The Mathematician Educator, 2022, Volume 3, Number 2
Contents Cover Page Volume 3, Number 1
Journal
TME(2022) Vol 3, No. 2, pp 133-153
The Effect of Constructivist Instruction on Learning Engagement in Mathematics Lessons: A Flow Theory Perspective Ngan Hoe LEE, Zi Yang WONG, June LEE, and Lu Pien CHENG National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2022, Vol 3, No. 2, pp 133-153. Abstract The aim of this study is to …
TME(2022) Vol 3, No. 2, pp 101-132
A CTD Lesson Planning Tool for Mathematics Teachers ONG Kai Loon Caron*, and Berinderjeet KAUR^ *Temasek Polytechnic Singapore ^National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2022, Vol 3, No. 2, pp 101-132. Abstract Lesson planning is a critical aspect of teachers’ planning for instruction. Research has shown that a …
TME(2022) Vol 3, No. 2, pp 85-100
Collaborative Creativity in Proving: Adapting a Reflection Tool for Group Use Amanda Lake HEATH Middle Tennessee State University United States of America Published in The Mathematician Educator, 2022, Vol 3, No. 2, pp 85-100. Abstract Creativity is central to mathematics and mathematics education. One hindrance to research in mathematical creativity is the complex nature of …
TME(2022) Vol 3, No. 2, pp 75-84
Congruence as an Extension to Parity TAY Eng Guan, and WONG Willie Han Wah National Institute of Education Nanyang Technological University Singapore Published in The Mathematician Educator, 2022, Vol 3, No. 2, pp 75-84. Abstract Parity (even and odd) is a feature often utilised in solving a mathematical problem. In Pólya’s problem solving model, the …
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 …
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 …
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 …
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 …
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 …