AMSTI Event, Birmingham, Alabama

1,297 views
1,254 views

Published on

The slides for Experiencing Singapore Math - Birmingham Edition.

Published in: Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,297
On SlideShare
0
From Embeds
0
Number of Embeds
5
Actions
Shares
0
Downloads
60
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

AMSTI Event, Birmingham, Alabama

  1. 1. Experiencing <br />Singapore Math<br />Singapore Math Symposium<br /> Birmingham 15 April 2011<br />Yeap Ban Har banhar@sg.marshallcavendish.com<br />www.marshallcavendish.com/education/mci<br />
  2. 2. Experiencing <br />Singapore Math<br />Session <br /> Mathematics as a Thinking Tool<br /> Importance of Initial Concrete Experiences<br /><ul><li>Emphasis on Conceptual Understanding
  3. 3. Slides are available at www.banhar.com</li></li></ul><li>mathematics<br />a thinking<br />tool<br />
  4. 4. Revision of the Curriculum <br />1992<br />2001<br />2007<br />2013<br />thinking<br />curriculum and standards<br />
  5. 5. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />Indonesia<br />Thailand<br />Malaysia<br />Singapore<br />International<br />Grade 8<br />Advanced<br />2<br />3<br />0<br />40<br />2<br />High<br />15<br />12<br />4<br />70<br />18<br />Intermediate<br />46<br />44<br />14<br />88<br />50<br />Low<br />75<br />66<br />48<br />97<br />82<br />Woodlands Primary School<br />
  6. 6. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />Indonesia<br />Thailand<br />Malaysia<br />Singapore<br />International<br />Grade 8<br />Advanced<br />2<br />3<br />0<br />40<br />2<br />High<br />15<br />12<br />4<br />70<br />18<br />Intermediate<br />46<br />44<br />14<br />88<br />50<br />Low<br />75<br />66<br />48<br />97<br />82<br />Woodlands Primary School<br />
  7. 7. TIMSS<br />Trends in International Maths and Science Studies<br />Sweden<br />Median<br />U S A<br />Japan<br />Singapore<br />Grade 4<br />Advanced<br />3<br />10<br />5<br />41<br />23<br />High<br />24<br />40<br />26<br />74<br />61<br />Intermediate<br />69<br />77<br />67<br />92<br />89<br />Low<br />93<br />95<br />90<br />98<br />98<br />TelokKurau Primary School, Singapore<br />
  8. 8. TIMSS<br />Trends in International Maths and Science Studies<br />Average<br />Hong Kong<br />Singapore<br />Korea<br />Taiwan<br />Grade 8<br />Advanced<br />2<br />40<br />31<br />45<br />40<br />High<br />15<br />70<br />64<br />71<br />71<br />Intermediate<br />46<br />88<br />85<br />86<br />90<br />Low<br />75<br />97<br />94<br />95<br />98<br />Northlight School, Singapore<br />
  9. 9. PISA 2009<br />Program for International Student Assessment<br />14.6% Shanghai and 12.3% Singapore students were at Level 5 and above for all three domains. The international average is 4.1%.<br />
  10. 10.
  11. 11. Experiencing <br />Singapore Math<br />See Page 13<br />E<br />A<br />B<br />ABCD and EFGH are squares.<br />AE, BF, GC and HD are equal in length.<br />AE is twice as long as EB.<br />What fraction of square ABCB is shaded?<br />Grade 6 National Test Item <br />Singapore Examination and Assessment Board<br />H<br />F<br />D<br />C<br />G<br />
  12. 12. Experiencing <br />Singapore Math<br />
  13. 13. Experiencing <br />Singapore Math<br /><br /><br />
  14. 14. concrete<br />introduction<br />
  15. 15.
  16. 16. See Page 2<br />
  17. 17.
  18. 18.
  19. 19.
  20. 20.
  21. 21.
  22. 22.
  23. 23.
  24. 24.
  25. 25. See Page 2<br />
  26. 26. Experiencing <br />Singapore Math<br />
  27. 27. Experiencing <br />Singapore Math<br />
  28. 28.
  29. 29. Experiencing <br />Singapore Math<br />
  30. 30. Experiencing <br />Singapore Math<br />
  31. 31. Experiencing <br />Singapore Math<br />
  32. 32. Experiencing <br />Singapore Math<br />
  33. 33. Princess Elizabeth Primary School<br />  <br />“… in which at some simple level a set of ideas or operations were introduced in a rather intuitive way …” <br />Bruner 1975, p.3-4 <br />
  34. 34. Experiencing <br />Singapore Math<br />
  35. 35. Experiencing <br />Singapore Math<br />
  36. 36. Experiencing <br />Singapore Math<br />
  37. 37.
  38. 38.
  39. 39.
  40. 40. Experiencing <br />Singapore Math<br />
  41. 41. Experiencing <br />Singapore Math<br />
  42. 42. Experiencing <br />Singapore Math<br />
  43. 43. Experiencing <br />Singapore Math<br />Session <br /><ul><li>From Concrete to Pictorial
  44. 44. The Role of Visuals & Visualization</li></li></ul><li>emphasis <br />visualization<br />
  45. 45. Experiencing <br />Singapore Math<br />See Page 9<br />
  46. 46. Experiencing <br />Singapore Math<br />
  47. 47. Experiencing <br />Singapore Math<br />
  48. 48. Experiencing <br />Singapore Math<br />
