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# M4thodology Grades 3-6 Day 1 General Session 1 Role of Mathematics

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### M4thodology Grades 3-6 Day 1 General Session 1 Role of Mathematics

1. 1. BollesM4thodologyopeningsession| jacksonville, florida |19 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.comconstructivist approach problem solving computational fluency theoretical underpinningsdifferentiated instruction number sense assessment small group work multiplestrategies journal writing multiple intelligences lesson structure common core state standardsscope and sequence pacing anchor task conceptual understanding homework workbooktextbook questioning technique |role of mathematics
2. 2. introduction |
5. 5. | Hanusek, Jamison, Jamison & Woessmann 2008
6. 6. | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
7. 7. “Upon separation from Malaysia in 1965, Singaporewas faced with … high levels of unemployment andpoverty. 70% of Singapore’s households lived in badlyovercrowded conditions, and a third of its peoplesquatted in slums on the city fringes. Unemploymentaveraged 14%, GDP per capita was less than \$2,700,and half of the population was illiterate. “singapore matha response to low studentachievement and dismal economicperformance
8. 8. focus on conceptualunderstanding |
9. 9. 51 ÷ 3
10. 10. 51 ÷ 330 21= 17
11. 11. 3|51302121017
12. 12. Conceptual or Relational Understanding refers toknowing how ideas are related … how numberbonds are connected to dividingSkemp – instrumental and relational understanding
13. 13. 2 x 7
14. 14. 14 + 7
15. 15. 14 + 14
16. 16. 14 + 35
17. 17. 70
18. 18. 70 - 7
19. 19. Mathematics is “an excellent vehicle forthe development and improvement of aperson’s intellectual competence”.|Ministry of Education, Singapore (2006)thinkingschoollearningnations
20. 20. focus on concrete andpictorial representations|
21. 21. CPA Approach is fundamental to Singapore MathBruner – enactive, iconic and symbolic representationsDienes – construction principle
22. 22. In the 1970’s, Singapore needed a way to helpstudents, most of whom were not performingwell in mathematics, learn mathematics.CPA Approach based on Bruner’s work and ahost of other learning theories were used tohelp students learn. Today, many people referto this approach as Singapore Math.
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