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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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Journal : Mathematics Education Journal

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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.
Pre-University Mathematics Teachers’ Design of Instructional Materials: A Case Study of the Vectors Instructional Materials from a Pre-University Institution in Singapore Tan, Zhen Han Hans; Toh, Tin Lam; Zulkardi; Ratu Ilma Indra, Putri
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

A unique feature of pre-university mathematics education in Singapore, compared to primary and secondary level mathematics, is that there are no available textbooks. Consequently, each pre-university institution designs their own instructional materials (lecture notes and practice worksheets), based on their teachers’ interpretation of the syllabus and curriculum. In this paper, we present a case study of the instructional materials of one topic Vectors from a pre-university institution. We examine how mathematical problem solving was presented in the instructional materials. We identified three features of the instructional materials that develop mathematical problem solving competencies in students: (1) the use of concrete pictorial representations to facilitate students’ understanding of abstract concepts and expose them to a mode of representation (i.e., concrete pictorial representation) to fall back on whenever necessary; (2) the steps in Polya’s Problem Solving Model were implicitly introduced to students in the form of question prompts in the worked examples; and (3) worked examples and self-review questions were heavily used in the lecture notes. Some implications to teachers’ design of instructional material are presented in the paper.
Co-Authors Chu, Yun Li Lynnette NG, Yu Xin ONG, Eythan Tzeng Junn Peng, Qiaozi Ratu Ilma Indra, Putri Tan, Zhen Han Hans Zhu, Ying Zulkardi