EarThis is a Singapore-style teacher professional development taught by a team of Singapore educators, led by Dr Yeap Ban Har, and supported by US mathematics professors who are well-versed with Singapore Math, led by Dr Richard Bisk. No other summer institutes in the US offers a comprehensive professional development such as this one. 6-8 July 2011 at Worchester State University.

1.
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.

2. 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.

3. 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.

4.
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.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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
school's 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.

11. 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.