This blog comprises of the links to the blogs that illustrates the various ways that we can harness on the affordances of blogs for Maths learning.

You will notice that we are mainly leveraging on simple features like "Comments" and "Posts" - the basics of blogs. Hence, it is the way the tasks are crafted and how the strategies employed to carry out the activities that matter.

Potential of Blogs

What are the features of blogs that we can tap on for our learning activities?
  • Rich Content Type that the platform can support. Apart from text, hyperlinks and graphics that are typical of a webpage, we can also insert multimedia elements like video and audio clips easily in our blogs. On top of that, interactive elements can also be integrated into blogs pretty easily.
  • The creator of the blog can also invite others to co-author a blog, hence opening up opportunities for collaboration.
  • The ease to publish instantly is another added advantage over tradition webpage publishing. This can be carried out anytime, anywhere since all editing are done online and does not require the use of HTML codes.
  • Other features such as automatic archive and notification of updates are useful for monitoring of activities and documenting ‘process’.

Source: Tan, Y.H., Ow, E., Ho, P.Y. (2005). Weblogs in Education. Retrieved July 30, 2008, from

Also, see

Blogs and Mathematics Learning

The Singapore Mathematics Framework anchors on Problem Solving, with 5 key domains - Concepts, Skills, Processes, Attitude and Meta-cognition.
  • Leveraging on the Interactivity and Collaborative features, blog lands itself pretty well in supporting the processes such as Reasoning, Communication and Connection.
  • With its platform that supports multimedia and integration of tools (eg. Presentation slides and Graphic Organisers), it helps to promote the pupils' level of motivation and interest in the learning of Mathematics and hence able to appreciate the subject better.
  • As blogs are primarily text-based and are commonly used for journaling, it is also a platform whereby pupils can share their reflection and invite inputs from others, hearing from different perspectives, too. Depending on their creativity, they could present their reflection in different forms of media, too.
  • With appropriate illustrations, blogs can help to elicit any misconceptions through short activities, hence allowing teachers to respond to potential learning difficulties in a more timely manner.

Using Blogs to... Elicit Prior Knowledge & Make Connections

Activity blogs by Teacher Participants...

  1. Linear Law [2007: Mak Wai Han, Juying Secondary]
  2. What does Decimal mean to me? [2007: Theresa Heng, Henry Park Primary]
  3. What is so magic about Magic Squares? [2007: Theresa Heng, Henry Park Primary]
  4. What is Your Bedtime? [2008: Loh Sheau Mei, Henry Park Primary]
  5. What does Percentage mean to you? [2008: Chia Hui Siang, First Toa Payoh Primary]
Examples from ETD Workshops

  1. What does Decimal mean to me?
  2. What does Speed mean to me?
How blogs can help to make connections to experiences/prior knowledge...

  • In the "Linear Law" activity, pupils were prompted what they would think or associate with the new topic that they are going to learn.
  • Useful linking words were surfaced - Graphs, Logarithm. Linear Equations, Quadratic Equations... which the teacher can tap on these familiar terms when introduce the new knowledge to them.
  • Through the experiences shared by pupils, teacher can relate the topic to what they are familiar with. The collected sharing also helps them to link existing and new knowledge, hence helping them to make connections among the ideas/concepts (across topics/subjects)

  • In the "Percentage" activity, pupils shared what they associate with "%" , for example, Discount and Money. Through this simple exercise, pupils are able to relate what they learn with its application in everyday life, hence making learning more meaningful.

