Vol 3 No 1 (2022)

Published: 2022-04-25

-- In Progress --

Abstract views: 435   PDF downloads: 131  
2022-10-26

Page 201-217

Advancing the concept of triangulation from social sciences research to mathematics education

blankpage Sergei Abramovich

The paper suggests interpreting the term triangulation, commonly used in social science research, as multiple ways of solving a problem in the context of mathematics education. The availability of different technological tools provides new perspectives on problem solving as modeling from where ideas for problem posing stem. Using topics from geometry and trigonometry, triangulation is considered through lens of teacher education. Reflections by teacher candidates on activities which are shared and reviewed in the paper indicate future teachers’ readiness to implement the pedagogy of triangulated perspectives on problem solving and posing in their own mathematics classrooms.

Abstract views: 534   PDF downloads: 286  
2022-04-25

Page 191-200

The use of GoSoapBox for teaching and learning

blankpage Kwong Nui Sim

The complexity of relationships between teaching and learning practices is increasing as we rethink higher education in the age of Information and Communication Technologies (ICT). The availabilities and capabilities of ICT tools enable us to explore the process of teaching and learning in a more unconventional manner. This paper seeks to share an online ICT tool, GoSoapBox, that comprises three key pedagogical ideas in teaching and learning: student interaction (via Discussion), student engagement (via Quiz), and student evaluation (via Poll). While the emphasis is not on advocating the ICT product, the recognition of the affordances of this suggested tool is significant in ensuring the pedagogical ideas could be achieved. Apart from the fundamental benefits that GoSoapBox could offer, the paper also outlines innovative ideas that could advance the process of teaching and learning by adopting the proposed tool in the classroom, including the positive sharing from the academics who had used this tool before, as well as the limitations of the tool which need to be aware of when using it for academic purposes. The paper concludes that constant analysis of practices drives the improvement of teaching and learning processes, with the possibility of incorporating a suitable ICT tool to make this process more efficient and effective.