It is generally accepted in the education landscape that participation will enrich the teaching and learning process. However, acquiring mathematics skill is often perceived as an individual learning process. With the advancement of technology, more schools are exploring the potential use of ICT as tutoring environment through computer assisted instruction (CAI) or to present sources of information for discovery.
While these are instances where ICT can be used, the tasks reinforce the individual learning experiences without any social structures for collaboration. Students perform mathematical tasks in their personal space through different avenues. While collaboration is advocated in teaching and learning locally, the implementation of shared space for collaboration is often hindered by various constraints. Without the space for communication, students are not able to articulate and discuss their mathematical understanding.
This presentation discusses the development of different spaces for learning mathematics and the design approach adopted by a group of mathematics teachers in a secondary school in Singapore. By observing actual mathematics lessons being carried out in the classrooms, the teachers identified the needs to create different learning spaces for students to explore, experience and discuss about their understanding. By conceptualizing and using readily available infrastructure and technologies, the group of teachers successfully created different spaces to ensure learning takes place within and beyond the classroom.
PLM Team Members:
- Mr Mohd Salim Bin Ramli (OPSS - HOD Maths)
- Mr Teo Lip Seng (OPSS - ST Maths)
- Mr Toh Wee Teck (OPSS - ICT Mentor Maths)
- Mdm Helen Siew Foong Keng (OPSS)
- Mr Chia Shu Wei (OPSS)
- Mr Yu Yoong Kheong (ETD/TfL)
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