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Mathematics Education Research: Impact on Classroom Practices

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Singapore Math and Science Education Innovation

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Abstract

The longstanding criticism against education research is: Has it made a difference to actual classroom practice? In this chapter, I present a case for the affirmative in the context of mathematics education research in Singapore – not merely by describing cases but also extracting common underlying features that contribute to impact. These examples include the now well-known ‘model method’, mathematics problem-solving and the concrete-pictorial-abstract instructional heuristic.

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Authors and Affiliations

  1. Mathematics & Mathematics Education (MME), National Institute of Education, Nanyang Technological University (NIE/NTU), Singapore, Singapore

    Yew Hoong Leong

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  1. Yew Hoong Leong
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Correspondence to Yew Hoong Leong .

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Editors and Affiliations

  1. Centre for Research in Child Development, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Oon Seng Tan

  2. Office of Teacher Education, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Ee Ling Low

  3. Mathematics and Mathematics Education, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Eng Guan Tay

  4. Academic & Faculty Affairs, National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Yaw Kai Yan

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Leong, Y.H. (2021). Mathematics Education Research: Impact on Classroom Practices. In: Tan, O.S., Low, E.L., Tay, E.G., Yan, Y.K. (eds) Singapore Math and Science Education Innovation. Empowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives, vol 1. Springer, Singapore. https://doi.org/10.1007/978-981-16-1357-9_9

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  • DOI: https://doi.org/10.1007/978-981-16-1357-9_9

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-16-1356-2

  • Online ISBN: 978-981-16-1357-9

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