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Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010
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Raising Critical Thinkers Through Singapore Math Keys Grade School Manila January 2010

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Raising Critical Thinkers through Singapore Math (another email) …

Raising Critical Thinkers through Singapore Math (another email)

Keys Grade School, Manila, January 2010

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  • 1. raising
    critical thinkers
    through
    singapore math
    Dr Yeap Ban Har
    National Institute of Education
    Nanyang Technological University
    Singapore
  • 2. TanjongPagar PCF Kindergarten Singapore
    international
    perspectives
    mathematics
    on
    teaching
  • 3. What counts as mathematical proficiency?
  • 4. procedural fluency
    conceptual reasoning
    Keys Grade School, Manila, The Philippines
  • 5. strategic competence
    K E Y S
    1 2 3 4
    5 6 7 8
    9 10 11 12
    3948 ?
    Keys Grade School, Manila, The Philippines
  • 6. 17
    7
    10
    17 – 3
    adaptive reasoning
    Keys Grade School, Manila, The Philippines
  • 7. productive disposition
    Keys Grade School, Manila, The Philippines
  • 8. What counts as mathematical proficiency?
  • 9. mathz4kidz Learning Centre, Penang, Malaysia
    Trends in
    Mathematics
    This whole shape stands for 1.
    & Science Studies
    What does this stand for?
    apply
    their understanding
    and knowledge
    in a variety of
    complex situations
  • 10. Trends in
    Mathematics
    & ScienceStudy
    explain
    their reasoning
    mathz4kidz Learning Centre, Penang, Malaysia
  • 11. What is Singapore Math?
  • 12. “an excellent vehicle to develop and improve a person’s intellectual competence”
    Princess Elizabeth Primary School, Singapore
  • 13. mathematics
    education

    an excellent vehicle for the development and improvement of a person’s intellectual competence

