MahasarakhamRajabhat University<br />Transforming The Mathematics Classroom<br />Dr Yeap Ban Har<br />Principal<br />Marsh...
effective<br />mathematics<br />teaching<br />learning theories<br />BinaBangsa School, Indonesia<br />
Bruner<br />
Bruner<br />The concrete  pictorial  abstract approach is used to help the majority of learners to develop strong founda...
Division<br />Princess Elizabeth Primary School, Singapore<br />
mathz4kidz Learning Centre, Penang, Malaysia<br />bruner’s theory<br />concrete<br />A lesson from Earlybird Kindergarten ...
mathz4kidz Learning Centre, Penang, Malaysia<br />concrete<br />experiences<br />
mathz4kidz Learning Centre, Penang, Malaysia<br />from<br />concrete<br />to<br />pictorial<br />
from<br />pictorial<br />to<br />abstract<br />All Kids Are Intelligent Series<br />
mathz4kidz Learning Centre, Penang, Malaysia<br />symbols<br />
using<br />concrete<br />materials<br />Professional Development in AteneoGrade School, Manila, The Philippines<br />Lesso...
Multiplication<br />Catholic High School (Primary), Singapore<br />
Primary Mathematics (Standards Edition) 2A<br />Pictorial Before Abstract<br />
     bruner<br />Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile<br />
skemp’s<br />theory<br />conceptual<br />understanding<br />BinaBangsa School, Semarang, Indonesia<br />
Keys Grade School, Manila, The Philippines<br />
Keys Grade School, Manila, The Philippines<br />
Skemp<br />Understanding in mathematics  <br /> relational<br />  (conceptual) <br /> instrumental  <br />  (procedural)<b...
skemp<br />Scarsdale Middle School, New York<br />
Spiral Approach<br />
Spiral<br />Spiral Within Grade<br />Grade 2<br />Lesson 1 347 + 129<br />Lesson 2 182  + 93<br />Lesson 3 278 + 86<br />S...
Spiral<br />Spiral Between Grade<br />Grade 2 Add 1/5 and 2/5<br />Grade 3 Add 1/5 and 1/10<br />Is adding 1/5 and 1/10 th...
Spiral Within and Between Grades<br />
focus on<br />visualization<br />bar model method<br />Wellington Primary School, Singapore<br />
TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />Average<br />Indonesia<br />Thailand<br />Mal...
mathematics<br />education<br />“<br />an excellent vehicle for the development and improvement of a person’s intellectual...
Move 3 sticks to get two squares.<br />
Move 3 sticks to get two squares.<br />
Wellington Primary School, Singapore<br />
Wellington Primary School, Singapore<br />
Wellington Primary School, Singapore<br />
Wellington Primary School, Singapore<br />
Wellington Primary School, Singapore<br />
Wellington Primary School, Singapore<br />
“…development and improvement of a person’s intellectual competencies...” such as visualization <br />Singapore Ministry o...
Primary Mathematics Standards Edition <br />
model method <br />in kindergarten <br />and early grades<br />
Ali has 3 sweets. <br />Billy has 5 sweets.<br />How many sweets do they have altogether?<br />
model method <br />in <br />upper grades<br />
Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br /...
Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br /...
Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br /...
Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br /...
At first Shop A had 156 kg of rice and Shop B had 72 kg of rice. After each shop sold the same quantity of rice, the amoun...
At first Shop A had 156 kg of rice and Shop B had 72 kg of rice. After each shop sold the same quantity of rice, the amoun...
Siti packs her clothes into a suitcase and it weighs 29 kg. Rahim packs his clothes into an identical suitcase and it weig...
Siti packs her clothes into a suitcase and it weighs 29 kg. Rahim packs his clothes into an identical suitcase and it weig...
Siti packs her clothes into a suitcase and it weighs 29 kg. Rahim packs his clothes into an identical suitcase and it weig...
engaging<br />pedagogies<br />bar model method<br />RajabhatMahasarakham University, Thailand<br />
Start with any number of beans.<br />Take turns to remove beans from the table.<br />Either take one or two beans.<br />Th...
How many  npn-congruent quadrilaterals of area 5 square units can be drawn on the geo-paper? The vertices must be on the d...
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
RajabhatMahasarakham University, Thailand<br />
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Mahasarakham Rajabhat University Day 2

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Rajabhat Maha Sarakham University, like all other Rajabhat Universities in Thailand, grew out of teacher training colleges. Today, RMU is one of two universities in Thailand that offer doctoral degree in mathematics education.

