This document provides an overview of Singapore's education system and experiences with Singapore Math. It discusses Singapore's small land area but high GDP per capita. It notes there are around 500,000 students, 30,000 teachers, and 173 primary and 155 secondary schools. It also discusses Singapore's high performance on international math tests and how Singapore Math was introduced and revised over time with an emphasis on conceptual understanding and problem solving.
The document discusses Singapore's approach to improving math instruction and performance. It outlines Singapore's curriculum framework which is revised every six years and emphasizes mathematical modeling. It also discusses strategies used like aligning textbooks to the curriculum, providing leadership support, and utilizing research-backed pedagogies in professional development programs for teachers that focus on developing skills as a learner, observer, and reflective practitioner. International test results show Singapore and other Asian countries achieving top scores in mathematics over several decades.
This document discusses mathematics teacher preparation and professional development in Singapore. It outlines Singapore's approach which includes selecting top students to become teachers, emphasizing pedagogical and content knowledge in pre-service teacher education programs, and providing ongoing professional development for in-service teachers through professional learning communities and 100 hours of training per year. The goal is to develop teachers' capacity to continuously improve their practice and enhance student learning.
This document introduces Score A, an e-learning portal endorsed by the Malaysian Ministry of Education. It provides concise summaries of subjects from primary to secondary school based on the national curriculum. Some key features include online quizzes and assessments with instant marking, revision notes, mock exams from past years, and a report card feature to track student progress. The document highlights testimonials from students who improved their grades with Score A's help. It also outlines the business opportunities for becoming an e-Partner or e-Entrepreneur in promoting Score A, such as rewards and bonuses for recruiting others. The goal is to help more students succeed while providing a path for financial independence.
Since its beginning, Putera Sampoerna Foundation strives to provide access to and improve the education quality through innovative ways.
One of the ways is by establishing School Development Outreach (SDO), an education development services provider, which aims to advance standards and improve the quality of schools and individuals in order for Indonesia to meet the challenges of global participation.
SDO impacts to today’s education improvement came from over a decade long of best practices and lessons learnt.
Here is the journey of SDO from the beginning until today, and this is just
the beginning of more SDO stories in the future.
The document describes a case study presentation by a student group called Young Eagles about the problem of students and teachers using the Hindko language instead of Urdu at their school. They identified this as a major problem through surveys and interviews with teachers, students, and parents. The group proposed recommendations to the school principal to ban the use of Hindko on school premises and require teachers and students to speak only in Urdu.
AID India is a non-profit organization founded in 1996 to provide quality education to poor children in India. It has projects reaching over 5 million children across 10 districts in Tamil Nadu. AID India focuses on developing high-quality educational content and using data-driven evaluation to continuously improve outcomes. It also emphasizes community engagement for long-term sustainability. The organization has over 100 full-time staff and manages model schools called Eureka Schools that demonstrate top-quality, low-cost education. AID India has received several awards for its innovative work in science education and improving learning levels.
PSB Academy is a large private education institution in Singapore that offers certificates, diplomas, degrees, and postgraduate courses across various disciplines including business, engineering, and information technology. The document provides details about the Diploma in Electrical Engineering and Diploma in Mechanical Engineering programs, including core modules, career prospects, minimum entry requirements, progression pathways, intake schedules and fees. Graduates will be competent in their respective engineering fields and can progress to a related Engineering degree with PSB Academy's university partners.
This document provides an overview of Singapore's education system and experiences with Singapore Math. It discusses Singapore's small land area but high GDP per capita. It notes there are around 500,000 students, 30,000 teachers, and 173 primary and 155 secondary schools. It also discusses Singapore's high performance on international math tests and how Singapore Math was introduced and revised over time with an emphasis on conceptual understanding and problem solving.
The document discusses Singapore's approach to improving math instruction and performance. It outlines Singapore's curriculum framework which is revised every six years and emphasizes mathematical modeling. It also discusses strategies used like aligning textbooks to the curriculum, providing leadership support, and utilizing research-backed pedagogies in professional development programs for teachers that focus on developing skills as a learner, observer, and reflective practitioner. International test results show Singapore and other Asian countries achieving top scores in mathematics over several decades.
