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general session |
fundamentals of singapore math
focus on pattern observation
yeap ban har | marshall cavendish institute
math in focus
summer
institute |
philadelphia
| Hanusek, Jamison, Jamison & Woessmann 2008
Score 1960-1970s 1980s 1990s 2000s
500’s Japan Hong Kong
Japan
Korea
Hong Kong
Japan
Korea
Singapore
Hong Kong
Japan
Korea
Singapore
400’s Thailand Philippines
Singapore
Thailand
Malaysia
Thailand
Malaysia
Thailand
300’s Indonesia
Philippines
Indonesia
Philippines
“Upon separation from Malaysia 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. “
singapore math
a response to low student
achievement and dismal economic
performance
Singapore
Malaysia
Thailand
Indonesia
International
48
2
2
0
3
78
12
8
2
17
92
36
26
15
46
99
65
55
43
75
611
440
427
386
500
advanced
high
intermediate
low
average
gradeeightmathematics










2 x 7










14 + 7










14 + 14











14 + 35
math in focus
summer
institute |
philadelphia
8 x 7 = 28 + 28
8 x 7 = 35 + 21










70










70 - 7
math in focus
summer
institute |
philadelphia
9 x 7 = 70 – 7
9 x 8 = 80 – 8
9 x 9 = 90 – 9
math in focus
summer
institute |
philadelphia
lesson type
drill and
practice
lesson
math in focus
summer
institute |
philadelphia
2
9
7
1
2
3
4
5
3
3
7 1
23
8
5
Paul
Max
math in focus
summer
institute |
philadelphia
math in focus
summer
institute |
philadelphia
If everyone were exposed to mathematics in
its natural state, with all the challenging fun
and surprises that that entails, I think we
would see a dramatic change both in the
attitude of students toward mathematics, and
in our conception of what it means to be
'good at math’.
Source | Paul Lockhart in A Mathematician's Lament

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