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All Journal Journal of Research and Advances in Mathematics Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Mathematics Education Journal
Toh, Tin Lam
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Education Mathematics Other

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A framework for designing mathematics instruction using comics at the primary school level Chu, Yun Li Lynnette; Toh, Tin Lam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.11373

Abstract

Developing primary school students’ interest in and getting them motivated to learn mathematics has been a perennial focus of educators. The use of comics for classroom instruction is an area gaining more attention from educators. In this paper, we review some existing education literature on the impact of comics on students’ cognitive and affective learning needs. We also propose a TSCT (Theme, Storyline, Character, Text) framework for educators to design instructional material using comics for mathematics instruction in the primary mathematics classroom. With the TSCT framework, we demonstrate the design of one comics mathematics lesson on the topic of Fraction.
A framework for designing mathematics instruction using comics at the primary school level Chu, Yun Li Lynnette; Toh, Tin Lam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.11373

Abstract

Developing primary school students’ interest in and getting them motivated to learn mathematics has been a perennial focus of educators. The use of comics for classroom instruction is an area gaining more attention from educators. In this paper, we review some existing education literature on the impact of comics on students’ cognitive and affective learning needs. We also propose a TSCT (Theme, Storyline, Character, Text) framework for educators to design instructional material using comics for mathematics instruction in the primary mathematics classroom. With the TSCT framework, we demonstrate the design of one comics mathematics lesson on the topic of Fraction.
A framework for designing problem solving task for secondary school mathematics classroom NG, Yu Xin; TOH, Tin Lam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 8 Issue 2 April 2023
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v8i2.3137

Abstract

Although problem solving has been playing a critical role in the teaching and learning of mathematics in K-12 in many countries in the world, anecdotal evidence from mathematics classrooms shows that teachers are still facing challenges in designing mathematical tasks on problem solving for classroom instruction. Despite the effort of several existing research studies on enacting problem solving in the mathematics classroom, the guiding principles for designing problem solving tasks remain largely unexplored, thus teachers are left without being empowered to design their own problem solving tasks. The objective of this paper is to provide a comprehensive framework on designing problem solving tasks through a list of interrelated guiding principles. The proposed framework, which we name MIRACLE, foreground seven key considerations which mathematics educators should take into consideration when designing a task for a problem solving lesson: Mathematical content, method of Instruction, Required knowledge, Assessment, Complexity of problem, Learner’s profile, and Enactment of lesson. This paper also provides two exemplars on how the framework could be used to design mathematical tasks for problem solving through problem solving
Self-directed learning through gamification of mathematics lessons: Literature review and a framework for enactment ONG, Eythan Tzeng Junn; TOH, Tin Lam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 9 Issue 4 October 2024
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v9i4.4729

Abstract

Gamification, or the use of game-like elements for classroom instruction, has been the subject of study by educators. Currently there are no frameworks for enacting gamification in the mathematics classroom.  In this paper, we propose a framework for facilitating Mathematics teachers to implement gamification in classrooms. Through gamification, we target to nurture self-directed learners of Mathematics.  Our proposed framework is based on a systematic literature review conducted by the researchers. In our proposal, we map the use of various elements of gamification at each phase of learning through to Merrill’s First Principles of Instruction and van Hiele’s Model of Geometric Thinking. An exemplar of a lesson on geometry with the use of the framework is also presented.
A framework for designing mathematics instruction using comics at the primary school level Chu, Yun Li Lynnette; Toh, Tin Lam
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 5 Issue 3 October 2020
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v5i3.11373

Abstract

Developing primary school students’ interest in and getting them motivated to learn mathematics has been a perennial focus of educators. The use of comics for classroom instruction is an area gaining more attention from educators. In this paper, we review some existing education literature on the impact of comics on students’ cognitive and affective learning needs. We also propose a TSCT (Theme, Storyline, Character, Text) framework for educators to design instructional material using comics for mathematics instruction in the primary mathematics classroom. With the TSCT framework, we demonstrate the design of one comics mathematics lesson on the topic of Fraction.
Mathematics Pre-Service Teachers’ Understanding of Inferential Statistics: A Case Study in Singapore Peng, Qiaozi; Toh, Tin Lam; Zhu, Ying
Mathematics Education Journal Vol. 19 No. 3 (2025): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v19i3.pp437-464

Abstract

In this paper, we report our study on identifying mathematics pre-service teachers’ understanding (and misconceptions) of concepts in inferential statistics through case study methodology of an entire cohort of nine beginning undergraduate students in a teacher education course. Multiple-choice questions and open-ended questions were used to elicit their responses on sampling distribution, Central Limit Theorem, and concepts related to hypothesis testing. The students’ responses show their understanding of sampling distribution and Central Limit Theorem, but lack of understanding of concepts related to hypothesis testing. Their knowledge of hypothesis testing was characterized by their procedural approach to perform hypothesis testing. Some suggestions on teaching of statistics in the school mathematics curriculum are also provided.
Co-Authors Chu, Yun Li Lynnette NG, Yu Xin ONG, Eythan Tzeng Junn Peng, Qiaozi Zhu, Ying