Day 3 Program<br />Pedagogy Strand<br />Helping the Average and Low- Achieving Students Learn Mathematics<br />Content Str...
PLENARY LECTURE 3  YEAP BAN HAR<br />Helping The Average and Low-Achieving Learners<br />LEARN MATHEMATICS<br />Slides ar...
“Un plan de estudios de la manera que se desarrolla debe revisar estas ideas básicas en varias ocasiones, construyéndose s...
TIMSS<br />Trends in International Mathematics and Science Studies<br />Grade  4   2003<br />Grade  8   2007<br />Grade  4...
TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />Indonesia<br />Thailand<br />Malaysia<br />Si...
TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />S...
TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />S...
TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />S...
TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />S...
At Entry Point<br />
Globe Academy, London, UK<br />
Building Confidence<br />
Globe Academy, London, UK<br />Building Students’ Capacity to Learn<br />Concrete Materials  Independence<br />
Globe Academy, London, UK<br />
Globe Academy, London, UK<br />Building Teachers’ Capacity to Observe<br />Observation  Conversation<br />
Learning Support Program in Singapore<br />Princess Elizabeth School, Singapore<br />
At Intermediate Point<br />
Globe Academy, London, UK<br />
Concrete, Visual Approach<br />Globe Academy, London, UK<br />
88<br />11 units = 88<br />   1 unit = 88 ÷ 11 = 8<br />  6 units = 6 x 8 = 48<br />  5 units = 5 x 8 = 40<br />The two nu...
Foundation Mathematics<br />Program in Singapore<br />Pathlight School, Singapore<br />
Pathlight School, Singapore<br />High Expectations <br />
Bukit View Primary School, Singapore<br />
Pathlight School, Singapore<br />
Pathlight School, Singapore<br />
Pathlight School, Singapore<br />
The Importance of Concrete, Visual Approach.<br />In this lesson study, the construction of model was done in a concrete m...
From a Classroom Learning Session<br />Pears and apples costs the same.<br />The total cost of 2 apples and 5 pears is $5....
From a Classroom Learning Session<br />A pear costs twice as much as an apple.<br />The total cost of 2 apples and 5 pears...
From a Classroom Learning Session<br />2 pears cost as much as 3 apples.<br />The total cost of 2 apples and 5 pears is $5...
From a Classroom Learning Session<br />2 pears cost as much as 3 apples.<br />The total cost of 2 apples and 5 pears is $5...
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MCI - Worchester State University Singapore Math Institute Plenary Lecture 3

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

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MCI - Worchester State University Singapore Math Institute Plenary Lecture 3

