Mathematics Teachers Conference 2007
Junior College Section - Workshops
J 1 - Making Statistical Inferences
Dr Cheang Wai Kwong (MME/NIE)
Abstract: Given the abundance of statistical information encountered in daily life, how do
we make well-founded judgments? Literacy in statistical inferences would enable us to judge
statistical information in a more critical manner. This workshop aims to demonstrate how
statistical inferences (constructing confidence intervals and testing hypotheses) can be
performed to draw conclusions about the characteristics of a population. The data sets to be
explored using Excel include: FIFA World Cup 2002 and 2006, Singapore public confidence
in charities, Olympic 100-m gold-medal times for men and women, and Singapore economic
growth rate and unemployment rate.
J 2 - "Mathematical Literacy versus Mathematical Etymology"
Dr Paul M.E. Shutler (MME/NIE)
Abstract: The aim of this workshop is to explore the difference between mathematical
literacy and mathematical etymology. Mathematical etymology can be defined as the way we
happen to write mathematics, and ranges from the meanings of the words we use in
describing mathematical objects, to the choice of symbols we use to denote mathematical
operations. For example, it makes no mathematical difference whether we use the word
"quadrilateral" or the phrase "four sided figure" nor does it make a difference if we denote
multiplication by the special symbol  by a dot  or simply by placing two terms next to each
other. In view of this, mathematical literacy could be defined as what is left when
mathematical etymology is striped away, that is, the underlying mathematical processes
which would be true regardless of how we happen to write them. This is of importance in an
educational context since, although many of the details of what we write are arbitrary
conventions, and although conventions are useful and important as an aid to communication,
many students mistake them for mathematical absolutes. This is of particular importance in
an Asian context since much of the mathematical terminology we use comes from either
Greek or Latin words, so students whose first language is non-European are automatically at
an educational disadvantage. On the other hand, exploring mathematical etymology can be
quite exciting for students, as they discover that simple and everyday meanings lie behind the
mathematical terms that previously they were obliged to memorize. Furthermore, by
distinguishing clearly between mathematical etymology and mathematical literacy, educators
become empowered to change the way mathematics is taught so as to help students learn
better, faster and more confidently. The workshop will end with a glimpse of the future, in
which the way we write modern (Hindu-Arabic) numerals could be improved from an
etymology/literacy viewpoint.
J 3 – Improving Mathematics Literacy with the Graphing Calculator
Dr Ng Wee Leng (MME/NIE)
Abstract: Mathematics literacy is more than memorising mathematical facts, formulae,
procedures and algorithms. An individual who is mathematically literate should be able to
confidently use mathematics as a way of reasoning, problem solving as well as exploring,
modeling, explaining and understanding the world.
In this workshop participants will examine ways in which the graphing calculator could be
used to help students improve their mathematics literacy through activities which focus on
exploring mathematics in contexts and developing relational understanding of mathematics.
Organised jointly by AME & MME
Friday, 1st June 2007 @ NIE