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MahasarakhamRajabhat University<br />Transforming The Mathematics Classroom<br />Dr Yeap Ban Har<br />Principal<br />Marsh...
Beliefs<br />Interest<br />Appreciation<br />Confidence<br />Perseverance<br />Monitoring of one’s own thinking<br />Self-...
Mathematics Problems in Singapore Primary 6 National Test<br />
Problem<br />John had 1.5 m of copper wire. He cut some of the wire to bend into the shape shown in the figure below. In t...
Problem<br />John had 1.5 m of copper wire. He cut some of the wire to bend into the shape shown in the figure below. In t...
Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. ...
Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. ...
Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. ...
Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. ...
Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. ...
Why Teach Mathematics<br />Mathematics is an “excellent vehicle to develop and improve a person’s intellectual competence”...
Problem<br />Mrs Hoon made some cookies to sell.  3/4 of them were chocolate cookies and the rest were almond cookies. Aft...
Jerome Bruner<br />210<br />Pictorial Representation<br />Symbolic Representation<br />
Problem<br />Jim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim....
Problem<br />Jim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim....
Bar Model Methodin Singapore Textbooks<br />
My Pals Are Here Mathematics<br />
My Pals Are Here Mathematics<br />
My Pals Are Here Mathematics<br />
My Pals Are Here Mathematics<br />
My Pals Are Here Mathematics<br />
My Pals Are Here Mathematics<br />
My Pals Are Here Mathematics<br />
Lessons toDevelop New Concepts<br />
Teaching Place Value<br />Activity<br />Combine your sets of digit cards. Shuffle the cards.<br />Take turns to draw one c...
Place Value<br />Key Concept: The value of digits depends on its place or position.<br />
Teaching Division<br />Keys Grade School, Manila<br />
Teaching Division<br />Keys Grade School, Manila<br />
Lessons to Practise Skills<br />
Practising Multiplication<br />My number is 2!<br />The product is 12.<br />National Institute of Education<br />
Practising Multiplication<br />Use one set of the digit cards to fill in the five spaces.<br />Make a correct multiplicati...
Practicing Subtraction<br />Activity 4<br />Think of a number larger than 10 000 but smaller than 10 million.<br />Jumble ...
Lessons forProblem Solving<br />
Problem Solving<br />
Problem Solving<br />Scarsdale School District, New York, USA<br />Arrange cards numbered 1 to 10 so that the trick shown ...
Teachers solved the problems in different ways.<br />Scarsdale School District, New York, USA<br />
Scarsdale School District, New York, USA<br />The above is the solution. What if the cards used are numbered 1 to 9? 1 to ...
Conceptual Understanding<br />
Conceptual Understanding of Division of Whole Number by a Fraction<br />
Conceptual Understanding of Multiplication of Fractions<br />
Day 1<br />
Mahasarakham Rajabhat University Day 1
Mahasarakham Rajabhat University Day 1
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Mahasarakham Rajabhat University Day 1

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Rajabhat Mahasarakham organised this workshop titled Transforming the Mathematics Classroom. The goal is to get teachers to think about teaching mathematics to encourage thinking, to develop visualization and to enhance the ability to observe patterns rather than mathematics as a subject that requires memorization, carrying out meaningless procedures and doing tedious computations.

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Transcript of "Mahasarakham Rajabhat University Day 1"

