ARK Schools, London

Singapore Maths
THE ESSENTIALS
London  June 2011
DrYeap Ban Har
banhar@sg.marshallcavendish.com
Marshall Cavendish Institute Singapore
Presentation slides are available at www.banhar.blogspot.com

Kembangan PCF Kindergarten

Curriculum for all learners
Struggling students learn enough
Average students perform advanced skills
Advanced students are challenged
Kembangan PCF Kindergarten

TIMSS
Trends in International Mathematics and Science Studies
Grade 4 2003
Grade 8 2007
Grade 4 1995
Grade 8 1999
38
40
Advanced
38
42
73
70
High
70
77
91
88
Intermediate
89
94
97
97
Low
96
99

Singapore Mathematics: Focus on Thinking
an
excellent
vehicle
for
the development
&
improvement of
a person’s intellectual
competencies
Ministry of Education Singapore 2006

Allan puts some brown sugar on a dish.
The total weight of the brown sugar and the dish is 110 g.
Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g.
Find the weight of the brown sugar that Bella puts on the dish.
an identical

Allan puts some brown sugar on a dish.
The total weight of the brown sugar and the dish is 110 g.
Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g.
Find the weight of the brown sugar that Bella puts on the dish.
an identical
110 g
2 units = 180 g
1 unit = 90 g
110 g
180 g
3 units = 270 g
Bella puts 270 g brown sugar on the dish.
290 g

110 g
3 units = 180 g
1 unit = 60 g
110 g
180 g
3 units = 180 g
Bella puts 180 g brown sugar on the dish.
290 g

Singapore Math
Visualization

1 2 3 4 5 6
11 10 9 8 7
12 13 14 15 16
21 20 19 18 17
22 23 24 25 26

1 2 3 4 5
9 8 7 6
10 11 12 13
17 16 15 14
18 19 20 21

Professional Development in Santiago de Chile

Singapore Math
Patterns

Archipelschool
De Tweemaster – Kameleon
The Netherlands

Beliefs
Interest
Appreciation
Confidence
Perseverance
Monitoring of one’s own thinking
Self-regulation of learning
Attitudes
Metacognition
Numerical calculation
Algebraic manipulation
Spatial visualization
Data analysis
Measurement
Use of mathematical tools
Estimation
Mathematical Problem Solving
Reasoning, communication & connections
Thinking skills & heuristics
Application & modelling
Skills
Processes
Concepts
Numerical
Algebraic
Geometrical
Statistical
Probabilistic
Analytical
In Singapore, a curriculum that focuses on mathematical problem solving was introduced in 1992.

Professional Development in ARK Schools, London

Problem Solving in Learning Basic Concepts and Skills
Professional Development in Santiago de Chile

Reference: Primary Mathematics (Standards Edition)

Singapore Math
Learn New Concept Through
Problem Solving

Singapore Math
Drill-and-Practice Through
Problem Solving





Singapore Math
Applying Knowledge in
Problem Solving

makes abstract concepts accessible to learners who are not yet ready for abstraction
The CPA Approach
Focus on Thinking
builds fundamental intellectual competencies required for learners to handle abstraction

Textbook

Reference: My Pals Are Here! Maths

1. Setting Up the Task
Each person should get 12 animals. I have given you some. How many more do you need?
Pupils had opportunities to work independently as the teacher attended to other pupils.

2. Development (1)
Put four animals into one cup. Note only one cup is given.
This mirrors drawing rings around four objects.

Students should have positive experiences during the lesson.
Put four animals into a second cup.

How many animals are there altogether?
How many animals are there in one cup? How many cups do we use?

3. Development (2)
This is like the workbook tasks except that the magnets can be moved. Built-in remedial strategy.

Pupils needs to monitor the number of magnets as well as to manage their visualization process.
Variations on the arrangements of magnets to increase the level of visualization required.

4. Extension

5. Development (3) The use of colour to show the group.
Built-in remedial strategy.

CPA Approach
Links between concrete and pictorial representation must be carefully constructed.
Remedial steps are built into instruction

Reference: Primary Mathematics (Standards Edition)

51 – 17
51 x 3
51 + 26

3 units = 18
1 unit = 6
8 units = 8 x 6 = 48
There were 48 coins at first.

SingaporeMaths
The Essentials
Da Qiao Primary School, Singapore

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ARK Schools, London

by Jimmy Keng on Jun 26, 2011

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