Journal

TME(2022) Vol 3, No. 1, pp 62-74

Teaching and Learning Complex Numbers through Problem Solving Tin Lam TOH National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2022, Vol 3, No. 1, pp 62-74. Abstract With reference to complex numbers, it is argued in this paper that attention should not only be focused on the practical usefulness or …

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TME(2022) Vol 3, No. 1, pp 41-61

Motivating Mathematics Students and Cultivating the Joy of Learning Mathematics Joseph B. W. YEO National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2022, Vol 3, No. 1, pp 41-61. Abstract The underlying basis of the self-determination theory (SDT) is that people are inherently motivated to learn if their basic psychological …

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TME(2022) Vol 3, No. 1, pp 30-40

Tinkering with the Problem: Key Experience in Mathematics Activities with the Joy of Learning Yoshinori SHIMIZU Tsukuba University Japan Published in The Mathematician Educator, 2022, Vol 3, No. 1, pp 30-40. Abstract Authentic mathematical activities include key experiences of finding alternative solutions of a mathematical problem, changing the conditions of the problem, and even exploring …

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TME(2022) Vol 3, No. 1, pp 17-29

Connecting the Dots in Task Design Lu Pien CHENG National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2022, Vol 3, No. 1, pp 17-29. Abstract Mathematical connections are true relationships and are important for deep mathematical understanding. Connections are also important components of successful problem solving. At the heart of …

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TME(2022) Vol 3, No. 1, pp 3-16

Rediscovering the joy of mathematics: What Australian teachers learned from Singapore John WEST Mathematical Association of Western Australia Australia Published in The Mathematician Educator, 2022, Vol 3, No. 1, pp 3-16. Abstract Mathematical problems arise in almost every aspect of students’ lives, and mathematical proficiency is considered essential in an increasing number of vocations. International …

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TME(2021) Vol 2, No. 2, pp 107-126

A Semester-Long Flipped Calculus Course for Pre-Service Teachers in Singapore NG Wee Leng, TEO Kok Ming, WONG Khoon Yoong, and KWAN Kang Ling National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2021, Vol 2, No. 2, pp 107-126. Abstract This paper reports on a study on a semester-long flipped university …

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TME(2021) Vol 2, No. 2, pp 86-106

Revealing Prospective Secondary Teachers’ Mathematical Knowledge for Teaching in Teacher-Created Representations of Practice Alyson E. Lischka*, Yvonne Lai^, Lindsay Czap*, and Jeremy F. Strayer* *Middle Tennessee State University United States of America ^University of Nebraska-Lincoln United States of America Published in The Mathematician Educator, 2021, Vol 2, No. 2, pp 86-106. Abstract To examine differences …

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TME(2021) Vol 2, No. 2, pp 76-85

Twelve Erroneous Proofs TOH Pee Choon National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2021, Vol 2, No. 2, pp 76-85. Abstract Assessing how well students understand proofs is difficult. One way to achieve this is to present an erroneous proof and require students to identify the error. Twelve erroneous …

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TME(2021) Vol 2, No. 2, pp 67-75

Tangrams: On Attention and Error TAY Eng Guan National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2021, Vol 2, No. 2, pp 67-75. Abstract Even in mathematics, a lack of attention may result in a publication with errors. This article postulates a reason why errors are made in mathematics and …

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