    Bina Bangsa School, Bandung, Indonesia
    Ministry of Education Singapore 2006
  • 14. mathematics
    using to develop
    children’s
    intelligence
  • 15. 4
    7
    47
    11
    Edgewood Elementary School, New York, USA
    47 – 11
  • 16. Edgewood Elementary School, New York
  • 17. Edgewood Elementary School, New York, USA
  • 18. What is Singapore Math?
    Challenging Materials
  • 19. Meiling and Raja started on a 36-km cycling trip at the same time. They cycled at the same speed for the first 12 km. For the remaining 24 km, Meiling cycled at a faster speed. She arrived at the finishing point 10 minutes before Raja who was 4 km behind her. Raja did not change his speed throughout the trip and he completed the trip at 11 10.
    (a) At what time did the trip start?
    (b) What was Meiling’s average speed for the remaining 24 km of the trip in m/min?
    (PSLE Grade 6)
    Meiling’s average speed was 480 m/min for the last part of the trip.
    Meiling
    Raja
    Raja: 1o min  4 km
    Raja: First 12 km  30 min
    Raja: 1o min  4 km
    Raja: Last 24 km  60 min
    ??? min  36 km
    Meiling: Last 24 km  50 min
    Raja: 90 min  36 km
    Meiling: 24000 m  50 min
    11 10 hrs 10 10 hours  09 40 hrs
    Raja, and hence Meiling, started the trip at 09 40.
    Meiling: 2400 m  5 min
    Meiling: 480 m  1 min
  • 20. The total number of stamps in Album A, Album B and Album C was 444 at first. Dennis gave away 3/5 of the stamps from Album A, put 24 more new stamps into Album B and added some stamps into Album C until the number of stamps in Album C became three times its original number. The ratio of the number of stamps in Album A to that in Album B to that in Album C became 2 : 5 : 9. How many more stamps were there in Album C than Album A in the end?
    (TeckWhye Primary School, Grade 6)
    Album A
    Album B
    Album C
  • 21. The total number of stamps in Album A, Album B and Album C was 444 at first. Dennis gave away 3/5 of the stamps from Album A, put 24 more new stamps into Album B and added some stamps into Album C until the number of stamps in Album C became three times its original number. The ratio of the number of stamps in Album A to that in Album B to that in Album C became 2 : 5 : 9. How many more stamps were there in Album C than Album A in the end?
    (TeckWhye Primary School, Grade 6)
    7 units  ?
    7 units  36 x 7 = 210 + 42 = 252
    There were 252 more stamps in Album C than Album A in the end.
    Album A
    Album B
    Album C
    468
    13 units  444 + 24 = 468
    1 unit  468 ÷ 13 = 36
    390
    78
  • 22. What is Singapore Math?
    Challenging Materials for Every Child
  • 23. TIMSS
    Trends in International Maths and Science Studies
    1995
    2003
    2007
    Grade 4
    Advanced
    38
    41
    38
    High
    70
    74
    73
    Intermediate
    89
    92
    91
    Low
    96
    98
    97
    Catholic High School (Primary)
  • 24. TIMSS
    Trends in International Maths and Science Studies
    Sweden
    Median
    U S A
    Japan
    Singapore
    Grade 4
    Advanced
    3
    10
    5
    41
    23
    High
    24
    40
    26
    74
    61
    Intermediate
    69
    77
    67
    92
    89
    Low
    93
    95
    90
    98
    98
    Elementary School in Japan
  • 25. TIMSS
    Trends in International Maths and Science Studies
    Average
    Hong Kong
    Singapore
    Korea
    Taiwan
    Grade 8
    Advanced
    2
    40
    31
    45
    40
    High
    15
    70
    64
    71
    71
    Intermediate
    46
    88
    85
    86
    90
    Low
    75
    97
    94
    95
    98
    Telok Kurau Primary School
  • 26. TIMSS 2007
    AVERAGE
    MALAYSIA
    SINGAPORE
    Grade 8
    Advanced
    2
    40
    2
    High
    15
    70
    18
    Intermediate
    46
    88
    50
    Low
    75
    97
    82
    Northlight School, Singapore
  • 27. TIMSS
    Trends in International Maths and Science Studies
    Grade 4
    Grade 8
    Singapore
    Advanced
    41
    40
    High
    74
    70
    Intermediate
    92
    88
    Low
    98
    97
    Catholic High School (Primary)
  • 28. TIMSS
    Trends in International Maths and Science Studies
    Grade 4
    Grade 8
    U S A
    Advanced
    10
    6
    High
    40
    31
    Intermediate
    77
    67
    Low
    95
    92
    Catholic High School (Primary)
  • 29. TIMSS
    Trends in International Maths and Science Studies
    Grade 4
    Grade 8
    England
    Advanced
    16
    8
    High
    48
    35
    Intermediate
    79
    69
    Low
    94
    90
    Catholic High School (Primary)
  • 30. TIMSS
    Trends in International Maths and Science Studies
    Grade 4
    Grade 8
    International
    Advanced
    5
    2
    High
    26
    15
    Intermediate
    67
    46
    Low
    90
    75
    Catholic High School (Primary)
  • 31. Using Mathematics to Develop Intelligent Behaviors
  • 32. what are
    intelligent
    behaviors?
  • 33. 1000
    - 124
    mathematics
    & intelligent
    behaviors
  • 34. 9
    9
    1
    1000