This document discusses mathematics teacher preparation and professional development in Singapore. It outlines Singapore's approach which includes selecting top students to become teachers, emphasizing pedagogical and content knowledge in pre-service teacher education programs, and providing ongoing professional development for in-service teachers through professional learning communities and 100 hours of training per year. The goal is to develop teachers' capacity to continuously improve their practice and enhance student learning.
This document introduces Score A, an e-learning portal endorsed by the Malaysian Ministry of Education. It provides concise summaries of subjects from primary to secondary school based on the national curriculum. Some key features include online quizzes and assessments with instant marking, revision notes, mock exams from past years, and a report card feature to track student progress. The document highlights testimonials from students who improved their grades with Score A's help. It also outlines the business opportunities for becoming an e-Partner or e-Entrepreneur in promoting Score A, such as rewards and bonuses for recruiting others. The goal is to help more students succeed while providing a path for financial independence.
Since its beginning, Putera Sampoerna Foundation strives to provide access to and improve the education quality through innovative ways.
One of the ways is by establishing School Development Outreach (SDO), an education development services provider, which aims to advance standards and improve the quality of schools and individuals in order for Indonesia to meet the challenges of global participation.
SDO impacts to today’s education improvement came from over a decade long of best practices and lessons learnt.
Here is the journey of SDO from the beginning until today, and this is just
the beginning of more SDO stories in the future.
The document describes a case study presentation by a student group called Young Eagles about the problem of students and teachers using the Hindko language instead of Urdu at their school. They identified this as a major problem through surveys and interviews with teachers, students, and parents. The group proposed recommendations to the school principal to ban the use of Hindko on school premises and require teachers and students to speak only in Urdu.
AID India is a non-profit organization founded in 1996 to provide quality education to poor children in India. It has projects reaching over 5 million children across 10 districts in Tamil Nadu. AID India focuses on developing high-quality educational content and using data-driven evaluation to continuously improve outcomes. It also emphasizes community engagement for long-term sustainability. The organization has over 100 full-time staff and manages model schools called Eureka Schools that demonstrate top-quality, low-cost education. AID India has received several awards for its innovative work in science education and improving learning levels.
PSB Academy is a large private education institution in Singapore that offers certificates, diplomas, degrees, and postgraduate courses across various disciplines including business, engineering, and information technology. The document provides details about the Diploma in Electrical Engineering and Diploma in Mechanical Engineering programs, including core modules, career prospects, minimum entry requirements, progression pathways, intake schedules and fees. Graduates will be competent in their respective engineering fields and can progress to a related Engineering degree with PSB Academy's university partners.
Singapore Math Seminar at Minneapolis MNJimmy Keng
This seminar for about 400 teachers was held at Elk River High School. It is based on MAP101 Fundamentals of Singapore Math. A similar session was held in Chicago the next day. This is part of the Experiencing Singapore Math Program designed for administrators and teachers who are new to Singapore Math.
New Jersey Singapore Math Administrators Symposium East BrunswickJimmy Keng
The document provides an overview of Singapore's education system and approach to teaching mathematics. It notes that Singapore has around 500,000 students, 30,000 teachers, and 173 primary and 155 secondary schools. It describes how Singapore places a strong emphasis on problem solving in mathematics and uses a spiral curriculum approach with concrete, visual, and conceptual experiences to build understanding. Textbooks introduce concepts through visual representations before using formal terms.
MAP101 Fundamentals of Singapore Mathematics Curriculum Jimmy Keng
This document provides an overview of Singapore's education system and the use of Singapore Math. It notes that Singapore has about 500,000 students, 30,000 teachers, and 173 primary schools. It highlights Singapore's high performance on international tests in literacy, science and math since the 1960s. The document discusses the introduction and evolution of Singapore Math textbooks from 1982 to the present. It emphasizes the focus of Singapore Math on relational understanding, conceptual development, number sense, and visualization skills. Examples from Singapore, US, UK, Chile and the Philippines illustrate how these concepts are taught.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
Singapore Math Administrators Symposium NewarkJimmy Keng
The document discusses Singapore's education system and approach to teaching mathematics, known as Singapore Math. It provides background on Singapore's population, economy, and education statistics. The key aspects of Singapore Math are its emphasis on conceptual understanding, concrete experiences, number sense, and visual representation to build proficiency in problem solving.
