We start at 8.15 a.m. each day and wrap up at 3.15 p.m. On each day, there is also anoptional Reflection Forum where you g...
Classroom Sessions9.45 a.m. to 11.15 a.m.  11.15 a.m. to 12.45 noon  1.45 p.m. to 3.15 p.m.We have lined up exciting cla...
FractionsF15 Teaching Fundamental Concepts in Fractions *Peggy FooLearn how to teach core fundamental concepts such as the...
M14 Solving Word Problems with Model Drawing with a ‘Units Sentence’:Transition to Algebraic SolutionsDr. Michael WindersW...
E24 ProbabilityDr. Mary FowlerThe importance of the concept of experiment and outcome will be emphasized. Methodsof findin...
Kevin Mahoney, Math Curriculum Coordinator, Tenacre Country Day SchoolDoctoral Candidate, Northeastern UniversityTitle: Si...
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MCI Worchester State University Singapore Math Institute

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Register at www.si.mcinstitute.com.sg

This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.

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MCI Worchester State University Singapore Math Institute

  1. 1. We start at 8.15 a.m. each day and wrap up at 3.15 p.m. On each day, there is also anoptional Reflection Forum where you get the chance to meet and raise questions fordiscussion with the interested educators including the plenary speakers. These sessions arescheduled for 3.15 p.m. to 4.15 p.m. Begin each day with a Content-Meets-PedagogyPlenary Lecture by two Singapore Math experts – Dr. Richard Bisk, a mathematician bytraining and Dr. Yeap Ban Har, a mathematics educator by training – who share thecommon interest of making math learning meaningful and effective for students.Plenary Sessions8.00 a.m. to 9.30 a.m.Content Strand Pedagogy StrandL1 Counting & Place Value L2 CPA Approach & LearningDr. Richard Bisk Theories Behind Singapore MathL3 Four Basic Operations Dr. Yeap Ban HarDr. Richard Bisk L4 Strategies for Struggling LearnersL5 Fractions Dr. Yeap Ban HarDr. Richard Bisk L6 Strategies for Advanced Learners Dr. Yeap Ban Har
  2. 2. Classroom Sessions9.45 a.m. to 11.15 a.m.  11.15 a.m. to 12.45 noon  1.45 p.m. to 3.15 p.m.We have lined up exciting classroom sessions for you. The focus is on whole numbers andfractions, two fundamental topics in elementary mathematics. This year’s institute includes afew elective topics outside the domains of whole numbers and fractions for participants toexplore connections between numbers and other domains (geometry, measurements andprobability).Whole NumbersW7 Whole Numbers Addition & Subtraction *Peggy FooWe will learn about number bonds and its role in helping students develop number facts.We will also learn different strategies to develop number facts and how addition andsubtraction algorithms are taught such that procedures are well-supported by concurrentdevelopment of conceptual understanding. We will also learn alternate strategies to addand subtract larger whole numbers. The emphasis in this session will be on conceptualunderstanding and the development of number sense.W8 Whole Numbers Multiplication & DivisionDr. Yeap Ban HarWe will learn use number bonds to help perform multiplication and division involvinglarger whole numbers. Strategies to help struggling students will be discussed. In addition,participants will examine word problems posed by students to study the various situationrelated to multiplication and division. A comparison between Singapore Math andCommon Core State Standards will be done.W9 Algorithm Development in Whole NumbersDr. Richard BiskPlace value is a powerful tool that took the human race thousands of years to develop.Go back to elementary school as a student and deepen your content knowledge about therole of place value in the teaching and learning of algorithms.W10 Mental Computations in Whole NumbersDr. Richard BiskMental math emphasizes an understanding of place value and the distributive,commutative and associative properties. Learn mental math strategies and their roles inreinforcing these fundamental mathematical concepts.W11 Lesson Video on Whole NumbersYeap Ban Har / Peggy FooIn this session, participants will study a lesson video on first grade subtraction withrenaming which involve a problem-solving task.
  3. 3. FractionsF15 Teaching Fundamental Concepts in Fractions *Peggy FooLearn how to teach core fundamental concepts such as the concept of equal parts,equivalent fractions and mixed numbers. See how a problem-solving approach can beused to teach basic concepts in an engaging way.F16 Teaching Fractions Using Visuals *Peggy FooVisuals are central to learning mathematics. We will see how visuals can be used tointroduce skills such as writing equivalent fractions, converting mixed numbers to improperfractions, and the basic operations.F17 Remediation in FractionsDr. Yeap Ban HarThrough his experience in working with remedial students in middle school, the speakershare four main ideas that such students need to progress in learning fractions. The fourbasic operations will be discussed. A comparison between Singapore Math and CommonCore State Standards will be done.F18 Recognizing Connections in Mathematical Ideas: Fractions, Decimalsand PercentsDr. Mary FowlerWe will explore the connection