Singapore Math at Saint Louis

2,890 views

Published on

Experiencing Singapore Math is an one-day executive program to give participants an overview of Singapore Math. It is based on MAP101 Fundamentals of Singapore Math that teachers do as part of their professional development in teaching Singapore Math. More than fifty Missouri educators participated in this one-day institute.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,890
On SlideShare
0
From Embeds
0
Number of Embeds
1,819
Actions
Shares
0
Downloads
34
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Singapore Math at Saint Louis

  1. 1. St LouisMissouriExperiencing Singapore Math an institute for administrators Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com
  2. 2. Singapore
  3. 3. 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
  4. 4. General Overview of Singapore and its Education System
  5. 5. General Overview of Singapore and its Education System Students  500 000 Teachers  30 000 Principals & Vice-Principals  900 Schools  173 Primary Schools (Primary 1 – 6)  155 Secondary Schools (Secondary 1 – 4)  13 Junior Colleges (JC 1 – 2) Canossa Convent Primary School, Singapore  15 Mixed-Level Schools The data refers to 1-12 school system. Pre-school is not part of the formal education system. The data excludes post-secondary education system which includes institutes of technical education, polytechnics and universities.
  6. 6. High achievement was not a given. In 1960,among 30 615 candidates who sat for thefirst Primary School Leaving Examination,45% of the candidates passed. Today, about the same proportion achieve the highest grade in each of the four subjects tested. Keon Ming Public School, Singapore
  7. 7. 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)
  8. 8. Experiencing Singapore Math 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
  9. 9. ExperiencingPage 4 Singapore Math
  10. 10. Experiencing Singapore Math Achievement Attitude Singapore 71 41 Hong Kong 67 40 Taiwan 50 24Grade 4 Japan 62 23 Kazakhstan 89 19 England 62 16 Russia 80 16 International 72 5
  11. 11. Experiencing Singapore Math Achievement Attitude Taiwan 37 45 S Korea 33 40 Singapore 60 40Grade 8 Hong Kong 47 31 Japan 30 26 Hungary 30 10 England 40 8 International 54 2
  12. 12. Experiencing Singapore Math Mean Shanghai 600 Singapore 562 Hong Kong 55515 year-olds S Korea 546 Taiwan 543 Finland 541 Liechtenstein 536 International 496
  13. 13. ExperiencingSingapore Math
  14. 14. The brown sugar problem demonstrates theimportance of visualization.
  15. 15. the same dish 110 g 290 g Page 2
  16. 16. Not necessary to find the mass that Bella puts on the dish.Professional Development in St. Louis, USA Page 2
  17. 17. 110 g 290 g Page 2
  18. 18. 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. ? ?
  19. 19. Experiencing Singapore MathProfessional Development in London, UK
  20. 20. Bar model is introduced systematically andprovides a visual support in the learning ofalgebra at the higher grade levels.
  21. 21. Experiencing Singapore MathEscuela de Guetamala, Chile
  22. 22. x + 2x = 12 Experiencing Singapore Math
  23. 23. Students outside Singapore using the barmodel to solve word problems.
  24. 24. 3A number is of a second number. Experiencing Singapore Math 5The sum of the two numbers is 120. King Solomon Academy, London UK
  25. 25. Box B contains twice as manybooks as Box A. Box Ccontains 20 more books thanBox A. Together, the threeboxes contains 116 books. Edgewood Elementary School, New York Singapore Math Experiencing
  26. 26. In the learning of basic concepts such asthose in fractions, the emphasis is onvisualization, generalization and numbersense. There is also an emphasis on 21stCentury Competencies such as creativity,critical thinking, communication, metacognitionand so on.
  27. 27. Experiencing Singapore Math  Relational Understanding  R Skemp what & how  Concrete Introduction  J BrunerJunyuan Secondary School, Singapore Page 08 Page 13
  28. 28. ExperiencingPage 5 Singapore Math
  29. 29. Experiencing Singapore MathShare 3 fourths equally among 3.3 fourths  3 = 1 fourth
  30. 30. Experiencing Singapore MathShare 3 fourths equally between 2. 3 fourths  2= 6 eighths  2 Share 3 fourths equally among 4.= 3 eighths 3 fourths  4 = 12 sixteenths  4 = 3 sixteenths
  31. 31. ExperiencingSingapore Math
  32. 32. Experiencing Singapore Math3 fourths  4 = 12 sixteenths  4 1 3 3 fourths  4 = ×4 4 = 3 sixteenths
  33. 33. The visual approach can be used in helpingremedial students in Grade 7 and beyond.
  34. 34. Experiencing Singapore MathUsing bar model to introduce solvingalgebraic equationsSolve 7 – 3y = 1 . 7 3y 1
  35. 35. Globe Academy, London UK
  36. 36. Globe Academy, London UK
  37. 37. Long division and the learning ofmultiplication facts emphasis that it is notnecessary to learn a procedural blindly andit is not necessary to do rote memorization inorder to remember.
  38. 38. ExperiencingSingapore Math
  39. 39. ExperiencingSingapore Math
  40. 40. ExperiencingSingapore Math
  41. 41. Experiencing Singapore MathTeaching Multiplication Facts Allfarthing Primary School, London
  42. 42. Math in Focus Experiencing Singapore Math
  43. 43. ExperiencingMath in Focus Singapore Math
  44. 44. Math in Focus Experiencing Singapore Math
  45. 45. ExperiencingMath in Focus Singapore Math
  46. 46. Math in Focus Experiencing Singapore Math
  47. 47. Experiencing Singapore MathMath in Focus
  48. 48. Math in Focus Experiencing Singapore Math
  49. 49. Math in Focus Experiencing Singapore Math
  50. 50. Math in Focus Experiencing Singapore Math
  51. 51. Math in Focus Experiencing Singapore Math
  52. 52. Math in Focus Experiencing Singapore Math
  53. 53. Experiencing Singapore MathDa Qiao Primary School, Singapore
  54. 54. Experiencing Singapore Math 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.
  55. 55. Experiencing Singapore MathVisuals are used to teachconcepts – distributiveproperty of multiplication– without using formalterms. Primary Mathematics (Third Edition)
  56. 56. ExperiencingSingapore Math

×