MCI-Worchester State University Singapore Math Summer Institute

Where CONTENT meets PEDAGOGY Singapore Mathematics Summer Institute July 6‐8, 2011 Worcester State University, Massachusetts The inaugural Singapore Mathematics Summer Institute jointly conducted by Marshall Cavendish Institute and Worcester State University.

Singapore Mathematics Summer Institute – Where Content Meets Pedagogy Why You Should Attend A First in the U.S. Bringing content and pedagogy together, this summer institute will delve into the instructional strategies integral in Singapore Mathematics. For the first time in the U.S., attend an institute that has the combined expertise of mathematicians, mathematics educators and practitioners from the U.S. and Singapore. The presenters have either an intimate knowledge of Singapore education, or an understanding of the kind of content elementary teachers need to deliver a strong mathematics program. An Institute for All The program has been designed to cater to participants with varied experiences in teaching Singapore Math. It is designed for deep professional learning by using a variety of teaching methodologies including the use of authentic students’ responses and video case studies. You will gain new perspectives on fundamental topics whole numbers and fractions, as well as elective topics. You will develop a deep understanding of content and enhance your pedagogical content knowledge. Learn effective ways of developing your students’ ability to think mathematically, to problem solve and to transform their attitudes about Mathematics. In this Singapore Mathematics Summer Institute, you will • Learn firsthand from Mathematics and education professors and from Singapore‐ based educators who have extensive experience teaching mathematics in Singapore. • See Singapore Mathematics in action and learn about the proven strategies for effective Mathematics teaching. • Get authentic learning experiences by participating in different types of learning sessions. • Improve your classroom practice with ideas you will learn from the many interactive sessions and plenary lectures. • Deepen your mathematical understanding Fees: 3 days – US$750 Who Should Attend • Grades K‐6 Classroom Teachers Group Discounts! • Principals Groups of 5 or more will be entitled to • Lead Teachers an additional 5% discount. • Math Coaches • Math Curriculum Specialists and Directors Please note that fees are not inclusive of accommodation and meals.

Singapore Mathematics Summer Institute – Where Content Meets Pedagogy Program 6 JULY 2011 SESSION 0800 – 0830 Registration PLENARY SESSION 1 0830 – 1030 Pedagogical Strand: Fundamentals of Singapore Math Content Strand: Counting and Place Value By the end of the first plenary session, you will have an overview of the theoretical underpinnings of Singapore Math and an understanding of the fundamental concept for whole numbers. You are now ready to participate in classroom sessions. Teachers new to Singapore Math should choose sessions on teaching of whole numbers. Differentiated professional learning is provided for experienced practitioners of Singapore Math. Choose from a selection of sessions that provide a deeper understanding of whole numbers and teaching of whole numbers with a specific focus on addition and subtraction. Alternatively, experienced Singapore Math practitioners may opt to spend the morning either with Dr Yeap Ban Har to deepen their understanding of the focus and pedagogy behind Singapore Math through solving problems, or with Dr Richard Bisk to learn mathematics that is immediately useful to elementary teachers. 1100 – 1230 CLASSROOM SESSIONS 1 Choose one A1 Whole Numbers Addition & Subtraction – Grades K to 1 session from A1, A2, A3, Y4 We will learn about number bonds and its role in helping students develop number facts. and R5. We will also learn different strategies to develop number facts and addition and subtraction within 100. The emphasis in this session will be on conceptual understanding and the development of number sense. A2 Whole Numbers Addition & Subtraction – Grades 2 to 4 This session focuses on conceptual understanding and the development of number sense. We will learn how addition and subtraction algorithms are taught such that procedures are well‐supported by concurrent development of conceptual understanding. We will also learn alternate strategies to add and subtract larger whole numbers. A3 Whole Numbers Addition & Subtraction – Drill & Practice and Problem Solving Can Happen Simultaneously This session is not grade level specific. We will learn that drill‐and‐practice and higher‐ order thinking are not mutually exclusive. We will be doing some activities that provide opportunities for consolidation of the skills of adding and subtracting whole numbers and for problem solving simultaneously. Y4 Solve Some Math Problems with Dr. Yeap Ban Har – Problems from Grade 6 National Test Sharpen your own problem‐solving skills by trying your hand at solving problems from Singapore’s Grade 6 National Examination. We will see the importance of conceptual understanding and number sense when students learn operations involving whole numbers. We will also get to see teacher questioning in action.

