St Edward's School, Florida

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This was from the professional development course for lower school teachers at a school in Vero Beach, Florida.

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St Edward's School, Florida

  1. 1. The ABCDs of Singapore Math<br />Lower School Professional Development<br />St Edward’s School<br />Vero Beach FL<br />www.banhar.blogspot.com<br />Yeap Ban-Har, Ph.D.<br />Singapore<br />banhar.yeap@pathlight.org.sg<br />DaQiao Primary School<br />
  2. 2. Catholic High School (Primary)<br />
  3. 3. introduction<br />Wellington Primary School<br />
  4. 4. Classroom Task<br />Lesson Study Problem <br />Wellington Primary School<br />Move 3 sticks to make 3 squares.<br />
  5. 5. Move 3 sticks to make 3 squares.<br />
  6. 6. Move 3 sticks to make 3 squares.<br />
  7. 7. Move 3 sticks to make 2 squares.<br />
  8. 8. Move 3 sticks to make 2 squares.<br />
  9. 9. Move 3 sticks to make 2 squares.<br />
  10. 10. 88 children took part in a swimming competition. 1/3 of the boys and 3/7 of the girls wore swimming goggles. Altogether 34 children wore swimming goggles. <br /> How many girls wore swimming goggles on that day?<br />Teacher-Constructed Test Item<br />Fairfield Methodist Primary School<br />
  11. 11. <ul><li>88 children took part in a swimming competition. 1/3 of the boys and 3/7 of the girls wore swimming goggles. Altogether 34 children wore swimming goggles. </li></ul> How many girls wore swimming goggles on that day?<br />
  12. 12. 88<br />34<br />54<br /><ul><li>88 children took part in a swimming competition. 1/3 of the boys and 3/7 of the girls wore swimming goggles. Altogether 34 children wore swimming goggles. </li></ul>How many girls wore swimming goggles on that day?<br />
  13. 13. 34 – 20 = 14<br />54 – 34 = 20<br />34<br />54<br />
  14. 14. 3 x 7 = 21<br />21 girls wear goggles.<br />
  15. 15. Beliefs<br />Interest<br />Appreciation<br />Confidence<br />Perseverance<br />Monitoring of one’s own thinking<br />Self-regulation of learning<br />Attitudes<br />Metacognition<br />Numerical calculation<br />Algebraic manipulation<br />Spatial visualization<br />Data analysis<br />Measurement<br />Use of mathematical tools<br />Estimation<br />Mathematical Problem Solving<br />Reasoning, communication & connections<br />Thinking skills & heuristics<br />Application & modelling<br />Skills<br />Processes<br />Concepts<br />Numerical<br />Algebraic<br />Geometrical<br />Statistical<br />Probabilistic<br />Analytical<br />Mathematics Curriculum Framework<br />
  16. 16. Philosophy of the Education System<br />thinking schools<br />learning nation<br />Ministry of Education 1997<br />
  17. 17. mathz4kidz Learning Centre, Penang, Malaysia<br />Trends in<br />Mathematics<br />This whole shape stands for 1.<br />& Science Studies<br />What does this stand for?<br />apply<br />their understanding<br />and knowledge<br />in a variety of<br />complex situations<br />
  18. 18. Trends in<br />Mathematics<br />& ScienceStudy<br />explain<br />their reasoning<br />mathz4kidz Learning Centre, Penang, Malaysia<br />
  19. 19. mathematical<br />literacy<br />… capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual’s life …<br />OECD Program for International Student Assessment (PISA)<br />
  20. 20. effective<br />mathematics<br />teaching<br />BinaBangsa School, Indonesia<br />
  21. 21. Primary Mathematics 1A<br />Pedagogical Principle:<br />Bruner<br />
  22. 22. Number Bonds<br />PCF Kindergarten TelokBlangah<br />
  23. 23. Number Bonds<br />PCF Kindergarten TelokBlangah<br />
  24. 24. Bruner<br />The concrete  pictorial  abstract approach is used to help the majority of learners to develop strong foundation in mathematics. <br />Division<br />National Institute of Education<br />
  25. 25. Division<br />Princess Elizabeth Primary School<br />