among fractions, decimals and percents as a way torepresent parts of a whole. This will be further developed as we review arithmetic foreach and highlight connections, For example, we will investigate adding decimals by liningup the decimal and adding fractions by finding common denominators.Bar ModelsM12 Bar Models for Elementary Grades *Peggy FooThis session introduces the use of bar models to solve word problems. We will be solvingword problems while learning the basic models used at elementary level. We will see theuse of bar diagrams to model part-whole, change and comparison situations and alsolearn a few advanced techniques such as the cutting and shifting of bars.M13 Lesson Video on Bar ModelsDr. Yeap Ban HarIn this session, participants will study a lesson video on third grade bar model lesson. Thereis also opportunity to study students’ thinking through their written work based on thelesson.
  4. 4. M14 Solving Word Problems with Model Drawing with a ‘Units Sentence’:Transition to Algebraic SolutionsDr. Michael WindersWe introduce the concept of a ‘units sentence’ in the context of model drawing, and weillustrate how this method of solution informs a correct algebraic solution.M19 Challenging Problem SolvingDr. Richard BiskWe will be solving a challenging set of problems involving fractions, ratio and percentusing bar modeling. Connections to algebra will be emphasized.Elective TopicsE20 Why Does it Work? (Part I): Introduction to Proof through UnknownAngle ProblemsDr. Michael WindersWe illustrate how to obtain angle facts via inductive and deductive reasoning. We thenillustrate how to use these facts to solve unknown angle problems, and then transition tounknown angle proofs.E21 Why Does it Work? (Part II): Where do Area Formulas Come From?Dr. Michael WindersWe give grade appropriate explanations of the area formulas for rectangles, triangles,parallelograms, trapezoids, and circles.E22 Enrichment Tasks in Area of Plane FiguresDr. Yeap Ban HarThis session engages participants in a collection of enrichment tasks on the topic of area ofplane figures. Learn the enrichment model to challenge able students. Review key featuresof Singapore Math – problem solving, thinking, conceptual learning, visualization andlooking for patterns. See how Mathematical Practices in common Core State Standardsare put into practice.E23 Data AnalysisDr. Mary FowlerAn overview of data analysis will be presented. The importance of the development ofclassification and sorting skills in the early grades will be emphasized. Examples of datacollection, organization, representation and analysis will be presented at each gradelevel. Participants will have the opportunity to work with data using progressive gradelevel skills which will allow them to understand their student’s previous experiences andfuture challenges with data analysis.
  5. 5. E24 ProbabilityDr. Mary FowlerThe importance of the concept of experiment and outcome will be emphasized. Methodsof finding all possible outcomes will be explored. Participants will break up into groups toconsider an experiment, describe its outcomes, calculate theoretical probabilities and runrepeated trials of the experiment. The computational and experimental results with becompared. The session will conclude with a discussion of the opportunity that the study ofprobability yields to both reinforce fraction calculation and the importance of fractions insolving everyday problems.* These courses were offered in 2011 MCI-SWU Singapore Math Institute.
  6. 6. Kevin Mahoney, Math Curriculum Coordinator, Tenacre Country Day SchoolDoctoral Candidate, Northeastern UniversityTitle: Singapore Math - An Implementation Case StudyDescription of Presentation: What happened when Singapores math program wasadopted by an American Pre-K-6 school? Based on five years of research, the presentersstory will give you a unique view into the process and outcomes for teachers andstudents. Leave with an educators eye-view of this powerful program in action.Objectives of Presentation: Participants will understand the outcomes in a case ofSingapore Math implementation. Based on interviews, assessment data and video clips ofteacher perceptions, the case answers the following questions;• how and why was Singapore Math chosen by the school?• how was the program implemented in the school?• what happened to math teaching as a result of the program?• what happened to student learning as a result of the program?• community reactionsGrade Band/Audience: Elementary and Middle SchoolSpeaking Experience: Singapore Math: An introduction - Plymouth State CollegeMathematics Speaker Series - Plymouth State College, Plymouth, NH, March 2012Model Drawing and other instructional strategies from Singapore - 3-day graduate courseat The Educational Collaborative, Dedham, MA, June 2011 Singapore Mathimplementation strategies - Lead Speaker, NCTM National Conference, Indianapolis, IN,April 2011I would also be happy to present on my current academic research on the effects ofSinapores Model Method on the problem-solving performance of fourth graders. Thisresearch is not complete, but I could present results of my literature review with aninterested audience.Kevin

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