R5 Learn Some Math with Dr. Richard Bisk – Algorithm Development Deepen your content knowledge related to the teaching of algorithms. We will learn how algorithms are developed in a way that learning is conceptual. We will also discuss the implications for the classroom. 1230 – 1400 Lunch The afternoon sessions progress to include the multiplicative fields, that is, the teaching of multiplication and division involving whole numbers. Choose from a selection of sessions that provide a deeper understanding of whole numbers and teaching of whole numbers with a specific focus on multiplication and division. Alternatively, experienced Singapore Math practitioners may opt to spend the afternoon with Dr Yeap Ban Har. There is also an elective topic available. 1400 – 1530 CLASSROOM SESSIONS 2 Choose one Y4 Solve Some Math Problems with Dr. Yeap Ban Har – Problems from Grade 6 National session from Test Y4, A6, A7, A8 or E9. Sharpen your own problem‐solving skills by trying your hand at solving problems from Singapore’s Grade 6 National Examination. We will see the importance of conceptual understanding and number sense when students learn operations involving whole numbers. We will also get to see teacher questioning in action. A6 Whole Number Multiplication & Division – Grade 1 We will learn the different meanings of multiplication and division and focus on the meanings that are developed in Grade 1. The CPA Approach is illustrated through a series of activities. A7 Whole Number Multiplication & Division – Grade 2 & 3 We will learn the different meanings of multiplication and division and see how each meaning is introduced progressively. We will see how dot diagrams are used to help students learn and make sense of multiplication facts. The CPA Approach is illustrated as we learn how to teach the multiplication and division algorithm using two‐digit numbers. A8 Whole Number Multiplication & Division of Larger Numbers We will learn how the CPA Approach is used to help students learn the multiplication and long division algorithms meaningfully. The different meanings of multiplication and division taught across grade levels will be discussed. E9 Statistics & Data Learn some fundamental concepts in statistics and the implications for teaching.

Singapore Mathematics Summer Institute – Where Content Meets Pedagogy 7 JULY 2011 SESSION O830 – 1030 PLENARY SESSION 2 Pedagogical Strand: The CPA Approach in Mathematics Learning Content Strand: The Four Basic Operations The plenary sessions aim to consolidate the learning from classroom sessions. One of the theoretical underpinnings of Singapore Math – the CPA Approach – will be given a detailed treatment by Dr. Yeap. In the classroom sessions, you have seen the CPA Approach used to teach multiplication and division of whole numbers. See the CPA Approach in the teaching of other topics. Dr. Bisk will help us consolidate and synthesize our learning about the four basic operations on whole numbers from the classrooms sessions. We are now ready to delve into the use of bar models in Singapore Math. A selection of sessions is available for participants to learn the use of bar models to help students consolidate their understanding of the four basic operations. Word problems involving whole numbers will be used in these sessions. Dr Yeap Ban Har and Dr Richard Bisk will also be offering problem‐solving sessions but not necessarily limited to those that require bar modeling. An elective topic is offered for those who have ample exposure to bar modeling. 1100 – 1230 CLASSROOM SESSIONS 3 Choose one M10 Bar Models for Lower Grades session from M10, M11, E12, This session introduces the use of bar models to solve word problems. We will be solving Y13 or R14. word problems while learning the basic models typically taught in Grades 2 and 3. We will see the use of bar diagrams to model part‐whole, change and comparison situations. M11 Bar Models for Upper Grades This is an intermediate course on the bar model method. We will be solving word problems students typically encounter in Grades 3 and 4. We will learn a few advanced techniques such as cutting and shifting the bars. E12 Making Sense of Area Formulae We will learn how the different formulae to calculate area of polygons and circles come about. This session will help us understand the mathematics behind the array of area formulae. Y13 Solve Some Math Problems with Dr. Yeap Ban Har – Bar Models for Challenging Problems We will be solving a compilation of problems from Singapore textbooks. This is an advanced class in bar modeling. We will be solving challenging problems involving whole numbers that students deal with in Grades 4 to 6. We will learn a few advanced techniques such as cutting and shifting the bars. R14 Learn Some Math with Dr. Richard Bisk – Challenging Problem Solving We will be solving a set of challenging problems using bar modeling and other strategies.

