8:00 to 8:30 | Opening and Presentation of Excellence in Mathematics Teaching Award | ||
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8:30 to 9:30 | Lecture 1 (Plenary) Prof Michael Dorff PDF of lecture |
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9:30 to 9:40 | Break | ||

Primary Track | Secondary Track | JC Track | |

9:40 to 10:40 | Lecture 2: Dr Yeap Ban Har |
Lecture 3: Prof Manuel Santos-Trigo PDF of lecture |
Lecture 4: Prof Roberto Araya PDF of lecture |

10:40 to 10:55 | Break | ||

10:55 to 11:55 | Lecture 5: Dr Ng Kit Ee, Dawn PDF of lecture |
Lecture 6: Dr Yeo Boon Wooi, Joseph PDF of lecture |
Lecture 7: Prof Chan Heng Huat PDF of lecture |

11:55 to 12:00 | Closing |

Students solving BIG problems

Prof Michael Dorff, Brigham Young University, USA

CareerCast.com, a job search website, ranks the top jobs each year. One occupation is almost always in the top 5 and some years is the #1 job -- that occupation is a mathematician! Unfortunately, many students and people don't know that there are hundreds of companies in business, industry, and government (BIG) hiring students who are good at math. What are these companies? What type of BIG problems do they want math students to solve? During this presentation, we will answer these questions and present a new model for a math class that prepares students for careers in BIG.

Mathematics Instruction in Primary Classrooms for the Future

Dr Yeap Ban Har, Pathlight School (Singapore)/Anglo-Singapore International School (Thailand)

In this lecture, the speaker raises questions on the roles of the (human) teacher in the learning process. By delineating key learning experiences and alluding to teaching for big ideas, we will envision how learning should look like in the early stages of learning mathematics and learning how to learn mathematics.

Characterizing and Supporting Hybrid Learning Scenarios to Foster Students' Development of Mathematical Concepts and Problem-Solving Competencies

Prof Manuel Santos-Trigo, Centre for Research and Advanced Studies, Cinvestav-IPN, Mexico

The social confinement that was imposed worldwide to control the spread of the pandemic COVID-19 led individuals to rely on digital technologies to carry out both daily activities and school tasks. What changes in mathematics curriculum and learning scenarios are important to support a flexible learning environment that combines remote students' work and face-to-face interaction? I propose a conceptual framework to structure a problem-solving approach that integrates the coordinated use of digital technologies and an online supporting system for students to work and discuss mathematical tasks. To introduce the framework, a task that involves the construction of a rectangle based on its given perimeter and its diagonal will be discussed to illustrate that a dynamic model of the task might lead students to explore concepts related to the study of calculus and analytic geometry. download pdf

What and how to teach mathematics for the future?

Prof Roberto Araya, Universidad de Chile, Chile

We are experiencing a great acceleration in social change and a true explosion of knowledge of the natural and social world.
It is natural then to ask whether we have to update school mathematics content. What we now teach was mainly developed in agricultural
and previous commercial societies. Now we are globally interconnected. Every day, an increasing number of autonomous agents interact with us.
Moreover, they are starting to decide for us.

I postulate 3 conjectures. First, the main challenge is trust. What agents should we trust? Here we have an evolutionary mismatch.
Our brains evolved to trust a small group of people, not billions. Much less to trust in smart apps. We need to provide citizens
with tools to solve this challenge.

Second, the solution is to know and master a core set of mathematical and computational models about agents and swarms of agents.
It is a new form of computational thinking. It pervades biology and psychology with populations subjected to natural and sexual selection
intertwined with cultural coevolution. It is the mathematics citizens need to understand how innovations and complex changes occur and propagate.

Third, I propose that to find effective strategies on how to teach them, the solution lies in teachers’ collaborative work.
We need lesson studies 2.0. These are lesson studies enhanced with AI support. Recent advances in natural language processing,
pattern recognition in videos, and machine learning provide us with a powerful microscope to analyze and rapidly adjust teaching
practices to these new teaching challenges.

Diverse Learners, Multiple Possibilities: Differentiated Instruction in Primary Mathematics

Dr Ng Kit Ee, Dawn, NIE, Singapore

Key to teaching is addressing the needs of the learner. Diverse learners in the classroom means multiple possibilities and learning pathways. Differentiated instruction sits on the premise that the most ideal form of student learning takes place when teachers integrate students' readiness levels, interests, and learning profiles during instructional planning to develop the potential of learners. This lecture will discuss how differentiated instruction can be incorporated into primary mathematics classrooms in Singapore.

Fostering Disciplinary Thinking and Academic Practice through Inquiry-based Learning in Mathematics

Dr Yeo Boon Wooi, Joseph, NIE, Singapore

The central focus of the Singapore school mathematics curriculum has always been mathematical problem solving since the 1990s. But in the latest syllabus review, a new orientation has been added: learning mathematics as a discipline, in addition to learning it as a tool for problem solving. The idea of learning mathematics as a discipline refers to doing mathematics as a mathematician would do in his or her academic practice, e.g. posing problems to investigate and solve, understanding the nature of mathematical structures by searching for patterns, and forming and justifying conjectures. One way to teach mathematics students to think like a mathematician is through the use of inquiry-based learning (IBL), which is one of the areas of focus under SkillsFuture for Educators (SFEd). In this lecture, I will unpack how teachers can use IBL to help students learn mathematics by engaging them in disciplinary thinking when constructing their own knowledge and solving mathematical problems.

"Primes of the form x

Prof CHAN Heng Huat, NUS, Singapore

In 2009, I was asked by my department to design a third year module "Introduction to Number Theory". This module is different from "Elementary Number Theory" as it requires a first course in Abstract Algebra as a pre-requisite. Since then, I have taught the course eight times and the notes evolved throughout the years. There are about 11 to 13 chapters in the notes. I soon notice that I could apply the different results learned in each chapter to give a classification of primes representable as sums of two squares. In this talk, I will discuss some topics discussed in the course and their relationship with my ``tour guide''.