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Mahasarakham Rajabhat University Day 1
 

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 ...

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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    Mahasarakham Rajabhat University Day 1 Mahasarakham Rajabhat University Day 1 Presentation Transcript

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