Teaching STEM
Interactive Method of Teaching and Learning Mathematics : College Algebra and Trigonometry
Paper Presentation in a Themed Session Samuel E. Moskowitz
We shall concentrate on an integrated college course in algebra and trigonometry. In order to allay anxieties, the first few minutes of every session are devoted to a review of topics already covered. Contrary to the way mathematics was taught in the past, no time is allotted for writing calculations on the blackboard while the students arduously take notes. A board however should be used to draw interconnections between mathematical disciplines. Following the presentation of a new principle automatically transmitted to smartphones or laptop computers brought to the classroom, the remaining time is spent on an open exchange of student reactions, teacher criticisms, and further clarifications. Teacher-student interaction — one speaks and others listen —can lead to improvements in comprehension. Even at the elementary level, the learner must possess some ability for choosing a strategy before working on details. To prove the square root of two is irrational, a feasible approach involves proof by contradiction, definitions of rational and even numbers, and a mathematical valid substitution of variable, all of which when applied implies an apparent contradiction. Only with repeated readings of theory and extensive practice of reviewing solutions of similar problems at home can this skill be acquired. No time is allotted for writing calculations on the blackboard while the students take notes. Following presentation of a new principle of algebra or trigonometry, transmitted to smartphones or laptop computers brought to the classroom, time is spent on an open exchange of student reactions, teacher criticisms, and further clarifications.
The Connection between Numeracy and Inter-Disciplinary Mathematics Teaching
Paper Presentation in a Themed Session Tim Sibbald
While STEM or STEAM (Science, Technology, Engineering, (Art/Aesthetics), Mathematics) receives the most attention in inter-disciplinary approaches to mathematics, consideration of the wider array of possibilities helps to theorize the overall approach. This enriches the interpretation of how numeracy informs across blurred disciplinary boundaries. It also provides support for a theoretical model that explains how interdisciplinary approaches support conceptual mathematics as well as foundational aspects of numeracy. An improved framework for understanding the connection also clarifies some issues that arise in the field.
Calorie Counter: Board Game for Teaching Nutrition
Paper Presentation in a Themed Session Dee Jean Ong, Khajornsak Buaraphan
The use of games for teaching and learning scientific concepts is gaining popularity in recent years and board game is one among them. Board game is widely used in teaching several scientific concepts; however, there is a lack or board game in teaching the nutrition topic for Grade 6 students. Therefore, the “Calorie Counter” board game, which is a collaborative, engaging, challenging and joyful board game, has been created in this study to help teach Grade 6 students about the nutrition concept. A panel of six educational experts and three science teachers was asked to validate the quality of the “Calorie Counter!” board game. After revision, the Calorie Counter board game was tried out with a group of 12 post-graduate students at Mahidol University and 102 Grade 6 students from three different primary schools in Thailand. The results showed that the Calorie Counter board game was effective in promoting Grade 6 students’ understanding about nutrition to some extent. Most of the participating students felt that the Calorie Counter board game is engaging, challenging and joyful and they appreciated the collaborative environment of the game. The suggestions for further improving the Calorie Counter board game for Grade 6 students are also discussed.
Teaching Place Value at Primary School: Difficulties in the Multiplication and Division of Multiple Digit Numbers
Paper Presentation in a Themed Session Kakoma Luneta
The number and number operations concept is the major learning area in mathematics at primary level. However the learners’ ability to operationalise addition, subtraction, multiplication and division of multiple digit numbers is dependent on their ability to place the numbers in their right "values of the place." The multiple digit numbers are represented in the base 10 system and learners that grapple with the concept of Place value fail to adjust to the core requirements of elementary mathematics. This article is part of a longitudinal study on teaching elementary mathematics and it involved five teachers and a class of 34 learners. The teachers were each required to explain the concept of place value, according to their understanding, as well as to develop one lesson to teach multiplication and division of numbers using the concept of place value. The research revealed that, while primary school teachers might be able to multiply and divide multiple digit numbers, their ability to explain learners’ errors and misconceptions that emanate from their instructions needs to be a focal point in mathematics teacher education curricula. The teachers explained that the teacher education programmes did not equip them with the skills of error diagnosis and what is involved in instructions that address misconceptions that emanate from multiplication and division of multiple digit number.
