Mahasarakham Rajabhat University Day 2

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 2
Catholic High School (Primary)
Keys Grade School, Manila

effective
mathematics
teaching
learning theories
BinaBangsa School, Indonesia

Bruner

Bruner
The concrete  pictorial  abstract approach is used to help the majority of learners to develop strong foundation in mathematics.
Division
National Institute of Education, Singapore

Division
Princess Elizabeth Primary School, Singapore

mathz4kidz Learning Centre, Penang, Malaysia
bruner’s theory
concrete
A lesson from Earlybird Kindergarten Mathematics

concrete
experiences

from
concrete
to
pictorial

from
pictorial
to
abstract
All Kids Are Intelligent Series

symbols

using
concrete
materials
Professional Development in AteneoGrade School, Manila, The Philippines
Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile

Multiplication
Catholic High School (Primary), Singapore

Primary Mathematics (Standards Edition) 2A
Pictorial Before Abstract

bruner
Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile

skemp’s
theory
conceptual
understanding
BinaBangsa School, Semarang, Indonesia

Keys Grade School, Manila, The Philippines

Skemp
Understanding in mathematics
relational
(conceptual)
instrumental
(procedural)
conventional
Teaching for conceptual understanding is given emphasis in Singapore Math.
Pedagogical Principle:
Skemp
Primary Mathematics Standards Edition Grade 6

skemp
Scarsdale Middle School, New York

Spiral Approach

Spiral
Spiral Within Grade
Grade 2
Lesson 1 347 + 129
Lesson 2 182 + 93
Lesson 3 278 + 86
Spiral Between Grade
Grade 1 Adding up to 100

Spiral
Spiral Between Grade
Grade 2 Add 1/5 and 2/5
Is adding 1/5 and 1/10 the same as adding 1/5 and 3/10?
Add 5/6 and 1/3
Add 4/5 and 3/4
Add 1 ¾ and 2 ½

Spiral Within and Between Grades

focus on
visualization
bar model method
Wellington Primary School, Singapore

TIMSS 2007
Trends in International Mathematics and Science Studies
Average
Indonesia
Thailand
Malaysia
Singapore
Grade 8
Advanced
2
3
0
40
2
High
15
12
4
70
18
Intermediate
46
44
14
88
50
Low
75
66
48
97
82
Method Used in Singapore Textbooks

mathematics
education
“
an excellent vehicle for the development and improvement of a person’s intellectual competence
”
Ministry of Education Singapore 2006

Move 3 sticks to get two squares.

“…development and improvement of a person’s intellectual competencies...” such as visualization
Singapore Ministry of Education 2006

Primary Mathematics Standards Edition

model method
in kindergarten
and early grades

Ali has 3 sweets.
Billy has 5 sweets.
How many sweets do they have altogether?

model method
in
upper grades

Cheryl has $20 less than David.
Cheryl and David have $148 altogether,
Find the amount of money Cheryl has.
Cheryl
$148
20
David

Cheryl
$148 - $20
= $128
20
David
$128 ÷ 2 = $64
Cheryl has $64.
How about David? $84

Cheryl
$148
20
David

20
Cheryl
$148 + $20 = $168
20
David
$168 ÷ 2 = $84
David has $84.
Cheryl has $64.

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?
156 kg
A
B
72 kg

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?
3 units = 156 kg – 72 kg = 84 kg
1 unit = 28 kg
Each shop sold 64 kg of rice.
156 kg
A
28
B
72 kg

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.
What is the mass of Rahim’s clothes?
What is the mass of the suitcase?
29 kg
Siti
Rahim
11 kg

29 kg
11 kg
18 kg
Siti
2 units = 18 kg
1 unit = 9 kg
Rahim
Rahim’s clothes is 9 kg.
The suitcase is 2 kg.
11 kg
We can also find the mass of Siti’s clothes (27 kg) if required.

x + y = 11
x + 3y = 29
x
y
y
y
Siti
2y = 29 – 11 = 18
x
y
Rahim
y = 18 ÷ 2 = 9

engaging
pedagogies
bar model method
RajabhatMahasarakham University, Thailand

Start with any number of beans.
Take turns to remove beans from the table.
Either take one or two beans.
The one who take the last one or two beans wins the game!

How many npn-congruent quadrilaterals of area 5 square units can be drawn on the geo-paper? The vertices must be on the dots.

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Mahasarakham Rajabhat University Day 2

by Jimmy Keng on Aug 14, 2010

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