MCI - Worchester State University Singapore Math Institute Plenary Lecture 3

Day 3 Program
Pedagogy Strand
Helping the Average and Low- Achieving Students Learn Mathematics
Content Strand
Fractions
Classroom Sessions 1
Fractions
Classroom Sessions 2
Mental Strategies / Bar Model
Institute Closes
Day 3

PLENARY LECTURE 3  YEAP BAN HAR
Helping The Average and Low-Achieving Learners
LEARN MATHEMATICS
Slides are available at
www.banhar.blogspot.com
and
Marshall Cavendish Institute’s Facebook

“Un plan de estudios de la manera que se desarrolla debe revisar estas ideas básicas en varias ocasiones, construyéndose sobre ellos hasta que el estudiante ha comprendido todo el aparato formal que conllevan”. (Bruner 1960 en El Proceso de la Educación).

.
“A curriculum as it develops should revisit this basic ideas repeatedly, building upon them until the student has grasped the full formal apparatus that goes with them.” (Bruner 1960 in The Process of Education).

TIMSS
Trends in International Mathematics and Science Studies
Grade 4 2003
Grade 8 2007
Grade 4 1995
Grade 8 1999
38
40
Advanced
38
42
73
70
High
70
77
91
88
Intermediate
89
94
97
97
Low
96
99
Balestier Hill Primary School, Singapore

TIMSS 2007
Indonesia
Thailand
Malaysia
Singapore
International
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
Sembawang Secondary School, Singapore

TIMSS 2007
USA
MA
MN
International
Singapore
Grade 4
Advanced
5
22
10
18
41
High
26
63
40
55
72
Intermediate
67
92
77
85
92
Low
90
99
97
97
98
St Edwards School, Florida, USA

TIMSS 2007
USA
MA
MN
International
Singapore
Grade 8
Advanced
2
16
6
8
40
High
15
52
31
41
70
Intermediate
46
82
67
81
88
Low
75
95
92
97
97

TIMSS 2007
USA
MA
MN
International
Singapore
Grade 4
Advanced
2
22
10
18
40
High
15
63
40
55
70
Intermediate
46
92
77
85
88
Low
75
99
97
97
97
St Edwards School, Florida, USA

At Entry Point

Globe Academy, London, UK

Building Confidence

Building Students’ Capacity to Learn
Concrete Materials  Independence

Building Teachers’ Capacity to Observe
Observation  Conversation

Learning Support Program in Singapore
Princess Elizabeth School, Singapore

At Intermediate Point

Concrete, Visual Approach

88
11 units = 88
1 unit = 88 ÷ 11 = 8
6 units = 6 x 8 = 48
5 units = 5 x 8 = 40
The two numbers are 40 and 48.
King Solomon Academy, London, UK

Foundation Mathematics
Program in Singapore
Pathlight School, Singapore

High Expectations

Bukit View Primary School, Singapore

The Importance of Concrete, Visual Approach.
In this lesson study, the construction of model was done in a concrete manner but the calculation was not.
Observe the effects on students who were not entirely successful.

From a Classroom Learning Session
Pears and apples costs the same.
The total cost of 2 apples and 5 pears is $5.60.
Find the cost of each fruit.
Cost of pears
$5.60
Cost of apples

A pear costs twice as much as an apple.
Cost of pears
$7.20
Cost of apples

2 pears cost as much as 3 apples.
Cost of pears
$5.70
Cost of apples

2 pears cost as much as 3 apples.
Cost of pears
$5.70
Cost of apples
19 units = $5.70
1 unit = $5.70 ÷ 19 = $0.3 
An apple costs 60 cents and a pear cost 90 cents.

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MCI - Worchester State University Singapore Math Institute Plenary Lecture 3

by Jimmy Keng on Jul 08, 2011

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MCI - Worchester State University Singapore Math Institute Plenary Lecture 3 — Presentation Transcript