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Knowledge is Key to Variability in Solving Algebraic Word Problems
( Ng Swee Fong ) 한국수학교육학회 2011 수학교육 학술지 Vol.2011 No.-
In this paper I propose that teaching students the most efficient method of problem solving may curtail students` creativity. Instead it is important to arm students with a variety of problem solving heuristics. It is the students` responsibility to decide which heuristic will solve the problem. The chosen heuristic is the one which is meaningful to the students.
Knowledge is Key to Variability in Solving Algebraic Word Problems
( Ng Swee Fong ) 한국수학교육학회 2011 수학교육연구 Vol.15 No.4
In this paper I propose that teaching students the most efficient method of problem solving may curtail students`` creativity. Instead it is important to arm students with a variety of problem solving heuristics. It is the students`` responsibility to decide which heuristic will solve the problem. The chosen heuristic is the one which is meaningful to the students.
As Long As the Drawing is Logical, Size Does Not Matter
Swee Fong Ng,Kerry Lee 대한사고개발학회 2008 The International Journal of Creativity & Problem Vol.18 No.1
The use of letters as a variable is one of the obstacles faced by students as they make the transition from arithmetic to letter-symbolic algebra. Primary students in Singapore are in a unique position as they are presented with opportunities, right across their primary years, to work with less abstract representations of numbers. These students are taught to use a set of proportionately sized rectangles to model arithmetic as well as algebra word problems. fMRI studies show that adults used similar processes in generating the rectangles and letters used to solve algebraword problems. How do primary students perceive these model representations? Ten primary 5 students were interviewed on a one-to-one basis after they had completed a series of mathematics tasks. The written and interview data suggest that these students’ familiarity with the model method had enabled them to construct a new meaning of how numbers could be represented. This finding may offer educators an alternative route to facilitate the transition from arithmetic to letter-sym-bolic algebra.