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The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
The Blake School Session 01
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The Blake School Session 01

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Singapore Math at The Blake School in Minnesota. This is the opening session which provides the history of Singapore Math.

Singapore Math at The Blake School in Minnesota. This is the opening session which provides the history of Singapore Math.

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  • 1. ProfessionalDevelopmentsingaporemath | The Blake School |13 – 14 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.comnumber sense constructivist approach problem solving computational fluency theoreticalunderpinnings differentiated instruction singapore math assessment smallgroup work multiple strategies journal writing multiple intelligences lesson structure commoncore state standards scope and sequence pacing anchor task supplementary materialshomework workbook textbook questioning technique |an overview
  • 2. introduction |
  • 3. | Hanusek, Jamison, Jamison & Woessmann 2008
  • 4. | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
  • 5. 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. “
  • 6. gradefourmathematicsSingaporeSouth KoreaHong KongTaiwanJapanNorthern IrelandBelgiumFinlandEnglandRussiaInternational4339373430241012181347880807470595049494728949796939386898578826999100999999969998939790606605602591585562549545542542500advancedhighintermediatelowaverage
  • 7. South KoreaSingaporeTaiwanHong KongJapanRussiaIsraelFinlandUnited StatesEnglandInternational474849342714124783777873716147403030321793928889877868736865469999969797958796928875613611609586570539516514509507500advancedhighintermediatelowaveragegradeeightmathematics
  • 8. SingaporeMalaysiaThailandIndonesiaInternational4822037812821792362615469965554375611440427386500advancedhighintermediatelowaveragegradeeightmathematics
  • 9. 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.
  • 10. Mathematics is “an excellent vehicle forthe development and improvement of aperson’s intellectual competence”.|Ministry of Education, Singapore (2006)thinkingschoollearningnations
  • 11. | Ministry of Education, Singapore (1991, 2000, 2006, 2012)
  • 12. ProfessionalDevelopmentsingaporemath | The Blake School |13 – 14 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.comnumber sense constructivist approach problem solving computational fluency theoreticalunderpinnings differentiated instruction singapore math assessment smallgroup work multiple strategies journal writing multiple intelligences lesson structure commoncore state standards scope and sequence pacing anchor task supplementary materialshomework workbook textbook questioning technique |an overview

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