singaporemathinaction<br />Session 2<br />textbook <br />study<br />Yeap Ban Har<br />National Institute of Education<br /...
singaporemathinaction<br />Example 1<br />My Pals Are Here! Mathematics Textbook 1A<br />
singaporemathinaction<br />Think!<br />What does the textbook suggest teachers do to teach numbers to 10? What is the cont...
singaporemathinaction<br />Think!<br />These are not suitable illustrations to teach the idea of 4. Why?<br />
singaporemathinaction<br />ZoltanDiene’s Idea of Multiple Embodiment<br />
singaporemathinaction<br />Content<br />We count things that can belong to the same set. We count things having the same u...
singaporemathinaction<br />Pedagogy<br />How does the textbook suggest we help students learn the notion of one-to-one cor...
singaporemathinaction<br />Pedagogy<br />Why is the unifix cubes considered a good set of materials to embody the key conc...
singaporemathinaction<br />Example 2<br />Primary Mathematics (Standards Edition) Textbook 1B<br />
singaporemathinaction<br />Think!<br />What does the textbook suggest teachers do to teach place values? What is the first...
singaporemathinaction<br />Think!<br />Do you recognize Bruner’s theory of representations on this textbook page?<br />
singaporemathinaction<br />Think!<br />Why the five representations of the same mathematical idea of 34?<br />
singaporemathinaction<br />ZoltanDiene’s Theory of Variability<br /><ul><li> Perceptual Variability
 Mathematical Variability</li></li></ul><li>singaporemathinaction<br />Study one unit from a textbook. What are the key co...
singaporemathinaction<br />Richard Skemp’s Theory of Understanding<br /><ul><li> Relational
 Instrumental
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SingaporeMath in Action 2

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This second session focused on textbook study. Participants investigated apply their understanding of learning theories in studying a Unit of a Singapore textbook.

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SingaporeMath in Action 2

  1. 1.
  2. 2. singaporemathinaction<br />Session 2<br />textbook <br />study<br />Yeap Ban Har<br />National Institute of Education<br />Singapore<br />www.banhar.com<br />
  3. 3. singaporemathinaction<br />Example 1<br />My Pals Are Here! Mathematics Textbook 1A<br />
  4. 4. singaporemathinaction<br />Think!<br />What does the textbook suggest teachers do to teach numbers to 10? What is the content? What is the pedagogy? <br />My Pals Are Here! Mathematics Textbook 1A<br />
  5. 5. singaporemathinaction<br />Think!<br />These are not suitable illustrations to teach the idea of 4. Why?<br />
  6. 6. singaporemathinaction<br />ZoltanDiene’s Idea of Multiple Embodiment<br />
  7. 7. singaporemathinaction<br />Content<br />We count things that can belong to the same set. We count things having the same unit.<br />
  8. 8. singaporemathinaction<br />Pedagogy<br />How does the textbook suggest we help students learn the notion of one-to-one correspondence?<br />
  9. 9. singaporemathinaction<br />Pedagogy<br />Why is the unifix cubes considered a good set of materials to embody the key concept of cardinal numbers?<br />
  10. 10. singaporemathinaction<br />Example 2<br />Primary Mathematics (Standards Edition) Textbook 1B<br />
  11. 11. singaporemathinaction<br />Think!<br />What does the textbook suggest teachers do to teach place values? What is the first task? What is the next task?<br />
  12. 12. singaporemathinaction<br />Think!<br />Do you recognize Bruner’s theory of representations on this textbook page?<br />
  13. 13. singaporemathinaction<br />Think!<br />Why the five representations of the same mathematical idea of 34?<br />
  14. 14. singaporemathinaction<br />ZoltanDiene’s Theory of Variability<br /><ul><li> Perceptual Variability
  15. 15. Mathematical Variability</li></li></ul><li>singaporemathinaction<br />Study one unit from a textbook. What are the key content students need to learn? What are the pedagogies available to help them learn? Do you see Bruner and Dienes in the textbook? What else do you notice?<br />Workshop<br />Please prepare a poster to summarize your group’s discussion. Display the poster before lunch. Indicate the names of the group members.<br />Shaping Maths (Second Edition) Coursebook 3B<br />
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  23. 23. singaporemathinaction<br />Richard Skemp’s Theory of Understanding<br /><ul><li> Relational
  24. 24. Instrumental
  25. 25. Conventional</li></li></ul><li>Coupled with Session 1, the textbook study aims to help us do unit and lesson planning as well as to deepen and extend our understanding of learning theories associated with effective mathematics learning. One task you should now do is the next time you are planning a lesson, put these into practice. What is the main content to be learnt? What materials embody the concept? What tasks are to be included? How to assess for learning? How to differentiate for different learners?<br />singaporemathinaction<br />Summary<br />

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