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Transcript of "Mahasarakham Rajabhat University Day 2"

  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 2<br />Catholic High School (Primary)<br />Keys Grade School, Manila<br />
  2. 2. effective<br />mathematics<br />teaching<br />learning theories<br />BinaBangsa School, Indonesia<br />
  3. 3. Bruner<br />
  4. 4. Bruner<br />The concrete  pictorial  abstract approach is used to help the majority of learners to develop strong foundation in mathematics. <br />Division<br />National Institute of Education, Singapore<br />
  5. 5.
  6. 6.
  7. 7. Division<br />Princess Elizabeth Primary School, Singapore<br />
  8. 8. mathz4kidz Learning Centre, Penang, Malaysia<br />bruner’s theory<br />concrete<br />A lesson from Earlybird Kindergarten Mathematics<br />
  9. 9. mathz4kidz Learning Centre, Penang, Malaysia<br />concrete<br />experiences<br />
  10. 10. mathz4kidz Learning Centre, Penang, Malaysia<br />from<br />concrete<br />to<br />pictorial<br />
  11. 11. from<br />pictorial<br />to<br />abstract<br />All Kids Are Intelligent Series<br />
  12. 12. mathz4kidz Learning Centre, Penang, Malaysia<br />symbols<br />
  13. 13. using<br />concrete<br />materials<br />Professional Development in AteneoGrade School, Manila, The Philippines<br />Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile<br />
  14. 14. Multiplication<br />Catholic High School (Primary), Singapore<br />
  15. 15. Primary Mathematics (Standards Edition) 2A<br />Pictorial Before Abstract<br />
  16. 16. bruner<br />Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile<br />
  17. 17. skemp’s<br />theory<br />conceptual<br />understanding<br />BinaBangsa School, Semarang, Indonesia<br />
  18. 18. Keys Grade School, Manila, The Philippines<br />
  19. 19. Keys Grade School, Manila, The Philippines<br />
  20. 20. Skemp<br />Understanding in mathematics <br /> relational<br /> (conceptual) <br /> instrumental <br /> (procedural)<br /> conventional <br />Teaching for conceptual understanding is given emphasis in Singapore Math.<br />Pedagogical Principle:<br />Skemp<br />Primary Mathematics Standards Edition Grade 6<br />
  21. 21. skemp<br />Scarsdale Middle School, New York<br />
  22. 22. Spiral Approach<br />
  23. 23. Spiral<br />Spiral Within Grade<br />Grade 2<br />Lesson 1 347 + 129<br />Lesson 2 182 + 93<br />Lesson 3 278 + 86<br />Spiral Between Grade<br />Grade 1 Adding up to 100<br />Grade 2 Adding up to 1000<br />Grade 3 Adding up to 10000<br />
  24. 24. Spiral<br />Spiral Between Grade<br />Grade 2 Add 1/5 and 2/5<br />Grade 3 Add 1/5 and 1/10<br />Is adding 1/5 and 1/10 the same as adding 1/5 and 3/10?<br />Grade 4 Add 3/5 and 4/5<br />Add 5/6 and 1/3<br />Grade 5 Add 2/5 and 1/4<br />Add 4/5 and 3/4 <br />Add 1 ¾ and 2 ½ <br />
  25. 25. Spiral Within and Between Grades<br />
  26. 26.
  27. 27.
  28. 28. focus on<br />visualization<br />bar model method<br />Wellington Primary School, Singapore<br />
  29. 29. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />Average<br />Indonesia<br />Thailand<br />Malaysia<br />Singapore<br />Grade 8<br />Advanced<br />2<br />3<br />0<br />40<br />2<br />High<br />15<br />12<br />4<br />70<br />18<br />Intermediate<br />46<br />44<br />14<br />88<br />50<br />Low<br />75<br />66<br />48<br />97<br />82<br />Method Used in Singapore Textbooks<br />
  30. 30. mathematics<br />education<br />“<br />an excellent vehicle for the development and improvement of a person’s intellectual competence<br />”<br />Wellington Primary School, Singapore<br />Ministry of Education Singapore 2006<br />
  31. 31. Move 3 sticks to get two squares.<br />
  32. 32. Move 3 sticks to get two squares.<br />
  33. 33. Wellington Primary School, Singapore<br />
  34. 34. Wellington Primary School, Singapore<br />
  35. 35. Wellington Primary School, Singapore<br />
  36. 36. Wellington Primary School, Singapore<br />
  37. 37. Wellington Primary School, Singapore<br />
  38. 38. Wellington Primary School, Singapore<br />
  39. 39. “…development and improvement of a person’s intellectual competencies...” such as visualization <br />Singapore Ministry of Education 2006<br /> <br />
  40. 40. Primary Mathematics Standards Edition <br />
  41. 41. model method <br />in kindergarten <br />and early grades<br />
  42. 42. Ali has 3 sweets. <br />Billy has 5 sweets.<br />How many sweets do they have altogether?<br />
  43. 43.
