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Uploaded byJimmy Keng
2013 December Maui
The document discusses Singapore's approach to improving student achievement in mathematics. It provides background on Singapore's economic conditions in the 1960s-1970s when Singapore gained independence, with high poverty and illiteracy. It then summarizes Singapore's rising test scores and economic growth between the 1960s-2000s. Charts show Singapore students outperforming other Asian countries on international assessments. The document advocates teaching mathematics for relational understanding through concrete examples, problem-solving, and ensuring all students achieve basic skills as defined by standards.
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2013 December Maui
- 1. Slides are availableat www.banhar.blogspot.com Singapore Math Implementing Common Core State Standards Dr. Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.com www.facebook.com/MCISingapore
- 2. Improving Low StudentAchievement
- 3. “Upon separation fromMalaysia in 1965, Singapore was faced with … high levels of unemployment and poverty. 70% of Singapore’s households lived in badly overcrowded conditions, and a third of its people squatted in slums on the city fringes. Unemployment averaged 14%, GDP per capita was less than $2,700, and half of the population was illiterate. “
- 4. Score 1960-1970s 1980s 1990s 2000s 500’s Japan Hong Kong Japan Korea Hong Kong Japan Korea Singapore HongKong Japan Korea Singapore 400’s Thailand Philippines Singapore Thailand Malaysia Thailand Malaysia Thailand Indonesia Philippines Indonesia Philippines 300’s | Hanusek, Jamison, Jamison & Woessmann 2008
- 5. Country GDP per capitain current USD 2012 Singapore 60,800 Malaysia 16,800 Thailand 9,500 Indonesia 4,900 Philippines 4,400 Source | IMF
- 6. | Hanusek, Jamison,Jamison & Woessmann 2008
- 7. Country % of Low Performers %of High Performers Mean Singapore 8.3 40.0 573 Vietnam 14.2 13.3 511 Thailand 49.7 2.6 427 Malaysia 51.8 1.3 421 Indonesia 75.7 0.3 375 OECD 23.1 12.6 494 | PISA 2012
- 8. Country % of Low Performers %of High Performers Mean Shanghai 3.8 55.4 613 Singapore 8.3 40.0 573 Hong Kong 8.5 33.7 561 South Korea 9.1 30.9 554 Japan 11.1 23.7 536 Finland 12.3 15.3 519 OECD 23.1 12.6 494 | PISA 2012
- 9. What is Essentialin Mathematics Literacy Let’s look at what international assessment (PISA) for 15-year-olds and Smarter Balanced Assessment for Hawaii State test suggest.
- 10.
- 11.
- 12. | Smarter BalancedAssessment
- 13. | Smarter BalancedAssessment
- 14. | Smarter BalancedAssessment
- 15. | Smarter BalancedAssessment
- 16. | Smarter BalancedAssessment
- 17. What is Essentialin Mathematics Literacy What should students be learning in mathematics and what are the implications for classroom practices?
- 18. What is Essentialin Mathematics Literacy What should students be learning in mathematics and what are the implications for classroom practices? communication metacognition number sense visualization patterns
- 19. What is Basics? Thestate standards (in this case Common Core State Standards) outline what the basics are. In the next three examples, the standards suggest that (Kindergarten) knowing that 12 is 10 and 2 is basic, (Grade 5) being able to add and subtract mixed numbers with different denominators is basic and (High School Algebra) being able to solve simple equations is basic.
- 20. | Common CoreState Standards
- 23. | Common CoreState Standards
- 26. What Does Teachingfor Relational / Conceptual Understand Look Like?
- 28. Teaching for MeaningMaking Concrete Materials Students are given bags of 6 beans each Anchor Task How many beans in 4 such bags? Students Talking Multiple Responses Count all Repeated addition Multiplication Board Writing Student Journal Meaning Making 4 x 6 is the same as 4 bags of 6 beans. Also linking new materials (multiplication) to old materials (addition).
- 29. Teaching for MeaningMaking How do I know if I have taught in a meaningful way? • Link to previous knowledge • Link to a concrete scenario • Students can extend their thinking.
- 30. Teaching for MeaningMaking
- 31. Teaching for MeaningMaking Use of Textbooks Suggest the kind of anticipated responses (add another six, double, associative property and subtraction strategy) As a reflection tool for students at the end of the discussion (“Let’s see how they do it.”)
- 32. Teaching Through ProblemSolving Assessing Differentiating Remediation Enrichment Acceleration
- 33. Teaching Through ProblemSolving
- 34. What’s My AnchorTask? Anticipated Responses Differentiating Remediation Enrichment Acceleration
- 35. Teaching Through ProblemSolving
- 36.