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Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
Global Forum on Singapore Mathematics Paper 2
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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.

Published in: Education
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  • 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
    Advanced Level
    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
    Beliefs About Mathematics
    & 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

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