MCI - Worchester State University Singapore Math Institute Plenary Lecture 3
Upcoming SlideShare
Loading in...5
×
 

MCI - Worchester State University Singapore Math Institute Plenary Lecture 3

on

  • 1,898 views

The final plenary lecture is on helping the average and struggling learners.

The final plenary lecture is on helping the average and struggling learners.

Statistics

Views

Total Views
1,898
Views on SlideShare
836
Embed Views
1,062

Actions

Likes
0
Downloads
16
Comments
0

18 Embeds 1,062

http://singaporemathz4kidz.blogspot.com 558
http://www.banhar.blogspot.com 269
http://banhar.blogspot.com 193
http://www.banhar.blogspot.sg 9
http://translate.googleusercontent.com 7
http://www.singaporemathz4kidz.blogspot.com 6
http://singaporemathz4kidz.blogspot.sg 5
http://banhar.blogspot.sg 5
http://singaporemathz4kidz.blogspot.in 1
http://banhar.blogspot.fr 1
http://www.banhar.blogspot.com.au 1
http://www.banhar.blogspot.com.es 1
http://banhar.blogspot.hk 1
http://singaporemathz4kidz.blogspot.tw 1
http://207.46.192.232 1
http://www.google.cl 1
http://www.cnn.com 1
http://singaporemathz4kidz.blogspot.co.uk 1
More...

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

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

    • 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
      Trends in International Mathematics and Science Studies
      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
      Trends in International Mathematics and Science Studies
      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
      Trends in International Mathematics and Science Studies
      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
      Trends in International Mathematics and Science Studies
      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
    • TIMSS 2007
      Trends in International Mathematics and Science Studies
      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
    • Globe Academy, London, UK
      Building Students’ Capacity to Learn
      Concrete Materials  Independence
    • Globe Academy, London, UK
    • Globe Academy, London, UK
      Building Teachers’ Capacity to Observe
      Observation  Conversation
    • Learning Support Program in Singapore
      Princess Elizabeth School, Singapore
    • At Intermediate Point
    • Globe Academy, London, UK
    • Concrete, Visual Approach
      Globe Academy, London, UK
    • 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
    • Pathlight School, Singapore
      High Expectations
    • Bukit View Primary School, Singapore
    • Pathlight School, Singapore
    • Pathlight School, Singapore
    • Pathlight 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
    • From a Classroom Learning Session
      A pear costs twice as much as an apple.
      The total cost of 2 apples and 5 pears is $7.20.
      Find the cost of each fruit.
      Cost of pears
      $7.20
      Cost of apples
    • From a Classroom Learning Session
      2 pears cost as much as 3 apples.
      The total cost of 2 apples and 5 pears is $5.70.
      Find the cost of each fruit.
      Cost of pears
      $5.70
      Cost of apples
    • From a Classroom Learning Session
      2 pears cost as much as 3 apples.
      The total cost of 2 apples and 5 pears is $5.70.
      Find the cost of each fruit.
      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.