Abstract: As a follow up to the ideas presented in my keynote lecture, in the ‘minds-on’ workshop we will work on certain mathematical tasks which support the emergence of ideas and working strategies and discuss their use in classrooms.

Abstract: Question-and-answer is an indispensable and common practice to assess student learning during classroom interactions. Classroom questions can be at different cognitive levels and the Bloom Taxonomy, with its latest modified version, is the most widely used framework to craft these questions. However, there is an alternative; it is the Pentagon Framework. This workshop will lead participants to explore how this framework, which is the foundation of the Singapore Mathematics curriculum, can be used to craft classroom questions in the cognitive, affective, and metacognitive domains so that student learning is rich and multi-dimensional.

Abstract: Constructed response refers to assessment items in which student are required to produce a short answer. Responses might involve writing a paragraph of exposition or explanation, performing a calculation, constructing a graph, compiling a table, or producing a sketch or drawing. In this workshop, we will discuss how to develop and revise constructed response items and how to use educational decision making for student learning.

Abstract: It is generally believed that paper-and-pencil tests are not suitable to test students’ Higher Order Thinking Skills (HOTS). In this workshop, participants will be led to explore how suitable test items testing HOTS can be designed. The participants will also be engaged to use identify the assessment objectives of selected traditional test items, and guided to modify these questions into forms that are suitable to assess students HOTS and formulate the new assessment objectives of these items.

Abstract: The assessment of mathematical literacy has been one of the key issues in recent mathematics education debates in many countries including Japan at both secondary and tertiary education with the continuous leases of OECD/PISA results. In this workshop, recent endeavors of assessing mathematical literacy at the secondary school level are examined with a particular focus on the nature of mathematics as the language of science. The framework, sample items, and students’ responses from the National Assessment of Academic Ability in Japan are provided to describe how the test items can be developed and how assessment results can be used for the improvement of classroom teaching. In addition, some forms of classroom assessment in Japan are introduced.

Abstract: Researchers have noted that the key to securing high quality learning is to engage students in doing quality classroom tasks. The choice and implementation of mathematical tasks that: 1) build student knowledge and basic skills; and 2) engage students in complex mathematical tasks require careful planning to enable quality learning to take place in the classroom. Teachers need to be proficient in selecting and implementing tasks that deepen conceptual understanding, foster reasoning and communication, thereby stimulating students to create knowledge for themselves. In the context of formative assessment, the tasks that students do, provide feedback to teachers on the level of students’ understanding so that teachers can modify their instruction subsequently. So, what are tasks? What can be considered as quality mathematical tasks? How can we use textbook resources to design such tasks? How do we plan the implementation of such tasks? The facilitators will engage participants through hands-on activities to answer these questions. Participants will study features of given task(s), discuss the design and implementation of such tasks, and engage in self-reflection of their current practices.

Abstract: In this workshop participating secondary school teachers will be exposed to some students’ errors and misconceptions from assessment items in specific content topics such as algebra, geometry and statistics. The focus will be on some key ideas about how the teachers can enhance their teaching of mathematics by using the students’ errors and misconceptions. It is expected that the teachers will share some examples from their own practice.

Abstract: If a student has difficulty with examination-type problems, he should practice on more similar problems. This seems obvious, and presumably works for students who have already learnt the basics. For strugglers, who probably form the bulk, this advice may even be harmful. Such students are likely better off improving their basic skills. This interactive workshop will present concrete steps for doing so, using various problems, including examination-type ones, as raw material. The topics are from statistics, though the idea is obviously generally applicable.

Abstract: Assessment provides information about teaching and evidence of students’ learning. Using and designing appropriate assessment tasks to elicit students’ errors and close the learning gap is one of the foci of the workshop. In particular, participants will have opportunities to discuss and design ICT-based self-test tasks that may lead to self-directed learning. One example of a task on complex numbers can be found here: http://www.geogebratube.org/student/manYPTcI0 .

(Target Audience: JC/IP Teachers. Participants are advised to bring their own notebook with Geogebra installed)

Abstract: There has been much focus and discussion on assessment for learning in the classrooms in Singapore in recent years. Many educational research studies, both international and local, have put forward many proposals and suggestions on how to integrate assessment into the teaching and learning processes. This workshop attempts to help participants come up with some practical strategies and approaches to design and integrate a range of assessment tasks that can potentially enhance students’ engagement in their learning of Mathematics in the classroom. The contexts and exemplars used will be relevant to upper primary as well as secondary levels.

Abstract: An integral part of assessment in mathematics is the understanding of the errors and misconceptions in students’ learning. Literature review has highlighted that students’ errors and misconceptions often hinder them from fully understanding the topic. In this project, we explore the common errors that hinder students’ learning in two important topics, namely Indices and Calculus, as these topics are the fundamental mathematical topics required for many branches of knowledge. The objective of our project is to use error analysis as an assessment tool to enable teachers to better adjust their instructional strategies in order to help students construct a clear concept image. This sharing aims to equip teachers with knowledge of these common errors so as to allow for more effective planning of lessons catering to students’ needs.