metacognition: How can
these be integrated to deepen learning in mathematics?
by Dr Hang Kim Hoo, NUS High School, Singapore
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PL16
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Looking into students’ process of understanding mathematics for nurturing reflective
learners
by Prof Masataka Koyama, Hiroshima University, Japan.
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P1
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Mathematics lessons stimulating reflective learning: Japanese perspective
by Prof Keiko Hino, Utsunomiya University, Japan
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Seminar Room 1
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P2
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Reflections of a reflective teacher
by Mr Barry Kissane, Murdoch University, Australia
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Theatre
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P3
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Mathematics learning episodes that promote reflective thinking among elementary pupils
by Prof A.A. Limjap, De La Salle University, Philippines
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Seminar Rooms
2A & 2B
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P4
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Nurturing reflective learners of rational number concepts: The role of teacher beliefs
by Prof Kim Beswick, University of Tasmania, Australia
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Theatre
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P5
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Reflecting on excellent teachers’ values of effective mathematics lessons: What can
we learn?
by Prof Lim Chap Sam, Universiti Sains Malaysia, Malaysia
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Seminar Rooms
2A & 2B
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P6
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Nurturing reflective learners through problem solving classroom
by Prof Maitree Inprasitha, Khon Kaen University, Thailand
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Seminar Room 1
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P7
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Using summary statistics to learn probability
by Prof Yap Von Bing, National University of Singapore, Singapore
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Seminar Room 2C
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P8
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Mathematical modeling in epidemiology
by Prof Peter Pang, National University of Singapore, Singapore
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Seminar Room 2A
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P9
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Making mathematics meaningful through reflective learning
by Dr Marian Kemp, Murdoch University, Australia
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Seminar Room 2B
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P10
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A framework for interpreting inquiry-oriented teaching
by Prof Kwon OhNam, Seoul National University, Korea
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Seminar Room 1
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P11
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Strategies to incorporate reflection in the mathematics classroom
by Dr Yeap Ban Har, Marshall Cavendish Institute and Pathlight School, Singapore
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Theatre
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P12
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Mathematics competition in daily mathematics classrooms
by Prof Toh Tin Lam, National Institute of Education, Singapore
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Seminar Room 2B
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P13
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Axiom of choice as the mean for the support of reflective learners
by Prof Tomas Zdrahal, Palacky University, Czech Republic
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Seminar Room 2C
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P14
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Does metacognitive reflection matter for secondary and JC mathematics students?
by Prof Wong Khoon Yoong, National Institute of Education, Singapore
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Theatre
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P15
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Task design & analysis, problem posing & mathematical metacognition: How can these
be integrated to deepen learning in mathematics?
by Dr Hang Kim Hoo, NUS High School, Singapore
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Seminar Room 1
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P16
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Looking into students’ process of understanding mathematics for nurturing reflective
learners
by Prof Masataka Koyama, Hiroshima University, Japan
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Seminar Room 2A
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