1230 – 1400 Lunch Teachers new to Singapore Math should choose sessions on teaching of fractions. Differentiated professional learning is provided for experienced practitioners of Singapore Math. Choose from a selection of sessions that provide a deeper understanding of fractions and teaching of fractions. Alternatively, experienced Singapore Math practitioners may opt to spend the afternoon either with Dr Yeap Ban Har to solve challenging mathematics problems. 1400 – 1530 CLASSROOM SESSIONS 4 Choose one Y13 Solve Some Math Problems with Dr. Yeap Ban Har – Bar Models for Challenging session from Problems Y13, B15, B16, B17 or B18 We will be solving a compilation of problems from Singapore textbooks. This is an advanced class in bar modeling. We will be solving challenging problems involving whole numbers that students deal with in Grades 4 to 6. We will learn a few advanced techniques such as cutting and shifting the bars. B15 Teaching Fractions Across Levels An overview of the progression of fraction arithmetic will be presented from Grade 2 to Grade 5, taking into account the children’s increasing skills with whole number arithmetic, mathematical properties, and number theory. B16 Fraction Activities Come and get involved in doing a collection of fraction activities used in the Singapore classroom. The tasks will cover fundamental fraction concepts as well as addition and subtraction of fractions and mixed numbers. B17 Teaching Fundamental Concepts in Fractions Learn 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 be used to teach basic concepts in an engaging way. B18 Teaching Fractions Addition and Subtraction Learn how addition and subtraction of fractions is taught across grade levels from adding like fractions to fractions involving mixed numbers, as well as those that require regrouping.

Singapore Mathematics Summer Institute – Where Content Meets Pedagogy 8 JULY 2011 SESSION Plenary Session 3 0830 – 1030 Pedagogical Strand: Helping the Average and Low‐achieving Students Learn Mathematics Content Strand: Fractions The plenary session provides a holistic view of fractions as well as an understanding of the pedagogy that allows average and struggling learners learn mathematics well. The classroom sessions extend the learning of teaching of fractions to include multiplication and division involving fractions. 1100 – 1230 CLASSROOM SESSION 5 Choose one B19 Teaching Fractions: Focusing on Multiplication and Division Word Problems session from B19, B20, B21, We have seen the progression of fraction arithmetic. Let’s learn to use bar models to solve B22 and Y23. word problems involving fractions with particular emphasis on those involving the multiplication and division of fractions. B20 Teaching Fractions Multiplication and Division Learn how addition and subtraction of fractions is taught in the upper grades. See how the meanings of the operations developed in earlier grades are used to extend students’ understanding. B21 Teaching Fractions Using Visuals Visuals are central to learning mathematics. We will see how visuals can be used to introduce skills such as writing equivalent fractions, converting mixed numbers to improper fractions, and the basic operations. B22 Strategies for Mental Computation We will learn some mental computation strategies and see how the use of mental computation strengthens students’ number sense. Learn and practice some of the strategies that are typically taught from Grades 1 to 4. Y23 Solve Some Math Problems with Dr. Yeap Ban Har – Fraction Problems We will be solving a set of fraction problems from Singapore schools. Strategies to teach word problems will be discussed. 1230 – 1400 Lunch The concluding classroom sessions provide options. A session to link fractions to other topics is available. You may want to wrap up your learning by reviewing the bar model method in problems that are more challenging or which involve fractions. Alternatively, you can learn about mental computation strategies to review the teaching of basic operations or do an elective on geometrical thinking.

1400 – 1530 Y23 Solve Some Math Problems with Dr. Yeap Ban Har – Fraction Problems Choose one We will be solving a set of fraction problems from Singapore schools. Strategies to teach session from word problems will be discussed. Y23, R24, B25, E26 and B27. R24 Learn Some Math with Dr. Richard Bisk – Mental Computations We will learn some mental computation strategies and see their roles reinforcing and understanding of placement value and other mathematical concepts. B25 Recognizing Connections in Mathematical Ideas: Linking Fractions, Decimals and Percent We will explore the connection among fractions, decimals and percents as a way to represent parts of a whole. This is further developed as we review arithmetic for each topic and highlight connections. For example, we will investigate addition decimals by lining up the decimal and adding fractions by finding common denominators. E26 Geometry We will learn some geometry to its implication for elementary school mathematics. B27 Bar Models for Fraction Problems Learn the core skills in model drawing through a series of fraction problems – from the basic to challenging. Learn a couple of advanced skills such as ‘cutting’ and ‘shifting’ the bars.

