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M4thodology K-2 General Session Opening

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This is the opening lecture at the K-2 session at M4thodology 2013 in The Bolles School in Florida.

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M4thodology K-2 General Session Opening

  1. 1. BollesM4thodologyopeningsession| jacksonville, florida |17 June 2013Yeap Ban Haryeapbanhar@gmail.comSlides are available atwww.banhar.blogspot.comconstructivist approach problem solving computational fluency theoretical underpinningsdifferentiated instruction number sense assessment small group work multiplestrategies journal writing multiple intelligences lesson structure common core state standardsscope and sequence pacing anchor task conceptual understanding homework workbooktextbook questioning technique |role of mathematics
  2. 2. introduction |
  3. 3. | Hanusek, Jamison, Jamison & Woessmann 2008
  4. 4. | Hanusek, Jamison, Jamison & Woessmann 2008Score 1960-1970s 1980s 1990s 2000s500’s Japan Hong KongJapanKoreaHong KongJapanKoreaSingaporeHong KongJapanKoreaSingapore400’s Thailand PhilippinesSingaporeThailandMalaysiaThailandMalaysiaThailand300’s IndonesiaPhilippinesIndonesiaPhilippines
  5. 5. “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. “singapore matha response to low studentachievement and dismal economicperformance
  6. 6. focus on conceptualunderstanding |
  7. 7. Source |Earlybird Kindergarten Mathematics
  8. 8. Conceptual or Relational Understanding refers toknowing how ideas are related … how counting,adding and place value are relatedSkemp – instrumental and relational understanding
  9. 9. focus on concrete andpictorial representations|
  10. 10. 6 + 6 = 12
  11. 11. CPA Approach is fundamental to Singapore MathBruner – enactive, iconic and symbolic representationsDienes – construction principle
  12. 12. outcomes |
  13. 13. gradefourmathematicsSingaporeSouth KoreaHong KongTaiwanJapanNorthern IrelandBelgiumFinlandEnglandRussiaInternational4339373430241012181347880807470595049494728949796939386898578826999100999999969998939790606605602591585562549545542542500advancedhighintermediatelowaverage
  14. 14. South KoreaSingaporeTaiwanHong KongJapanRussiaIsraelFinlandUnited StatesEnglandInternational474849342714124783777873716147403030321793928889877868736865469999969797958796928875613611609586570539516514509507500advancedhighintermediatelowaveragegradeeightmathematics
  15. 15. SingaporeMalaysiaThailandIndonesiaInternational4822037812821792362615469965554375611440427386500advancedhighintermediatelowaveragegradeeightmathematics
  16. 16. 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. “
  17. 17. 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.
  18. 18. | Ministry of Education, Singapore (1991, 2000, 2006, 2012)
  19. 19. Mathematics is “an excellent vehicle forthe development and improvement of aperson’s intellectual competence”.|Ministry of Education, Singapore (2006)thinkingschoollearningnations

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