K-5 CommonCoreMathematicsopeningsession| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are avai...
introduction |
gradefour SingaporeInternational434782894699990606500advancedhighintermediatelowaveragegradeeightSingapore 48 78 92 99611I...
| Hanusek, Jamison, Jamison & Woessmann 2008
| Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapa...
“Upon separation from Malaysia in 1965, Singaporewas faced with … high levels of unemployment andpoverty. 70% of Singapore...
focus on conceptualunderstanding |
Find the value of 4 + 5 + 6 .
K-5 CommonCoreMathematicscounting and cardinal numbers| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.com...
Counting- adjectives- nouns
What if a child cannot learn the intended materials? assessment they need to be on the runway diagnostic assessmentWhat...
K-5 CommonCoreMathematicsbasic operations| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are av...
29 + 52 = 70 + 11= 81
300 – 79 = 221 3 0 0- 7 92 9 102 2 1
the mind’s ability to see|visualization
flexibility with numbersand mental math|number sense
seeing patterns andconnections|generalization
2 x 6
12 + 6
12+ 12
12 + 30
60
60 – 6
51 ÷ 3
51 ÷ 330 21= 17
3|51302121017
5088 ÷ 44000 1000 881000 250 22= 1272
Conceptual or Relational Understanding refers toknowing how ideas are related … how numberbonds are connected to dividingS...
Mathematics is “an excellent vehicle forthe development and improvement of aperson’s intellectual competence”.|Ministry of...
K-5 CommonCoreMathematicsbar model method| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are av...
outcomes |
SingaporeMalaysiaThailandIndonesiaInternational4822037812821792362615469965554375611440427386500advancedhighintermediatelo...
gradefourmathematicsSingaporeSouth KoreaHong KongTaiwanJapanNorthern IrelandBelgiumFinlandEnglandRussiaInternational433937...
South KoreaSingaporeTaiwanHong KongJapanRussiaIsraelFinlandUnited StatesEnglandInternational474849342714124783777873716147...
CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400“Upon separation fro...
In the 1970’s, Singapore needed a way to helpstudents, most of whom were not performingwell in mathematics, learn mathemat...
| Ministry of Education, Singapore (1991, 2000, 2006, 2012)
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Upcoming SlideShare
Loading in …5
×

Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way

1,732 views
1,619 views

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,732
On SlideShare
0
From Embeds
0
Number of Embeds
904
Actions
Shares
0
Downloads
30
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way

  1. 1. K-5 CommonCoreMathematicsopeningsession| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.com|meeting instructional demands the singapore wayday one |
  2. 2. introduction |
  3. 3. gradefour SingaporeInternational434782894699990606500advancedhighintermediatelowaveragegradeeightSingapore 48 78 92 99611International 3 17 46 75500advancedhighintermediatelowaverage
  4. 4. | Hanusek, Jamison, Jamison & Woessmann 2008
  5. 5. | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
  6. 6. “Upon separation from Malaysia in 1965, Singaporewas faced with … high levels of unemployment andpoverty. 70% of Singapore’s households lived in badlyovercrowded conditions, and a third of its peoplesquatted in slums on the city fringes. Unemploymentaveraged 14%, GDP per capita was less than $2,700,and half of the population was illiterate.”singapore matha response to low studentachievement and dismal economicperformance
  7. 7. focus on conceptualunderstanding |
  8. 8. Find the value of 4 + 5 + 6 .
  9. 9. K-5 CommonCoreMathematicscounting and cardinal numbers| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.com|meeting instructional demands the singapore way
  10. 10. Counting- adjectives- nouns
  11. 11. What if a child cannot learn the intended materials? assessment they need to be on the runway diagnostic assessmentWhat is the obstacle? classify rote counting one-to-one correspondence knowing the significance of the last number uttered
  12. 12. K-5 CommonCoreMathematicsbasic operations| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.com|meeting instructional demands the singapore way
  13. 13. 29 + 52 = 70 + 11= 81
  14. 14. 300 – 79 = 221 3 0 0- 7 92 9 102 2 1
  15. 15. the mind’s ability to see|visualization
  16. 16. flexibility with numbersand mental math|number sense
  17. 17. seeing patterns andconnections|generalization
  18. 18. 2 x 6
  19. 19. 12 + 6
  20. 20. 12+ 12
  21. 21. 12 + 30
  22. 22. 60
  23. 23. 60 – 6
  24. 24. 51 ÷ 3
  25. 25. 51 ÷ 330 21= 17
  26. 26. 3|51302121017
  27. 27. 5088 ÷ 44000 1000 881000 250 22= 1272
  28. 28. Conceptual or Relational Understanding refers toknowing how ideas are related … how numberbonds are connected to dividingSkemp – instrumental and relational understanding
  29. 29. Mathematics is “an excellent vehicle forthe development and improvement of aperson’s intellectual competence”.|Ministry of Education, Singapore (2006)thinkingschoollearningnations
  30. 30. K-5 CommonCoreMathematicsbar model method| danbury, connecticut |24 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.com|meeting instructional demands the singapore way
  31. 31. outcomes |
  32. 32. SingaporeMalaysiaThailandIndonesiaInternational4822037812821792362615469965554375611440427386500advancedhighintermediatelowaveragegradeeightmathematics
  33. 33. gradefourmathematicsSingaporeSouth KoreaHong KongTaiwanJapanNorthern IrelandBelgiumFinlandEnglandRussiaInternational4339373430241012181347880807470595049494728949796939386898578826999100999999969998939790606605602591585562549545542542500advancedhighintermediatelowaverage
  34. 34. South KoreaSingaporeTaiwanHong KongJapanRussiaIsraelFinlandUnited StatesEnglandInternational474849342714124783777873716147403030321793928889877868736865469999969797958796928875613611609586570539516514509507500advancedhighintermediatelowaveragegradeeightmathematics
  35. 35. CountryGDP per capita incurrent USD2012Singapore 60,400Malaysia 16,900Thailand 10,100Philippines 4,400“Upon separation from Malaysia in 1965, Singaporewas faced with … high levels of unemployment andpoverty. 70% of Singapore’s households lived in badlyovercrowded conditions, and a third of its peoplesquatted in slums on the city fringes. Unemploymentaveraged 14%, GDP per capita was less than $2,700,and half of the population was illiterate. “
  36. 36. In the 1970’s, Singapore needed a way to helpstudents, most of whom were not performingwell in mathematics, learn mathematics.CPA Approach based on Bruner’s work and ahost of other learning theories were used tohelp students learn. Today, many people referto this approach as Singapore Math.
  37. 37. | Ministry of Education, Singapore (1991, 2000, 2006, 2012)

×