Singapore Mathematics Summer Institute – Where Content Meets Pedagogy About the Speakers DR. YEAP BAN HAR is the Principle of Marshall Cavendish Institute. He is an established name in teacher professional development, having presented keynote lectures at international conferences and written for academic publications. He has also been invited to give seminars at various universities around the world. An experienced educator, Ban Har spent ten years at the National Institute of Education, Singapore, where he taught a range of teacher education courses and was involved in several funded research in mathematics education. He continues to teach courses at tertiary institutions such as the National Institute of Education (Singapore), Wheelock College (Boston) and Rajabhat Maha Sarakham University (Thailand) in adjunct positions. Ban Har also sits on the advisory board of SEED Institute and several schools in Singapore and Asia. Ban Har holds Master of Arts in Southeast Asian Studies, Master of Education and Ph.D. in mathematics education. DR. RICHARD BISK is professor and chair of the Mathematics Department at Worcester State University. He received a Ph.D. in Mathematics from Clark University in 1984. For over thirty years, he has taught a wide array of Mathematics courses ranging from remedial math to calculus, linear algebra, mathematical modeling and number theory. Dr. Bisk has worked extensively with K‐12 teachers and their students over the past twenty years. He has taught numerous preservice and inservice courses that focus on improving the mathematical understanding of teachers. Many of these courses make extensive use of Primary Mathematics textbooks from Singapore. Dr. Bisk was recently part of a successful effort to substantially raise the mathematical requirements for new elementary teachers in Massachusetts. He has served as Co‐Chair of the Massachusetts Department of Education Mathematics and Science Advisory Council and has been a member of their Mathematics and Science Partnerships Steering Committee and of the Massachusetts Board of Higher Education Admissions Advisory Committee. Dr. Bisk is a consulting author for the Math In Focus textbook series, a U.S. adaptation of books from Singapore. He has given presentations at local, national and international conferences on his work with the mathematics curriculum from Singapore. DR. MARY FOWLER is an Associate Professor of Mathematics in the Mathematics Department at Worcester State University. She received a Ph.D. in Statistics from Carnegie Mellon University in 1989. Dr. Fowler has integrated the K‐6 Singapore Mathematics textbooks into her college level math content courses for preservice teachers. She has also received federal grant funding to teach professional development courses to inservice teachers with the goal of increasing teacher quality and assist low income students in becoming ready for college level math. In addition, Dr. Fowler is a research statistician working on a number of projects. She brings real life data from these as well as other studies into the classroom to make the process of summarizing, presenting and inferring from data as concrete an experience as possible for her students.

Singapore Mathematics Summer Institute – Where Content Meets Pedagogy DR. MICHAEL WINDERS is an Associate Professor of Mathematics in the Mathematics Department at Worcester State University. He received a Ph.D. in Mathematics from the University of Iowa in 2004. Dr. Winders has taught a wide variety of courses during his time at WSU, and teaches the University’s Number Sense and Operations for teachers and Geometry and Measurement for Teachers courses using the Singapore textbooks as supplementary materials. In addition, Dr. Winders has served as both primary and co‐instructor for professional development courses that focus on improving mathematical content knowledge of inservice elementary teachers, where he regularly uses Singapore methods and Singapore materials. Dr. Winders is currently serving as a consultant to Seven Hills Charter School in Worcester MA, a school that has adopted Singapore textbooks for their math curriculum. MS PEGGY FOO is a lecturer at Marshall Cavendish Institute. In the last three years, she specialized in teachers’ professional development in the Training and Development Division of Ministry of Education, Singapore. She has conducted workshops for inservice teachers on professional development tools and rendered consultancy services to help schools align staff development plans to their strategic goals. As a former primary school teacher, she was part of a team which developed a programme for lower primary pupils called Strategies for Effective and Engaged Development (SEED) which seeks to better engage young learners through hands‐on activities and experiential learning. She has also designed interdisciplinary project packages that facilitate students collaborative learning and is a research activist for the use of Learning Circles as a PD tool to help teachers examine their teaching practices collaboratively, thereby improving students learning outcomes and the schools learning culture. MRS CYNTHIA SETO holds a Master of Science (Mathematics Education) with Distinction and a Specialist Diploma in E‐Learning Design and Development. She has taught mathematics for more than thirty years and her experience ranges from Lower Secondary School Mathematics to Primary Mathematics. She has published and presented several papers at international conferences and is an author of a mathematics book, “Teaching Fraction, Ratio and Percentage Effectively”. She is also a much sought‐ after workshop speaker and facilitator by schools in mathematical content and pedagogical knowledge, Assessment Literacy and ICT integration in Mathematics.

Singapore Mathematics Summer Institute – Where Content Meets Pedagogy Everything Else You Need to Know Venue The inaugural Singapore Mathematics Summer Institute from 6‐8 July 2011 will be held at Worcester State University, Massachusetts. Worcester State University is located in Worcester, Massachusetts, which is located approximately 40 miles west of Boston. Worcester State University is located at: 486 Chandler Street, Worcester, Massachusetts 01602. The campus is accessible by various modes of transportation. You can find additional information on how to get there at www.worcester.edu/directions. Accommodation Accommodation is available at the residence halls within Worcester State University. Additional information on accommodation will be provided upon request. Alternatively, there are also various hotels and motels located near the university. Enquiries For more information, please email melissaooi@sg.marshallcavendish.com.

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MCI-Worchester State University Singapore Math Summer Institute

by Jimmy Keng on Apr 15, 2011

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MCI-Worchester State University Singapore Math Summer Institute — Document Transcript