  1. 1. MahasarakhamRajabhat University<br />Transforming The Mathematics Classroom<br />Dr Yeap Ban Har<br />Principal<br />Marshall Cavendish Institute<br />Singapore<br />Director for Curriculum & Professional Development<br />Pathlight School<br />Singapore<br />12 – 13 August 2010<br />Princess Elizabeth Primary School<br />CHIJ Our Lady of Good Counsel<br />Day 1<br />Catholic High School (Primary)<br />Keys Grade School, Manila<br />
  2. 2. Beliefs<br />Interest<br />Appreciation<br />Confidence<br />Perseverance<br />Monitoring of one’s own thinking<br />Self-regulation of learning<br />Attitudes<br />Metacognition<br />Numerical calculation<br />Algebraic manipulation<br />Spatial visualization<br />Data analysis<br />Measurement<br />Use of mathematical tools<br />Estimation<br />Mathematical Problem Solving<br />Reasoning, communication & connections<br />Thinking skills & heuristics<br />Application & modelling<br />Skills<br />Processes<br />Concepts<br />Numerical<br />Algebraic<br />Geometrical<br />Statistical<br />Probabilistic<br />Analytical<br />Mathematics Curriculum Framework<br />
  3. 3. Mathematics Problems in Singapore Primary 6 National Test<br />
  4. 4. Problem<br />John had 1.5 m of copper wire. He cut some of the wire to bend into the shape shown in the figure below. In the figure, there are 6 equilateral triangles and the length of XY is 19 cm. <br />How much of the copper wire was left?<br />
  5. 5. Problem<br />John had 1.5 m of copper wire. He cut some of the wire to bend into the shape shown in the figure below. In the figure, there are 6 equilateral triangles and the length of XY is 19 cm. <br />How much of the copper wire was left?<br />150 cm – 19 cm x 5 <br />= 150 cm – 95 cm = 55 cm <br />55 cm of the copper wire was left.<br />
  6. 6. Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. <br />Find MPN.<br />
  7. 7. Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. <br />Find MPN.<br />
  8. 8. Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. <br />Find MPN.<br />
  9. 9. Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. <br />Find MPN.<br />
  10. 10. Problem<br />In the diagram below, ABCD is a square and QM = QP = QN. MN is parallel to AB and it is perpendicular to PQ. <br />Find MPN.<br />
  11. 11. Why Teach Mathematics<br />Mathematics is an “excellent vehicle to develop and improve a person’s intellectual competence”.<br />Ministry of Education, Singapore 2006<br />
  12. 12. Problem<br />Mrs Hoon made some cookies to sell. 3/4 of them were chocolate cookies and the rest were almond cookies. After selling 210 almond cookies and 5/6 of the chocolate cookies, she had 1/5 of the cookies left.<br />How many cookies did Mrs Hoon sell?<br />210<br />
  13. 13. Jerome Bruner<br />210<br />Pictorial Representation<br />Symbolic Representation<br />
  14. 14. Problem<br />Jim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim. <br />Jim ate 12 sweets and Ken ate 18 chocolates. After that, the number of sweets and chocolates Jim had were in the ratio 1 : 7 and the number of sweets and chocolates Ken had were in the ratio 1 : 4. <br />How many sweets did Ken buy?<br />
  15. 15. Problem<br />Jim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim. <br />Jim ate 12 sweets and Ken ate 18 chocolates. After that, the number of sweets and chocolates Jim had were in the ratio 1 : 7 and the number of sweets and chocolates Ken had were in the ratio 1 : 4. <br />How many sweets did Ken buy?<br />Chocolates<br />Sweets<br />Jim<br />12<br />Ken<br />12<br />18<br />12<br />12<br />12<br />
  16. 16. Bar Model Methodin Singapore Textbooks<br />
  17. 17. My Pals Are Here Mathematics<br />
  18. 18. My Pals Are Here Mathematics<br />
  19. 19. My Pals Are Here Mathematics<br />
  20. 20. My Pals Are Here Mathematics<br />
  21. 21. My Pals Are Here Mathematics<br />
  22. 22. My Pals Are Here Mathematics<br />
  23. 23. My Pals Are Here Mathematics<br />
  24. 24. Lessons toDevelop New Concepts<br />
  25. 25. Teaching Place Value<br />Activity<br />Combine your sets of digit cards. Shuffle the cards.<br />Take turns to draw one card at a time.<br />Place the card on your place value chart. <br />Once you have placed the card in a position, you cannot change its position anymore.<br />The winner is the one who makes the greatest number.<br />
  26. 26. Place Value<br />Key Concept: The value of digits depends on its place or position.<br />
  27. 27. Teaching Division<br />Keys Grade School, Manila<br />
  28. 28. Teaching Division<br />Keys Grade School, Manila<br />
  29. 29. Lessons to Practise Skills<br />
  30. 30. Practising Multiplication<br />My number is 2!<br />The product is 12.<br />National Institute of Education<br />
  31. 31. Practising Multiplication<br />Use one set of the digit cards to fill in the five spaces.<br />Make a correct multiplication sentence where a two-digit number multiplied by a 1-digit number gives a 2-digit product.<br />Make as many multiplication sentences as you can.<br />Are the products odd or even?<br />x<br />
  32. 32. Practicing Subtraction<br />Activity 4<br />Think of a number larger than 10 000 but smaller than 10 million.<br />Jumble its digits up to make another number.<br />Find their difference.<br />Write the difference on a piece of paper. Circle one digit. Add up the rest of the digits.<br />Tell me the sum of the rest of the digits and I will tell you the digit you circled.<br />Example<br />72 167<br />27 671<br />72 167 – 27 671 = 44 496<br />44 496<br />4 + 4 + 4 + 6 = 18<br />Tell me 18.<br />
  33. 33. Lessons forProblem Solving<br />
  34. 34. Problem Solving<br />
  35. 35. Problem Solving<br />Scarsdale School District, New York, USA<br />Arrange cards numbered 1 to 10 so that the trick shown by the instructor can be done. <br />
  36. 36. Teachers solved the problems in different ways.<br />Scarsdale School District, New York, USA<br />
  37. 37. Scarsdale School District, New York, USA<br />The above is the solution. What if the cards used are numbered 1 to 9? 1 to 8? 1 to 7? 1 to 6? 1 to 5? 1 to 4?<br />
  38. 38. Conceptual Understanding<br />
  39. 39. Conceptual Understanding of Division of Whole Number by a Fraction<br />
  40. 40. Conceptual Understanding of Multiplication of Fractions<br />
  41. 41. Day 1<br />
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