Professor Keiko Hino

Division of Teacher Professional Development
Utsunomiya University
Japan

Biography. Keiko Hino is a Professor at the Utsunomiya University in Japan. She works at the Division of Teacher Professional Development and supervises in-service teachers’ practical research on mathematics teaching and learning. She received her M.Ed. from Tsukuba University and her Ph.D. in Education from Southern Illinois University at Carbondale. Her major scholarly interests are students’ development of proportional reasoning, international comparative study on teaching and learning mathematics, and mathematics teachers’ professional development. From 2016 to 2017, she served as a Collaborator on Expert Work for the Improvement of the Course of Study at the Ministry of Education, Culture, Sports, Science and Technology (MEXT).

Abstract. In this workshop, by using problems from the National Assessment of Academic Ability (NAAA) in Japan, I will provide an opportunity to examine children's ability to think mathematically. I hope the workshop also gives a chance to compare the mathematical thinking competencies emphasized between Singapore and Japan and exchange ideas for better teaching and learning.

The NAAA by the Japanese Ministry of Education (MEXT) has been conducted on a national scale since 2007 for grades 6 and 9, and its data have been accumulated. It aims to grasp/analyze the states of students’ academic ability and learning, inspect the results and tasks of educational policy, plan its improvement, and through which, establish the continuous cycle of inspection and improvement for education.
https://www.nier.go.jp/kaihatsu/zenkokugakuryoku.html

Target audience. Primary Mathematics Teachers

Dr Cynthia Seto and Ms Jennie Hon

Nanyang Technological University
Bendemeer Primary School
Singapore

Biography.
Dr Cynthia Seto was a Principal Master Teacher (Mathematics) prior to her retirement from service with the Academy of Singapore Teachers. She is now an Adjunct Senior Fellow with NIE and Principal Consultant (Mathematics) with Marshall Cavendish Education. Besides having extensive experience in guiding and mentoring teachers in various pedagogical approaches, Dr Seto has also published and presented papers at international conferences.

Ms Jennie Hon is a Lead Teacher/Mathematics at Bendemeer Primary School. Her passion lies in actively engaging students and fostering within them a genuine love for learning Mathematics. She believes in not just imparting knowledge but also guiding students towards developing a positive mindset towards the subject. Moreover, Ms. Hon is particularly interested in the field of metacognition, aiming to nurture students' ability to think about their own thinking processes, which is crucial for their overall cognitive development.

Abstract. To learn mathematics meaningfully, our pupils need to use their senses in practical and enjoyable experiences. Purposeful play provides a conducive environment that engages the ‘head, hands and heart’ of diverse learners to explore and make connections among the various mathematical concepts. Studies have shown that play is highly motivational and enables children to develop lifelong dispositions and flexible approaches to learning, in particular for mathematics. This session will discuss the use of purposeful play to encourage pupils to talk, think, reason and wonder about the mathematics concepts as they play the games and puzzles.

Target audience. Primary Mathematics Teachers

Dr Yeo Kai Kow Joseph

Mathematics and Mathematics Education AG
National Institute of Education
Nanyang Technological University
Singapore

Biography. Dr Joseph YEO Kai Kow is a Senior Lecturer in the Mathematics and Mathematics Education Academic Group at the National Institute of Education, Nanyang Technological University, Singapore. He holds a PhD in mathematics education from Nanyang Technological University, Singapore. As a teacher educator, he is involved in training pre-service and in-service mathematics teachers at primary and secondary levels and has also conducted numerous professional development courses for teachers in Singapore and overseas. Before joining the National Institute of Education in 2000, he held the post of Vice Principal and Head of Mathematics Department in secondary schools. His research interests include mathematical problem solving in the primary and secondary levels, mathematics pedagogical content knowledge of teachers, mathematics teaching in primary schools and mathematics anxiety. He has published several papers, book chapters and conference papers.

Abstract. Mathematics anxiety can be traced back for centuries and continues to exist today among mathematics students nationwide, starting, in some cases, even earlier than kindergarten. Mathematics anxiety is considered one of the most important attitudinal and emotional problems that faces mathematics teachers. It is identified as the feelings of tension, helplessness and discomfort that can develop when carrying out mathematical tasks. This workshop session discusses the difference between Trait Anxiety and State Anxiety as well as the definition of mathematics anxiety. In this workshop, participants will gain a comprehensive explanation of the causes and impact of mathematics anxiety. By delving into the various ways of reducing mathematics anxiety, participants could learn how to support and help mathematics anxiety students in all aspects of their mathematics learning.

Target audience. Primary Mathematics Teachers