Venue: National Institute of Education, Singapore

Impact of burnout in Clinicians, Educators and Learners

Prof Nicholas Chew

Tan Tock Seng Hospital

Abstract: Burnout is a phenomenon that affects many in the human services industries. In healthcare it is often quoted that about 25% of healthcare workers will suffer from burnout at some point in their careers. We will explore the impact of burnout in clinicians, educators and learners and discuss some ways to manage the problem

How to empower future teachers’ practical knowledge in teacher education: An innovative case of mathematics didactics course using collaborative questioning

Prof. Kwon Oh Nam

Seoul National University, Korea

Abstract: Practical knowledge is a part of pedagogical content knowledge that teachers must develop for empowering learners. In this lecture we will examine how Methods courses in South Korea, Singapore, Germany, and United States advance practical knowledge. The analysis will provide us with a way to improve practical knowledge of teachers through an innovative Methods course that uses collaborative questioning.

How to design teaching with variation based on learning space

Prof Jiansheng BAO

Department of Mathematics, East China Normal University

Abstract: Teaching with variation is a traditional mathematics teaching style in China Mainland. Phenomenography is a learning theory introduced by F. Marton. Based on a collaborative research project, we developed an instructional design tool to help mathematics teachers to use the strategies of teaching with variation effectively. The lecture will mainly introduce this tool based on several lesson studies.

Discovering mathematics

Prof Toh Pee Choon

NIE

Abstract: What is mathematics? If you ask students, the majority of their answers would invariably revolve around calculations, formulas and possibly the fact that every problem has a definite numerical answer. A mathematician on the other hand would describe mathematics as a process of discovery, a search for structure, which involves exploring, experimenting, conjecturing and reasoning. Often times, the problems to be solved are not well defined, let alone the answers. In this lecture, we will explore how to bridge the gap between the students’ and the mathematicians’ experiences of doing mathematics.

The development of mathematical way of thinking and being through productive failure

Prof Manu Kapur

Hong Kong Institute of Education

Abstract: Failure can be productive. In this lecture the development of mathematical way of thinking and being through productive failure will be demonstrated and explored.

Defining and assigning competence in the mathematics classroom

Prof Glenda Anthony

Massey University

Abstract: Clearly, empowering mathematics learners demands that students form positive relationship with and in mathematics; relationships that embrace feelings of competence. As teachers, the mathematical and social obligations we set up and value in the classroom impact on students’ notions of competence. Rather than defining competence as an attribute of the individual—the ‘what’ a student needs to know or do in order to be considered successful—this presentation considers how competence can be constructed within classroom interactions. In understanding how we define and assign competence it is important that we look closely at who gets to share their ideas in the classroom and what sorts of thinking and mathematical practices are valued. For example, in one class, competence may be determined by using the right methods, and in another class, students may be constructed as competent when they participate in acts of sense making. This presentation will illustrate how the opportunities for students to be understood as being competent depend on the tasks that they are assigned to work on, and the agency and accountability with which they are positioned to do that work.

Developing self-regulated learners in the primary mathematics classroom

Dr Cheng Lu Pien

National Institute of Education (Singapore)

Abstract: Self-regulation is an essential characteristic of effective learning. Hence, teachers are empowering students in the learning of Mathematics when they develop self-regulated learners in the Primary Mathematics classrooms. The talk will present some instructional approaches that teachers could use to engage learners in the Primary Mathematics classroom so that learners are empowered and eager to learn. In particular, a model of self-regulated learning will be presented to support the development of instructional practices that cultivate self-regulated learning behaviours.

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