  1. 1. Day 3 Program<br />Pedagogy Strand<br />Helping the Average and Low- Achieving Students Learn Mathematics<br />Content Strand<br />Fractions<br />Classroom Sessions 1<br />Fractions<br />Classroom Sessions 2<br />Mental Strategies / Bar Model<br />Institute Closes<br />Day 3<br />
  2. 2. PLENARY LECTURE 3  YEAP BAN HAR<br />Helping The Average and Low-Achieving Learners<br />LEARN MATHEMATICS<br />Slides are available at <br />www.banhar.blogspot.com<br />and <br />Marshall Cavendish Institute’s Facebook<br />
  3. 3.
  4. 4. “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).<br /> <br />.<br />“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).<br /> <br />
  5. 5. TIMSS<br />Trends in International Mathematics and Science Studies<br />Grade 4 2003<br />Grade 8 2007<br />Grade 4 1995<br />Grade 8 1999<br />38<br />40<br />Advanced<br />38<br />42<br />73<br />70<br />High<br />70<br />77<br />91<br />88<br />Intermediate<br />89<br />94<br />97<br />97<br />Low<br />96<br />99<br />Balestier Hill Primary School, Singapore<br />
  6. 6. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />Indonesia<br />Thailand<br />Malaysia<br />Singapore<br />International<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 />Sembawang Secondary School, Singapore<br />
  7. 7. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />Singapore<br />Grade 4<br />Advanced<br />5<br />22<br />10<br />18<br />41<br />High<br />26<br />63<br />40<br />55<br />72<br />Intermediate<br />67<br />92<br />77<br />85<br />92<br />Low<br />90<br />99<br />97<br />97<br />98<br />St Edwards School, Florida, USA<br />
  8. 8. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />Singapore<br />Grade 8<br />Advanced<br />2<br />16<br />6<br />8<br />40<br />High<br />15<br />52<br />31<br />41<br />70<br />Intermediate<br />46<br />82<br />67<br />81<br />88<br />Low<br />75<br />95<br />92<br />97<br />97<br />
  9. 9. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />Singapore<br />Grade 4<br />Advanced<br />2<br />22<br />10<br />18<br />40<br />High<br />15<br />63<br />40<br />55<br />70<br />Intermediate<br />46<br />92<br />77<br />85<br />88<br />Low<br />75<br />99<br />97<br />97<br />97<br />St Edwards School, Florida, USA<br />
  10. 10. TIMSS 2007<br />Trends in International Mathematics and Science Studies<br />USA<br />MA<br />MN<br />International<br />Singapore<br />Grade 4<br />Advanced<br />2<br />22<br />10<br />18<br />40<br />High<br />15<br />63<br />40<br />55<br />70<br />Intermediate<br />46<br />92<br />77<br />85<br />88<br />Low<br />75<br />99<br />97<br />97<br />97<br />St Edwards School, Florida, USA<br />
  11. 11. At Entry Point<br />
  12. 12. Globe Academy, London, UK<br />
  13. 13. Building Confidence<br />
  14. 14. Globe Academy, London, UK<br />Building Students’ Capacity to Learn<br />Concrete Materials  Independence<br />
  15. 15. Globe Academy, London, UK<br />
  16. 16. Globe Academy, London, UK<br />Building Teachers’ Capacity to Observe<br />Observation  Conversation<br />
  17. 17. Learning Support Program in Singapore<br />Princess Elizabeth School, Singapore<br />
  18. 18. At Intermediate Point<br />
  19. 19. Globe Academy, London, UK<br />
  20. 20. Concrete, Visual Approach<br />Globe Academy, London, UK<br />
  21. 21. 88<br />11 units = 88<br /> 1 unit = 88 ÷ 11 = 8<br /> 6 units = 6 x 8 = 48<br /> 5 units = 5 x 8 = 40<br />The two numbers are 40 and 48.<br />King Solomon Academy, London, UK<br />
  22. 22. Foundation Mathematics<br />Program in Singapore<br />Pathlight School, Singapore<br />
  23. 23. Pathlight School, Singapore<br />High Expectations <br />
  24. 24. Bukit View Primary School, Singapore<br />
  25. 25. Pathlight School, Singapore<br />
  26. 26. Pathlight School, Singapore<br />
  27. 27. Pathlight School, Singapore<br />
  28. 28. The Importance of Concrete, Visual Approach.<br />In this lesson study, the construction of model was done in a concrete manner but the calculation was not.<br />Observe the effects on students who were not entirely successful.<br />
  29. 29.
  30. 30.
  31. 31. From a Classroom Learning Session<br />Pears and apples costs the same.<br />The total cost of 2 apples and 5 pears is $5.60.<br />Find the cost of each fruit.<br />Cost of pears<br />$5.60<br />Cost of apples<br />
  32. 32. From a Classroom Learning Session<br />A pear costs twice as much as an apple.<br />The total cost of 2 apples and 5 pears is $7.20.<br />Find the cost of each fruit.<br />Cost of pears<br />$7.20<br />Cost of apples<br />
  33. 33. From a Classroom Learning Session<br />2 pears cost as much as 3 apples.<br />The total cost of 2 apples and 5 pears is $5.70.<br />Find the cost of each fruit.<br />Cost of pears<br />$5.70<br />Cost of apples<br />
  34. 34. From a Classroom Learning Session<br />2 pears cost as much as 3 apples.<br />The total cost of 2 apples and 5 pears is $5.70.<br />Find the cost of each fruit.<br />Cost of pears<br />$5.70<br />Cost of apples<br />19 units = $5.70<br />1 unit = $5.70 ÷ 19 = $0.3 <br />An apple costs 60 cents and a pear cost 90 cents.<br />

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