Using Blogs to... Check for Understanding & Surface Misconceptions

Activity blogs by Teacher Participants

  1. Measurement: Volume [2007: Goh Shwu Jun, Chong Boon Secondary]
  2. Rectangle versus Square [2007: Annabel Ho, Pasir Ris Secondary]
  3. Algebra Rocks my Socks [2007: Gloria Teng, Nanyang Girls' High]
  4. Volume Problem 1 [2007: Annabel Ho, Pasir Ris Secondary]
  5. Vectors: Are you in the Right Direction? [2007: Tan Hoi Hoon, Clementi Woods Secondary]
  6. Ellipse and Hyperbola [2007: Loke Seng Liat, Tampines Junior College]
  7. I am not Square [2008: Rashima, Beatty Secondary]
  8. Factorise Me! [2008: Rashima, Beatty Secondary]
  9. Can you spot the different Transformations? [2008: Eric Chong, Si Ling Secondary]
  10. Activity 1 - Interpreting and Analysing Pie Chart [2008: Khariaty Bte Ja'afar, Damai Primary]
  11. Geometry [2008: Tang Guan Eng Jennifier, Damai Primary]
  12. Fractions 1 [2008: Ho Ai Hwa, Elias Park Primary]
Examples from ETD Workshops

  1. Do we know these Shapes?
  2. Symmetry: Mirror Me
With appropriate triggers "embedded" within short questions, pupils' responses could help teacher to surface misconceptions that need to be clarified.

  • In the example of "Do we know these Shapes?", pupils were asked how many of each shape - Rhombus, Triangle and Circles - that they could find in the picture.
  • At the end of the session, varied answers received from the class which showed that pupils did not have a clear idea on the properties of the shapes.
  • Some differences surfaced includes, Are the 'triangle' look-alike shapes triangles? Some pupils may argue that, having part of the circle made up one side of the figure will mean the triangle look-alike figure has 2 straight sides only.

  • Teacher can tap on the 'differences' surfaced among answers and get pupils to explain/justify their answers and invite responses from others, hence making the discussion richer. Active discussion helps pupils to clarify and correct the misconceptions, hence remember the facts/concepts better.

Using Blogs to... Ask Questions & Understand Problems Better

Examples from ETD Workshop
  1. Exploring the Best Path: Clarifying the Problem (Secondary)
  2. Nets & Measurement (Primary)
These 2 examples are similar in nature, except that pupils from Primary and Secondary levels are equipped with a different set of prior knowledge/skills... hence, they will solve the problem differently.

The problem is open and resembles real world problem that comes to unknown parameters. Hence, to solve the problem, pupils would
  • ask questions to understand the problem better
  • based on the inputs/questions from the class, they would decide on the parameters, hence the re-state the problem so that it becomes solvable, based on the assumptions
  • learn to select and apply appropriate methods to solve the problem

Using Blogs to... Demonstrate Understanding & Application

Activity blogs by Teacher Participants
  1. Who's the Winner? [2007: Phua Hoong Cheng, Tampines North Primary]
  2. When Am I Full? [2007: Phua Hoong Cheng, Tampines North Primary]
  3. Recurring Decimal Numbers are Rational Numbers [2008: Tan Sek Jiau, Chung Cheng High (Main)]
  4. Angle of Elevation [2008: Abdul Malek, Ping Yi Secondary]
  5. Maths Reflection Journal: Proportion [2008: Chum Zhi Zhen, Nan Chiau High]
  6. Maths Reflection Journal: Simultaneous Equations [2008: Chum Zhi Zhen, Nan Chiau High]
  7. Maths Blog for Class 2E (Class Blog) [2008: Paik Xin Yi, Nan Chiau High]
  8. Sample Example on Connected Rate of Change [2008: Tan Li Leng, Zhenghua Secondary]
  9. Activity 2 - CCA [2008: Khariaty Bte Ja'afar, Damai Primary]
Examples from ETD Workshops
  1. About Average (Primary)
  2. Statistics - Average (Primary/Secondary)
  3. Concept of Area (Primary/Secondary)
  4. Whole Numbers (Primary/Secondary)
  5. Graphical Representation of Data (Secondary)
  6. Probability (Secondary)
  7. Algebra - Which is a Larger Magnitude? (Secondary)
  8. Numbers - Applications of Numbers in Practical Situations (Secondary)
Pupils could

  • respond to the questions via the Comments feature, which is a direct submission to the teacher.
  • email their responses as a post to the activity blog that is prepared by the teacher. Such allows them to include images to explain their solution.
  • be invited as a co-author where they could create posts in the activity blog. Such gives more flexibility when submitting their work - pupils can insert widgets or embed presentation slides.
In the 2nd & 3rd points, teacher can get pupils to read the posts and provide feedback/ suggestions to the solution.