  44. 44.
  45. 45. model method <br />in <br />upper grades<br />
  46. 46. Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br />Cheryl<br />$148<br />20<br />David<br />
  47. 47. Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br />Cheryl<br />$148 - $20<br />= $128<br />20<br />David<br />$128 ÷ 2 = $64<br />Cheryl has $64.<br />How about David? $84<br />
  48. 48. Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br />Cheryl<br />$148<br />20<br />David<br />
  49. 49. Cheryl has $20 less than David.<br />Cheryl and David have $148 altogether,<br />Find the amount of money Cheryl has.<br />20<br />Cheryl<br />$148 + $20 = $168<br />20<br />David<br />$168 ÷ 2 = $84<br />David has $84.<br />Cheryl has $64.<br />
  50. 50.
  51. 51.
  52. 52.
  53. 53. At first Shop A had 156 kg of rice and Shop B had 72 kg of rice. After each shop sold the same quantity of rice, the amount of rice that Shop A had was 4 times that of Shop B. How many kilograms of rice did Shop A sell? <br />156 kg<br />A<br />B<br />72 kg<br />
  54. 54. At first Shop A had 156 kg of rice and Shop B had 72 kg of rice. After each shop sold the same quantity of rice, the amount of rice that Shop A had was 4 times that of Shop B. How many kilograms of rice did Shop A sell? <br />3 units = 156 kg – 72 kg = 84 kg<br />1 unit = 28 kg<br />Each shop sold 64 kg of rice.<br />156 kg<br />A<br />28<br />B<br />72 kg<br />
  55. 55. Siti packs her clothes into a suitcase and it weighs 29 kg. Rahim packs his clothes into an identical suitcase and it weighs 11 kg. Siti’s clothes are three times as heavy as Rahim’s clothes. <br />What is the mass of Rahim’s clothes?<br />What is the mass of the suitcase?<br />29 kg<br />Siti<br />Rahim<br />11 kg<br />
  56. 56. Siti packs her clothes into a suitcase and it weighs 29 kg. Rahim packs his clothes into an identical suitcase and it weighs 11 kg. Siti’s clothes are three times as heavy as Rahim’s clothes. <br />What is the mass of Rahim’s clothes?<br />What is the mass of the suitcase?<br />29 kg<br />11 kg<br />18 kg<br />Siti<br />2 units = 18 kg<br />1 unit = 9 kg<br />Rahim<br />Rahim’s clothes is 9 kg.<br />The suitcase is 2 kg.<br />11 kg<br />We can also find the mass of Siti’s clothes (27 kg) if required.<br />
  57. 57. Siti packs her clothes into a suitcase and it weighs 29 kg. Rahim packs his clothes into an identical suitcase and it weighs 11 kg. Siti’s clothes are three times as heavy as Rahim’s clothes. <br />What is the mass of Rahim’s clothes?<br />What is the mass of the suitcase?<br />x + y = 11<br />x + 3y = 29<br />x<br />y<br />y<br />y<br />Siti<br />2y = 29 – 11 = 18<br />x<br />y<br />Rahim<br />y = 18 ÷ 2 = 9<br />
  58. 58.
  59. 59.
  60. 60. engaging<br />pedagogies<br />bar model method<br />RajabhatMahasarakham University, Thailand<br />
  61. 61. Start with any number of beans.<br />Take turns to remove beans from the table.<br />Either take one or two beans.<br />The one who take the last one or two beans wins the game!<br />
  62. 62. How many npn-congruent quadrilaterals of area 5 square units can be drawn on the geo-paper? The vertices must be on the dots.<br />RajabhatMahasarakham University, Thailand<br />
  63. 63. RajabhatMahasarakham University, Thailand<br />
  64. 64. RajabhatMahasarakham University, Thailand<br />
  65. 65. RajabhatMahasarakham University, Thailand<br />
  66. 66. RajabhatMahasarakham University, Thailand<br />
  67. 67. RajabhatMahasarakham University, Thailand<br />
  68. 68. RajabhatMahasarakham University, Thailand<br />
  69. 69. RajabhatMahasarakham University, Thailand<br />
  70. 70. RajabhatMahasarakham University, Thailand<br />
  71. 71. RajabhatMahasarakham University, Thailand<br />
  72. 72. RajabhatMahasarakham University, Thailand<br />
  73. 73. RajabhatMahasarakham University, Thailand<br />
  74. 74.
  75. 75. RajabhatMahasarakham University, Thailand<br />
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