M4thodology Institute K-2 General Session on Visualization
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M4thodology Institute K-2 General Session on Visualization

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M4thodology Institute K-2 General Session on Visualization M4thodology Institute K-2 General Session on Visualization Presentation Transcript

  • BollesM4thodologygeneralsession| jacksonville, florida |17 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 multiple strategies journalwriting multiple intelligences lesson structure common core state standards scope andsequence pacing anchor task conceptual understanding textbook questioning technique|visualization
  • SingaporeMalaysiaThailandIndonesiaInternational4822037812821792362615469965554375611440427386500advancedhighintermediatelowaveragegradeeightmathematics
  • CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400“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. “
  • 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.
  • | Ministry of Education, Singapore (1991, 2000, 2006, 2012)
  • Mathematics is “an excellent vehicle forthe development and improvement of aperson’s intellectual competence”.|Ministry of Education, Singapore (2006)thinkingschoollearningnations
  • assessdevelopconsolidateextend
  • basic facts |
  • 2 x 4
  • 8 + 4
  • 8 + 8
  • 8 + 20
  • 40
  • 40 – 4
  • counting |
  • Source |Earlybird Kindergarten Mathematics
  • Source |Math in Focus
  • Source |Earlybird Kindergarten Mathematics
  • Source |Earlybird Kindergarten Mathematics
  • the mind’s ability to see|visualization