报告人：Dr. Chua Boon Liang（蔡文亮）
时间：2018年12月24日上午8:30 - 9:30
Learning mathematics involves analysing a mathematical situation, developing an argument and establishing the validity of any argument put forth. These processes are often not easy for students, and even mathematics teachers, to navigate. Engaging students in these processes not only requires them to have an understanding of the nature and demand of the mathematical task, as well as good knowledge of mathematics contents, but, frequently, also needs learning opportunities for them to discover and construct mathematics ideas on their own and express their ideas using appropriate mathematical language. In this seminar, I shall draw on two funded research studies that I am involved in and share the sort of issues that the participating students faced. One of the studies, Justification in Mathematics (JiM), investigates the abilities of Singapore secondary school students and their mathematics teachers in expressing mathematical reasoning and constructing justification. The other study, Constructivist Learning Design for Singapore Secondary Mathematics Curriculum (CLD), seeks to develop a constructivist learning design that mathematics teachers can leverage on for classroom teaching of mathematics at the secondary level.