    999
    - 124
    - 124
    875
    for
    1000
    looking connections
    - 124
    876
    Bina Bangsa School, Bandung, Indonesia
  • 35. to
    ability explain
    A Grade 6 US textbook written using the Singapore Pedagogy
  • 36. mathematics
    & intelligent
    behaviours
  • 37. 3
    4
    ÷
    3
    =
    3
    x
    4
    3
    4
    =
  • 38. How to make sure the butterfly cannot flyHow do you get a butterfly?First there is the egg which hatches into a caterpillar. The caterpillar eats and grows. At the right time, it makes a cocoon out of its own body. While in the cocoon, the caterpillar changes into a butterfly.When the butterfly is ready, it starts to break through the cocoon. First a hole appears. Then the butterfly struggles to come out through the hole. This can take a few hours.If you try to "help" the butterfly by cutting the cocoon, the butterfly will come out easily but it will never fly. Your "help" has destroyed the butterfly.The butterfly can fly because it has to struggle to come out. The pushing forces lots of enzymes from the body to the wing tips. This strengthens the muscles, and reduces the body weight. In this way, the butterfly will be able to fly the moment it comes out of the cocoon. Otherwise it will simply fall to the ground, crawl around with a swollen body and shrunken wings, and soon die.If the butterfly is not left to struggle to come out of the cocoon, it will never fly.We can learn an important lesson from the butterfly.If we do not have struggles and challenges in our work, we will never grow strong and capable. If life has no difficulties, we will become weak and helpless.Lim Siong GuanHead, Civil Service
  • 39. 11 cm
    4 cm
    5 cm
    5 cm
    to use
    5 cm
    ability knowledge
    Area = (11 + 5) ÷ 2 x 4
  • 40. Teaching Every Child
  • 41. Some of us come from English-speaking homes. Some of us don’t. I speak Malay at home.
    This is what help me learn mathematics well.…
    Princess Elizabeth Primary School, Singapore
    Factors That Contribute to High Achievement Level in Mathematics
  • 42. These are my friends in Primary 1.
    We like our teacher.
    Once, she was absent for two days. We missed her. She told she had to learn new things to teach us better.
    teacher
    quality
    Princess Elizabeth Primary School, Singapore
    National Institute of Education, Singapore
  • 43. x
    Keys Grade School, Manila, The Philippines
  • 44. singapore
    math
    Photo: Keys Grade School. Manila, The Philippines
    professional development
    in-service
    Photo: Hougang Primary School, Singapore
  • 45. singapore
    math
    parental
    expectations
    Last Saturday, Mum and Dad went to school – to learn the model method so they can help me with schoolwork. But Mum said she did not get it.
    In the end I had to teach her.
    Photos: Seminar for Parents on Problem Solving
  • 46. Photos: Keys Grade School, Manila, The Philippines
    singapore
    math
    Bruner’s
    theory
    We use concrete materials to learn mathematics.
    Photos: Princess Elizabeth Primary School, Singapore
  • 47. singapore
    math
    emphasis on
    concrete to
    pictorial to abstract
    representations
    Photo: Catholic High School (Primary) Singapore
  • 48.
  • 49. singapore
    math
    especially on
    the model method
    Photo: mathz4kidz Learning Center, Malaysia
  • 50. A lion weighs 135 kg. A cow weigh 87 kg more than the lion. An elephant weighs 139 more than the cow. How heavy is the elephant? (Primary 2)
    Photo: Telok Kurau Primary School, Singapore
  • 51.
  • 52. mathz4kidz Learning Centre, Penang, Malaysia
    bruner’s theory
    concrete
  • 53. mathz4kidz Learning Centre, Penang, Malaysia
    concrete
    experiences
  • 54. from
    concrete
    to
    pictorial
    mathz4kidz Learning Centre, Penang, Malaysia
  • 55. from
    pictorial
    to
    abstract
    All Kids Are Intelligent Series
  • 56. mathz4kidz Learning Centre, Penang, Malaysia
    symbols
  • 57. using
    concrete
    materials
    Ateneo Grade School, Manila, The Philippines
    A Public School in Chile
  • 58. Fuchun Primary School, Singapore
    interaction
    Vygotsky’s Theory
    Children Learn in Social Situations
  • 59. skemp’s
    theory
    conceptual
    understanding
    Bina Bangsa School, Semarang, Indonesia
  • 60. Keys Grade School, Manila, The Philippines
  • 61. Keys Grade School, Manila, The Philippines
  • 62. A Singapore Textbook for Kindergarten
    diene’s
    theory
    of
    variation
  • 63. diene’s
    theory
    of
    variation
  • 64. diene’s
    theory
    of
    variation
  • 65. mathematical
    big ideas
    number sense
    visualization
    connections
    Princess Elizabeth Primary School, Singapore
  • 66. Princess Elizabeth Primary School, Singapore
  • 67. Princess Elizabeth Primary School, Singapore
  • 68. singapore
    math
    banhar.yeap@nie.edu.sg
    www.askyeapbanhar.blogspot.com
    www.math.nie.edu.sg
    thank you

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