Singapore Math at Edgemont School District New York

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This is the one-day seminar for teachers from the school district.

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Singapore Math at Edgemont School District New York

  1. 1. Edgemont Union Free School DistrictSuperintendent’s ProfessionalDevelopment Day January 2013
  2. 2. MAP101 Fundamentals of Singapore Math Edgemont Union Free School District Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com
  3. 3. Page 1
  4. 4. Mathematics is “an excellent vehicle for the development and improvement of a person’s intellectual competence”. 1982 Ministry of Education Singapore 2006Introduction of Singapore mathematics textbooks as they are known today. 2001 Introduction of textbooks published by 1992 private publishers and approved by Introduction of Problem- Ministry of Education. Solving Curriculum 2007 New editions of textbooks are 1997 published with the introduction of the Thinking Schools revised curriculum. Learning Nation 2013 New editions of textbooks are published with the revision of the curriculum. Page 1
  5. 5. Page 4
  6. 6. Singapore Math allowsaverage learners perform ata high level. The followingare some data from someinternational research onmath achievement andattitude.
  7. 7. All major international tests (literacy, science and mathematics) between 1964 and2003 were placed on a common scale. Selected countries shown in the table. Score 1960-1970s 1980s 1990s 2000s 500 Japan Hong Kong Hong Kong Hong Kong Japan Japan Japan Korea Korea Korea Singapore Singapore 400 Thailand The Philippines Malaysia Malaysia Singapore Thailand Thailand Thailand 300 Indonesia Indonesia The Philippines The PhilippinesReference: E. Hanusek, D. Jamison, E. Jamison & L. Woessmann (2008)
  8. 8. mathematics
  9. 9. ave adv high int low Singapore 606 43 78 94 99 South Korea 605 39 80 97 100 Hong Kong 602 37 80 96 99grade four mathematics Taiwan 591 34 74 93 99 Japan 585 30 70 93 99 Northern Ireland 562 24 59 86 96 Belgium 549 10 50 89 99 Finland 545 12 49 85 98 England 542 18 49 78 93 Russia 542 13 47 82 97 United States 541 13 47 81 96 International 500 4 28 69 90
  10. 10. intermediate advanced high low average South Korea 613 47 77 93 99 Singapore 611 48 78 92 99grade eight mathematics Taiwan 609 49 73 88 96 Hong Kong 586 34 71 89 97 Japan 570 27 61 87 97 Russia 539 14 47 78 95 Israel 516 12 40 68 87 Finland 514 4 30 73 96 United States 509 7 30 68 92 England 507 8 32 65 88 International 500 3 17 46 75
  11. 11. Let’s solve a typical word problem from the SingaporePage 2 classroom.
  12. 12. 110 g 290 g Page 2
  13. 13. 2 units = 290 g – 110 g = 180 g 1 units = 180 g  2 = 90 g110 g 3 x 90 g = 270 g Bella puts 270 g sugar on the dish. ? ?
  14. 14. Experiencing Singapore MathProfessional Development in London, UK
  15. 15. the same dish 110 g 290 g Page 2
  16. 16. Not necessary to find the mass that Bella puts on the dishProfessional Development in St. Louis, USA Page 2
  17. 17. The brown sugar problemdemonstrates the importanceof visualization.
  18. 18. Page 5
  19. 19. Share 3 fourths equally among 3.3 fourths  3 = 1 fourth
  20. 20. Share 3 fourths equally between 2. 3 fourths  2= 6 eighths  2 Share 3 fourths equally among 4.= 3 eighths 3 fourths  4 = 12 sixteenths  4 = 3 sixteenths
  21. 21. 3 fourths  4 = 12 sixteenths  4 1 3 3 fourths  4 = ×4 4 = 3 sixteenths
  22. 22. Summary of Session 1Problem solving and thinking as well asholistic development of the child are thetwin key features of Singapore Math.CPA Approach is used to achieve thedevelopment of visualization andprovides an impetus for makinggeneralization.
  23. 23. Escuela de Guetamala, Chile
  24. 24. x + 2x = 12
  25. 25. Seely Place Elementary School, New York
  26. 26. Observing patterns andmaking generalizationsinvolves reflection.Seely Place Elementary School, New York
  27. 27. Greenville Elementary School, New YorkThe CPA Approach CPAStudents were asked tomake three nests of 2eggs and, later, 3 nestsof 7 eggs. They wereonly given 20 ‘eggs’.
  28. 28. CPA Approach in Developing Conventional Language3 nests  3 nests of 2 eggs  3 groups of 2  3 twos Greenville Elementary School, New York
  29. 29. Using bar model to introduce solvingalgebraic equationsSolve 7 – 3y = 1 . 7 3y 1
  30. 30. Seely Place Elementary School, New York
  31. 31. Seely Place Elementary School, New York
  32. 32. 3 4  4 5Seely Place Elementary School, New York
  33. 33. Seely Place Elementary School, New York3 4 4 5
  34. 34. Seely Place Elementary School, New York3 4 3 1  = 4 5 1 5 1 = 3 5
  35. 35. Seely Place Elementary School, New York 1 3 4 3 1  = 14 5 1 5
  36. 36. For students who already know a procedure, they should be able to explain the procedure visually. Ideally, the visuals are employed to help students develop both procedural and conceptual understanding at the same timeSeely Place Elementary School, New York
  37. 37. MAP101 Fundamentals of Singapore Math incorporating differentiated instruction Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com
  38. 38. Anchor Task  Guided Practice  Independent PracticeKing Solomon Academy, London
  39. 39. Anchor Task  Guided Practice  Independent Practice King Solomon Academy, London
  40. 40. Anchor Task  Guided Practice  Independent Practice Globe Academy, London
  41. 41. Anchor Task  Guided Practice  Independent Practice Globe Academy, London
  42. 42. ExperiencingSingapore Math
  43. 43.  Relational Understanding  R Skemp what & how  Concrete Introduction  J BrunerJunyuan Secondary School, Singapore Page 08 Page 13
  44. 44. Differentiated Instruction
  45. 45. 30  321  351 = 50 + 1 King Solomon Academy, London51 = 40 + 1151 = 30 + 2151 = 20 + 3151 = 10 + 51
  46. 46. 60  3 = 20    = 51  3 = Use digit tiles 0 to 954  3 = without repeating.51  3 = 1750  3 =Write three story problems for 50  3 .Write a note to Marc who is absenttoday. Explain to him how to figure out51  3 .
  47. 47. Singapore MathDrill-and-Practice Through Problem Solving
  48. 48. Summary of Session 2How we can provide challenge toadvanced learners is discussed in the51  3. We can also providechallenge to all students, asdemonstrated in the x=.
  49. 49. intermediategrade eight mathematics advanced average high low Singapore 611 48 78 92 99 Malaysia 440 2 12 36 65 Thailand 427 2 8 26 55 Indonesia 386 0 2 15 43 International 500 3 17 46 75
  50. 50. grade eight mathematics dislike math advanced like math average Singapore 611 48 32 23 Malaysia 440 2 39 15 Thailand 427 2 26 16 Indonesia 386 0 20 10 International 500 3 26 31
  51. 51. grade eight mathematics dislike math advanced like math average Singapore 611 48 32 23 South Korea 613 47 8 56 Taiwan 609 49 14 53 Hong Kong 586 34 19 37 Japan 570 27 9 53 International 500 3 26 31

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