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# Seminar on Helping Struggling Students in Lower Primary

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### Seminar on Helping Struggling Students in Lower Primary

1. 1. Dr Yeap Ban Har Seminar on Numeracyyeapbanhar@gmail.com 18 July 2012 Port Dickson, MalaysiaSeminar Outline• Teaching Mathematics to Struggling Learners in the Early Grades• Key Ideas in Early Mathematics Learning Support Programme in East Coast Primary School, Singapore
2. 2. Dr Yeap Ban Har Seminar on Numeracyyeapbanhar@gmail.com 18 July 2012 Port Dickson, MalaysiaSeminar OutlineThis seminarprovides an overviewof the course thatparticipants will taketo help students inlower primary levelsachieve at least basic Special Needs Class in Elementary Schoollevel of numeracy Attached to Seoul National University of Education, Seoul, Korea
3. 3. Introduction
4. 4. OECD identifies the lowest levels for mathematicalliteracy for 15-year olds as follows:Examples of tasks for each level will be shown.
5. 5. Example of Level 1 Task
6. 6. Example of Level 2 Task
7. 7. OECD identifies the lowest levels for mathematicalliteracy for 15-year olds as follows:Students who do not meet the basic numeracyrequirements as outlined in LINUS Programme areunlikely to go beyond Level 2 when they are 15years old.
8. 8. This is the basic numeracy requirements asoutlined in LINUS Programme.
9. 9. How to Help Struggling Students
10. 10. Example 1Put the 8 beans in two cups.Do it in another way.
11. 11. Example 1Put the 8 beans in two cups.Do it in another way.
12. 12. Example 1Put the 8 beans in two cups.Do it in another way.
13. 13. Example 1Put the 8 beans in two cups.Do it in another way.
14. 14. Example 1 Emphasise Number Bonds Number bonds is thefoundation for addition and subtraction
15. 15. Example 1 Emphasise Number Bonds Number bonds is the foundation for addition and subtraction 71 – 860 11
16. 16. Example 2 9+7
17. 17. Example 2 9+7
18. 18. Example 2 9+7
19. 19. Example 2 9+7
20. 20. Example 2Use the CPAApproachStudents use concrete(C) materials when they
21. 21. Example 3 16 – 4
22. 22. Example 3 16 – 4
23. 23. Example 3 16 – 7
24. 24. Example 3 16 – 7
25. 25. Example 3 16 – 7
26. 26. Example 3 16 – 7
27. 27. Example 3Develop number sense byusing multiple strategies
28. 28. Example 4 51  3
29. 29. Example 4 51  3
30. 30. Example 4 51  3 10 3 51 30 21
31. 31. Example 4 51  3 17 3 51 30 21
32. 32. Example 4 51  3 1 3 51 3 ! 21
33. 33. Example 4Use alternate methods toperform computations
34. 34. Example 5 2x6   Use 2 x 6 to do 3 x 6
35. 35. Example 5 2x6    Use 2 x 6 to do 4 x 6
36. 36. Example 5 2x6       Use 2 x 6 and 5 x 6 to do 7 x 6
37. 37. Example 5Do 9 x 6          
38. 38. Example 6 Emphasise the use of visuals / pictorial representations.Also use patterns to help
39. 39. Example 7Open Lesson in Hawaii, USA
40. 40. Mathematics Carnival at ICME-12, Seoul, Korea Example 7 Use games to learn number facts.
41. 41. Example 8Use the digit cards 0, 1, 2, 3, 4, 5, 6, 7, 8 or 9 tomake an addition sentence. The digits cannot berepeated. +
42. 42. Example 8 Thinking is not afterlearning. Make thinking an important part of learning. Mathematics is used for
43. 43. Pathlight School, Singapore Example 9 Small group learning instead of frontal teaching
44. 44. Example 10Make a story. Jack \$3 Jack Kyla \$2 Kyla gave more had than
45. 45. Example 10 The model method helps studentsrepresent stories
46. 46. Dr Yeap Ban Har Seminar on Numeracyyeapbanhar@gmail.com 18 July 2012 Port Dickson, Malaysiawww.banhar.blogspot.comKey Ideas in Early Mathematics• Visualization• Patterns• Number Sense