  49. 49. Experiencing <br />Singapore Math<br />
  50. 50. Experiencing <br />Singapore Math<br />
  51. 51. Experiencing <br />Singapore Math<br />
  52. 52. Experiencing <br />Singapore Math<br />
  53. 53. Experiencing <br />Singapore Math<br />
  54. 54. Experiencing <br />Singapore Math<br />See Page 8<br />Show 2 ½.<br />How many halves is equal to 2 ½? <br />
  55. 55. Experiencing <br />Singapore Math<br />See Page 8<br />
  56. 56. Experiencing <br />Singapore Math<br />See Page 6<br />
  57. 57. Experiencing <br />Singapore Math<br />See Page 7<br />
  58. 58. Experiencing <br />Singapore Math<br />
  59. 59. Experiencing <br />Singapore Math<br />
  60. 60. Experiencing <br />Singapore Math<br />
  61. 61. Experiencing <br />Singapore Math<br />
  62. 62. Experiencing <br />Singapore Math<br />
  63. 63. Experiencing <br />Singapore Math<br />
  64. 64. Experiencing <br />Singapore Math<br />
  65. 65. Experiencing <br />Singapore Math<br />
  66. 66. Experiencing <br />Singapore Math<br />
  67. 67. Experiencing <br />Singapore Math<br />
  68. 68. Experiencing <br />Singapore Math<br />
  69. 69. Experiencing <br />Singapore Math<br />Da Qiao Primary School<br />
  70. 70. Experiencing <br />Singapore Math<br />Session <br /><ul><li>Bar Model Method
  71. 71. Focus on Thinking and Problem Solving</li></li></ul><li>emphasis <br />thinking<br />The Curriculum (Ministry of Education 2006)<br />
  72. 72. Experiencing <br />Singapore Math<br />Singapore Math in Chile<br />
  73. 73. Experiencing <br />Singapore Math<br />
  74. 74. Experiencing <br />Singapore Math<br />After spending 1/4 of his allowance on a book and 1/3 of the remainder on stationery, Jon has $18 left. Find the cost of the book.<br />2 units = $18<br />2 units = $18<br />1 unit = $9<br />The book costs $9.<br />
  75. 75. Experiencing <br />Singapore Math<br />After spending 1/4 of his allowance on a book and 1/3 of the remainder on stationery, Jon has $18 left. Find the cost of the book.<br />
  76. 76. Experiencing <br />Singapore Math<br />After spending 1/4 of his allowance on a book and 1/2 of the remainder on stationery, Jon has $18 left. Find the cost of the book.<br />3 units = $18<br />3 units = $18<br />1 unit = $6<br />The book costs $12.<br />2 units = $12<br />
  77. 77. Experiencing <br />Singapore Math<br />After spending 1/4 of his allowance on a book and 1/4 of the remainder on stationery, Jon has $18 left. Find the cost of the book.<br />3 units = $18<br />1 unit = $6<br />4 units = $24<br />The book costs $24 ÷ 3 = $8.<br /> $18<br />
  78. 78. Experiencing <br />Singapore Math<br />Session <br /><ul><li>Current Developments </li></ul>in Mathematics Instruction in Singapore<br />
  79. 79. Revision of the Curriculum <br />1992<br />2001<br />2007<br />2013<br />thinking<br />curriculum and standards<br />
  80. 80. thinking<br />textbooks<br />
  81. 81. thinking<br />pedagogy<br />
  82. 82. PERI Report<br />2010<br />engagement<br />pedagogy<br />
  83. 83. engagement<br />pedagogy<br />
  84. 84. thinking<br />national test<br /> of a group of children are boys. <br /> of the boys and 210 girls chose to go on a school trip. <br /> of the children chose not to go on the school trip. <br />How many children chose to go on the school trip?<br /><br />210<br />960 children chose to go.<br />
  85. 85. technology<br />national test<br />A type of candy costs 40 cents each.<br />Find the largest number of candies that can be bought with $95.<br />$95 ÷ 40 cents = 367.5<br />The largest number of candies that can be bought is 367.<br />
  86. 86. struggling<br />learners<br />system-wide strategies<br />learning support programs<br />foundation programs<br />
  87. 87. lessonstudy<br />professional development<br />
  88. 88. TIMSS<br />Trends in International Mathematics and Science Studies<br />Grade 4 2003<br />Grade 8 2007<br />Grade 4 1995<br />Grade 8 1999<br />38<br />40<br />Advanced<br />38<br />42<br />73<br />70<br />High<br />70<br />77<br />91<br />88<br />Intermediate<br />89<br />94<br />97<br />97<br />Low<br />96<br />99<br />
  89. 89. Attitude<br />Achievement<br />Taiwan<br />37<br />45<br />Grade 8<br />S Korea<br />33<br />40<br />Singapore<br />60<br />40<br />Hong Kong<br />47<br />31<br />Japan<br />30<br />26<br />Hungary<br />30<br />10<br />England<br />40<br />8<br />International<br />54<br />2<br />
  90. 90. Singapore Math Summer Institute<br />Worchester State University, MA      6-8 July 2011<br />where content meets pedagogy<br />DrYeap Ban Har Dr Richard Bisk  Other Singapore Presenters <br />Contact melissaooi@sg.marshallcavendish.com<br />This institute is modeled after teacher professional development in Singapore.<br />

×