Using Blogs to... Stretch Thinking

Activity Blogs by Teachers
  1. Rational & Irrational Numbers [2008: Lee Yilian, Anglican High School]
  2. Trigonometry Assignment for 302 [2008: Abdul Malek, Ping Yi Secondary]
  3. Puzzle 1: Cake Cutting [2007: Gloria Teng, Nanyang Girls' High]
  4. Journal: The Mind Reader [2008: Tan Sek Jiau, Chung Cheng High (Main)]
  5. Decimals which repeats (Recurring Decimals) [2008: Ang Kong Hock, St Andrew's Secondary]
  • The task could come in the form that requires pupils to think deep and/or apply existing knowledge to analyse new/unfamiliar situations to solve a problem.
  • They may also require to construct logical arguments with the use of mathematical vocabulary or to justify their stand.
  • Pupils could also be tasked to craft new questions - which requires them to understand the concepts before they could come up with appropriate questions.

Using Blogs to... Encourage Peer Feedback

Activity blogs by Teacher Participants
  1. Maths Reflection Journal: Proportion [2008: Chum Zhi Zhen, Nan Chiau High]
  2. Maths Reflection Journal: Simultaneous Equations [2008: Chum Zhi Zhen, Nan Chiau High]
Examples from ETD Workshops
  1. Shortest Path Problem (Case 2, Case 4, Case 1, Case 3)
Leveraging on the interactive feature (ie. via Comments), when work is submitted as a post, pupils can be invited to review and comment on their peers' work. This enriches the discussion, which is normally lead by the teacher.

Pupils can point out errors or misconceptions of their peers and can attempt to explain the solution. Given the opportunity to articulate what they learnt, it reinforces their learning.

Using Blogs to... Gather Feedback

  1. Vectors on the Coordinate Plane (and kittens) [2008: Hamdan Bin Selamat, Anglican High]
  2. Differentiation - Rate of Change [2008: Tan Ee Ling Sharon, Paya Lebar Methodist Girls' Secondary]
  3. Any Problems with Probability? [2008: Abdul Malek, Ping Yi Secondary]
Feedback can come in different forms, which includes...
  • Surface areas in a particular topic that pupils have doubts
  • Get pupils to surface topics for revision
  • Getting pupils' feedback on learning resources (eg. video clips, hyperlinks)

Blogs... as a one-point access

  1. Useful Websites for Maths Learning [2007: Viswanathan Leela, Queenstown Secondary]
  2. Some Interesting Geometry Websites to Visit [2007: Toh Wee Kwang, Temasek Secondary]
  3. Maths is Fun!!! [2008: Tang Pui Lin, Nan Chiau High]
  4. Mathematica [2008: Ong Lee Lee, Northland Secondary]

Group Blogs are...

"A collaborative blog is a type of weblog which publishes posts written by multiple users. The majority of high profile collaborative blogs are based around a single uniting theme, such as politics or technology."

Source: Wikipedia - The Free Encyclopedia. Retrieved July 30, 2008, from

Example of Group Blog by Teachers

  1. Maths Blog for Class 2E (Class Blog) [2008: Paik Xin Yi, Nan Chiau High]

Examples using Group Blogs

  1. Statistics - Average (Primary/Secondary)
  2. Concept of Area (Primary/Secondary)
  3. Whole Numbers (Primary/Secondary)
  4. Graphical Representation of Data (Secondary)
  5. Probability (Secondary)
  6. Algebra - Which is a Larger Magnitude? (Secondary)
  7. Numbers - Applications of Numbers in Practical Situations (Secondary)

Presentation Slides

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Warmest regards,
Kwai Yin