  26. 26. Catholic High School (Primary)<br />
  27. 27. mathz4kidz Learning Centre, Penang, Malaysia<br />bruner’s theory<br />concrete<br />A lesson from Earlybird Kindergarten Mathematics<br />
  28. 28. mathz4kidz Learning Centre, Penang, Malaysia<br />concrete<br />experiences<br />
  29. 29. from<br />concrete<br />to<br />pictorial<br />mathz4kidz Learning Centre, Penang, Malaysia<br />
  30. 30. from<br />pictorial<br />to<br />abstract<br />All Kids Are Intelligent Series<br />
  31. 31. mathz4kidz Learning Centre, Penang, Malaysia<br />symbols<br />
  32. 32. using<br />concrete<br />materials<br />Professional Development in AteneoGrade School, Manila, The Philippines<br />Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile<br />
  33. 33. Primary Mathematics (Standards Edition) 2A<br />Pictorial Before Abstract<br />
  34. 34. bruner<br />Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile<br />
  35. 35. skemp’s<br />theory<br />conceptual<br />understanding<br />BinaBangsa School, Semarang, Indonesia<br />
  36. 36. Keys Grade School, Manila, The Philippines<br />
  37. 37. Keys Grade School, Manila, The Philippines<br />
  38. 38. Skemp<br />Understanding in mathematics <br /> relational<br /> (conceptual) <br /> instrumental <br /> (procedural)<br /> conventional <br />Teaching for conceptual understanding is given emphasis in Singapore Math.<br />Pedagogical Principle:<br />Skemp<br />Primary Mathematics Standards Edition Grade 6<br />
  39. 39. Fraction Division<br />Primary Mathematics Standards Edition Grade 6<br />
  40. 40. skemp<br />Scarsdale Middle School New York<br />
  41. 41. Dienes<br />Dienes encouraged the use of variation in mathematics education – perceptual variability and mathematical variability. <br />Pedagogical Principle:<br />Dienes<br />Primary Mathematics Standards Edition <br />Primary Mathematics Standards Edition Grade 1<br />
  42. 42. Pedagogical Principle:<br />Dienes<br />Primary Mathematics Standards Edition Grade 1<br />
  43. 43. Pedagogical Principle:<br />Dienes<br />Primary Mathematics Standards Edition Grade 2<br />
  44. 44. How is Task 4 different from Task 5?<br />16<br />Primary Mathematics Standards Edition Grade 5<br />
  45. 45. 16<br />What is the given in Task 5? What is the given in Task 6? Are these different?<br />30<br />Primary Mathematics Standards Edition Grade 5<br />
  46. 46. Earlybird Kindergarten Mathematics <br />Standards Edition <br />Can you see how Dienes’ idea is used in designing these tasks?<br />diene’s<br />theory<br />of<br />variation<br />
  47. 47. dienes<br />Princess Elizabeth Primary School, Singapore<br />
  48. 48. thinking<br />problem solving<br />bruner’scpa approach<br />conceptual understanding<br />diene’s variations<br />
  49. 49. Emphasis on pictorial representation and systematic variation to enhance conceptual understanding<br />
  50. 50. conclusion<br />PCF Kindergarten PasirRis<br />
  51. 51. Instructional Models<br /><ul><li> Coaching
  52. 52. Modeling
  53. 53. Providing
  54. 54. Explaning</li></ul>DaQiao Primary School<br />
  55. 55. “Children are trulythe future of our nation. “<br />Irving Harris<br />
  56. 56. This presentation is based on part of one of Singapore pre-service mathematics method courses.<br />50% of Singapore elementary teachers are not college graduate and they are not trained to be specialists.<br />The TEDS-M findings provide some evidence into the effectiveness of this form of professional development.<br />
  57. 57. TEDS-M Elementary Teachers<br />Content Knowledge<br />TEDS-M Elementary Teachers<br />Pedagogical Content Knowledge<br />
  58. 58. TEDS-M Middle School Teachers<br />Content Knowledge<br />TEDS-M Middle School Teachers<br />Pedagogical Content Knowledge<br />

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