Mathematics Teaching: Exemplifying Theory-Informed Practices Harnessing ICT to foster mathematical thinking and promote the joy of learning in a mathematical classroom

Proposal for Book Chapter
Book on Mathematics Teaching: Exemplifying Theory-Informed Practices
Please submit this proposal for book chapter to Cynthia by 6 July 2018.
Author(s) and
Affiliation (s)
Maximum is 4 authors

Name of Author Affiliation
1) Wee Loo Kang
2) Theresa Heng

Title of Chapter
(max of 10 words)

Harnessing ICT to foster mathematical thinking and promote the joy of
learning in a mathematical classroom

5 key words
e.g. problem solving,
scaffold, task, ZPD, variation

Self directed learning, teacher direct instruction, engagement, active
learning, minds-on hands-on

250-word Synopsis
Theory discussed in this chapter is largely anchored on Jerome Bruner’s learning theory, stating that learning is an active process in selecting and transforming information, making use of past experience and knowledge. In addition, Bruner’s enactive-iconic-symbolic conception is at the heart of the Concrete-Pictorial-Abstract (CPA) approach, a key instructional strategy advocated by the Singapore
Ministry of Education.
Moreover, today’s tech-savvy learners are open to new learning concepts through interaction with information and communication technology (ICT). The digitisation age opens up new channels of
learning with teachers as facilitators and students as producers of knowledge.
The authors created apps to facilitate instant access and enhanced student engagements through the various platforms including HTML5 websites and mobile operating systems. The authors will use classroom practices to bring alive the theory and practice nexus and give recommendations to further improve the teacher direct teaching and student self-directed learning through skilful augmentation of both physical and digital manipulative.
The authors will conclude by suggesting ways to further make good use of the ICT tools that promote the joy of learning and foster mathematical thinking. This chapter ends on the high note to promote student centred learning with meaningful thought processes, providing appropriate experiences and guiding the social process of learning, so as to inspire, challenge and excite students to want to learn.