MAP101 Bunnik, The Netherlands

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This 3-hour course was conducted in The Netherlands in November 2012.

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MAP101 Bunnik, The Netherlands

  1. 1. MAP101 Fundamentals of Singapore Math BUNNIK, THE NETHERLANDS Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com
  2. 2. Experiencing Singapore Math  Land  270 sq miles  700 sq km introduction  People  5.3 million  GDP per capita  1965 USD500  2011 USD50 000Junyuan Secondary School, Singapore in current USD
  3. 3. Experiencing Singapore MathAll major international tests (literacy, science and mathematics) between 1964and 2003 were placed on a common scale. Selected countries shown in the table. Score 1960-1970s 1980s 1990s 2000s 500 Japan Japan Japan Japan Korea Korea Korea Hong Kong Singapore Hong Kong Hong Kong Singapore 400 Thailand Singapore Malaysia Malaysia Thailand Thailand Thailand The Philippines 300 Indonesia Indonesia The Philippines The PhilippinesReference: E. Hanusek, D. Jamison, E. Jamison & L. Woessmann (2008)
  4. 4. Mathematics is “an excellent vehicle for the development and improvement of a person’s intellectual competence”. 1982 Ministry of Education Singapore 2006Introduction of Singapore mathematics textbooks as they are known today. 2001 Introduction of textbooks published by 1992 private publishers and approved by Introduction of Problem- Ministry of Education. Solving Curriculum 2007 New editions of textbooks are 1997 published with the introduction of the Thinking Schools revised curriculum. Learning Nation 2013 New editions of textbooks are published with the revision of the curriculum. Page 1
  5. 5. Page 4
  6. 6. The brown sugar problem demonstrates theimportance of visualization.
  7. 7. 110 g 290 g Page 2
  8. 8. 2 units = 290 g – 110 g = 180 g 1 units = 180 g  2 = 90 g110 g 3 x 90 g = 270 g Bella puts 270 g sugar on the dish. ? ?
  9. 9. Professional Development in Bunnik, The Netherlands Page 2
  10. 10. x + 2x = 12
  11. 11. The fill-in-the-squares problem demonstratesthe importance of looking for patterns.
  12. 12. Professional Development in Bunnik, The Netherlands
  13. 13. Jenaplanschool Cleophas, Utrecht, The Netherlands
  14. 14. We also discuss helping students acquireaddition facts, multiplication facts and learnformula for area.
  15. 15. My Pals Are Here! (Third Edition) 1A
  16. 16. 8+6         
  17. 17. 8 + 6 = 10 + 4         
  18. 18. 8+6=7+7         
  19. 19. 8 + 6 = 20 – 2 – 4               
  20. 20. Learning multiplication facts.
  21. 21. Math in Focus
  22. 22. Math in Focus
  23. 23. Da Qiao Primary School, Singapore
  24. 24. Primary Mathematics (Third Edition)See Ho, S. Y. & Yeap, B. H. (2011). Development of Visualization Skills in Singapore PrimarySchool Mathematics Textbooks. Paper presented at PME-35 Angkara, Turkey.See also Yeap, B. H. (2011). The Emphasis of Primary-Level Textbooks in Singapore onHigher-Order Thinking Skills. Paper presented at International Conference on SchoolMathematics Textbooks Shanghai, China.
  25. 25. Visuals are used to teachconcepts – distributiveproperty of multiplication– without using formalterms. Primary Mathematics (Third Edition)
  26. 26. Learning division of larger numbers.
  27. 27. Page 14
  28. 28. Learning formula to calculate area oftrapezium.
  29. 29. ExperiencingSingapore Math
  30. 30. emphasisvisualization
  31. 31. Experiencing Singapore Math3 units = 181 units = 18  3 = 66 x 8 = 48There were 48 coins at first. Page 15

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