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# Global Forum on Singapore Mathematics Paper 2

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This paper is on the role of professional development of mathematics teachers.

This paper is on the role of professional development of mathematics teachers.

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### Transcript

• 1. The Role of Professional Development
of Mathematics Teachers
Yeap Ban Har
Marshall Cavendish Institute
Singapore
• 2. Teacher Education in Singapore
• 3. The Case of Singapore: Pre-service Primary Teachers
Polytechnics Diplomas
University Degrees
National Institute of Education
100 – 150 hours
100 – 150 hours
Trained Teachers
• 4. Mathematics Pedagogy
Mathematics Content
General Pedagogy
40
Singapore
35
25
34
Taiwan
38
28
35
US
33
32
Relative Proportion of Time Spent on Three Key Areas
Source: TEDS-M
• 5. The Case of Singapore: In-service Primary Teachers
Trained Teachers
Non-Certification
Bachelor Degree
Master Degree
Doctoral Degrees
• 6. Workshop Style Professional Development
Professional Learning Communities: Lesson Study
• 7. Example 1
Pedagogical-Content Knowledge
Workshop
• 8.
• 9.
• 10.
• 11.
• 12. Area > 2r2
• 13. Area < 4r2
• 14. 2r2 < Area < 4r2
• 15.
• 16.
• 17.
• 18.
• 19.
• 20. 2r2 < r2 < 4r2
• 21. Example 2
Lesson Study
• 22. Grade 6 Lesson on Formula to Calculate Circumference of a Circle at Fuchun Primary School, Singapore
• 23. Task 1 Find the longest distance between two points on a circle.
Fuchun Primary School, Singapore
• 24. Task 2 Measure circumference and diameter of four circles.
Fuchun Primary School, Singapore
• 25.
• 26.
• 27. Task 3 Draw a circle given that its circumference is 6 metres.
Fuchun Primary School, Singapore
• 28. Used the relationship between circumference and diameter
• 29. Did not use the relationship between circumference and diameter
• 30. Teacher Education and Development Study Mathematics (TEDS-M)
• 31. TEDS-M Findings
Performance in Content Knowledge at Primary Level
Performance in Pedagogical-Content Knowledge at Primary Level
• 32.
• 33.
• 34. Performance in Content Knowledge at Primary Level – Algebra, Geometry and Numbers
• 35. TIMSS 2003
• 36. Professional Development
& Mathematics Teaching and Learning
• 37. Vietnam
• 38. USA
The Anchor Problem – to make a correct division sentence using one set of digit tiles 0 to 9. Why do you think the teacher provided the restriction of not repeating any of the digits?
• 39. changing mindsets
• 40. Professional Development
Knowledge Construction
• 41. Singapore
• 42. Thailand
• 43. facilitate the construction of knowledge
• 44. Professional Development
Enhancing Learning Capacity
• 45. Singapore
• 46. enhance the capacity to learn
• 47. Singapore
• 48. Indonesia
• 49. Level 100 Courses Teaching (Content-Driven)
Example: Teaching of Whole Numbers
Level 200 Courses Teaching (Pedagogy-Driven)
Example: Learning Theories
Level 300 Courses Specialist - Leadership
Example: Designing Professional Development for Mathematics Teachers
Level 400 Courses Specialist - Curriculum
Example: Curriculum Development
Level 500 Courses Specialist - Research
Example: Research Methods in Mathematics Education
• 50. To nurture effective teachers
National Institute of Singapore Education (NISE) in the Philippines
 to provide platforms for schools in the Philippines to have access to quality professional development
To build capacity
Ph.D. in Mathematics Education at RajabhatMahasarakham University, Thailand
 to nurture more mathematics educators to teach methods courses in universities
Masters in Mathematics and Science Education at Khemarak University, Cambodia
 to nurture mathematics educators to teach methods courses in teacher training institutes and universities
Special Programme for EARCOME 6 to be hosted by KhonKaen University, Thailand
 to nurture a group of novice researchers in Laos and Cambodia between 2011 and 2013 with the goal of them attending and presenting at EARCOME 6
• 51. The Role of Professional Development
of Mathematics Teachers
Yeap Ban Har
Marshall Cavendish Institute
Singapore