Friday, July 31, 2009
With 26 slots of parallel sessions, each with six different presentations, plus two keynotes and three plenary lectures, the conference was filled with plenty of stimulating topics. I was told that the participants come from 16 countries - Australia, Brunei, Canada, Hong Kong, India, Indonesia, Iran, Italy, Japan, Korea, Malaysia, New Zealand, Philippines, Singapore, Chinese Taipei and Thailand. Malaysia, Thailand and Indonesia had the largest groups. The Proceedings comprises 40selected peer-reviewed papers.
The keynote speakers are David Treagust (Science Education) and Kaye Stacey (Mathematics Education). The other plenary speakers are Pairash (Thailand) on teaching mathematics and science to children with special needs and Lilia Halim (Malaysia) on science education. I will deliver a pleanry lecture at the conference. The tilte of the lecture is Improving Mathematical Literacy Through Assessment.
Yeap, B. H. (2009). Improving Mathematical Literacy Through Assessment. In Chaeh, U. H., Wahyudi, Devadason, R. P., Ng, K. T., Preechaporn, W., & Aligaen, J. C. (Eds.), Proceedings of Third International Conference on Science and Mathematics Education, pp.25-29. Penang, Malaysia: SEAMEO-RECSAM.
Paradigms in Mathematical Education for the XXIst Century:
Sharing Educational Experiences with Asia
I will be doing the national presentation for Singapore. In the same session, I have Sung Je Cho (Korea), Jaime Carvalho e Silva (Portugal), Celia Hoyles (UK) and Peter Taylor (Australia) for company. The title of my presentation is High Expectations & Safety Nets: Teaching & Learning Mathematics in Singapore. The abstract of my presentation is as follow: The Singapore education system is often said to be working well. In particular, students in Singapore has done well in international benchmarking studies in mathematics, science and literacy. In this presentation, I will focus on two features of mathematics teaching and learning for the first eight years of the formal school system. In the first part, an analysis of the primary six national test items and a case study on how primary schools teach their weakest students found that there is a high expectation placed on every student, including the lowest achievers. In the second part, a study of structures that are implemented in all schools found that there are three 'safety nets' in the first eight years to ensure that no students is permanently left behind. I look forward to listening to lectures by eminent mathematics educators such as Jeremy Kilpatrick (USA) and Michelle Artigue (France). See http://www.casaasia.es/matematicas/