This document provides an overview of a professional development workshop on the Singapore Math method. It discusses key aspects of Singapore Math including its emphasis on visualization, problem solving, and pattern recognition. Examples are provided from Singapore math textbooks to illustrate how concepts like addition, multiplication, and calculating area are taught with a focus on visual models and representations. The document also shares information on the history and revisions of the Singapore math curriculum and textbooks over time.
The document discusses Singapore's education system and experiences with Singapore Math. It provides statistics on students, teachers, schools and academic performance in Singapore. It traces the history and development of Singapore Math textbooks from 1982 to present. It emphasizes the importance of conceptual understanding, number sense, visualization and higher-order thinking in Singapore Math. Examples from Primary Mathematics textbooks show how visuals are used to teach concepts like distributive property without formal terms.
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.
Singapore Math Administrators Symposium ScottsdaleJimmy Keng
The document discusses Singapore Math and how its approach to teaching mathematics concepts concretely first before building conceptual understanding has led to high performance on international tests. It provides examples of Singapore Math textbooks and curricula being used in schools in Singapore as well as other countries. The document emphasizes teaching mathematics visually and using variation and spiral progression to reinforce concepts.
The Singapore education approach emphasizes high achievement through problem-solving lessons and the concrete-pictorial-abstract teaching method. It has led to top scores in international tests. The approach uses extended discussions, multiple representations of concepts, and a focus on higher-order thinking skills like visualization. It has been successfully implemented in schools globally.
Highline Session 3 at Parkside ElementaryJimmy Keng
The document summarizes key aspects of the Singapore Math approach used in Singaporean schools. It discusses the Concrete-Pictorial-Abstract (CPA) approach, the spiral curriculum, and emphasis on developing relational understanding. It provides examples of how these concepts are implemented in Singapore Math lessons and notes Singapore's high performance on international math assessments.
NCTM Differentiated Instruction Using Singapore Math Jimmy Keng
This document summarizes a workshop on differentiated instruction using Singapore Math. The workshop is presented by Dr. Yeap Ban Har and teaches how to differentiate math tasks to cater to mixed-ability classes. It explains how Singapore Math is designed to enable all learners to learn mathematics well through adequate scaffolding for struggling learners and extending tasks to engage advanced learners. The workshop also provides examples of differentiating word problems and using the Singapore Math approach of solving one math problem during a lesson.
Education Summit Utrecht, The NetherlandsJimmy Keng
The document discusses the Singapore approach to education, which emphasizes problem-solving, higher-order thinking skills, and using a concrete-pictorial-abstract approach to teaching mathematics. It provides examples of how schools in other countries have implemented aspects of the Singapore method, such as using visualization and extended discussion to engage students. The approach has been shown to lead to high achievement on international tests.
The document summarizes key aspects of the Singapore Math approach used in Singapore and some schools in the United States. It discusses the Concrete-Pictorial-Abstract approach, the spiral curriculum, three-part lesson structure, emphasis on relational understanding, and data showing Singapore students outperforming peers internationally and enjoying math more.
This document discusses Singapore Math and teacher preparation. It focuses on the approach of Singapore Math, which emphasizes problem solving, conceptual understanding, and thinking. It outlines the framework for preparing teachers to teach mathematics in this way, which includes having teachers learn content conceptually and the corresponding pedagogical knowledge. Courses in Singapore help teachers develop as learners and observers by giving opportunities to study math lessons.
The document discusses the principles of a strong mathematics programme, including ensuring the weakest, average, and advanced students are appropriately challenged. It advocates focusing on intellectual abilities like visualization and number sense, as well as 21st century skills. Specific techniques mentioned that help achieve this include using visuals, making meaning, and providing careful variation. High achievement in Singapore's math programme has increased over time.
The document discusses Singapore Math, which focuses on developing conceptual understanding using a concrete-pictorial-abstract approach. It emphasizes problem solving, the spiral curriculum where topics are revisited at increasing levels of difficulty, and three-part lesson structures involving exploration, concept introduction, and guided practice. International test data shows Singapore students performing highly in mathematics compared to other countries.
This document discusses differentiating instruction to challenge advanced learners. It provides examples of ways to assess basic subtraction skills through runway indicators. For advanced learners, it suggests having them solve problems in alternative ways, write stories for equations, or write notes applying math concepts to enrich their learning beyond basic skills.
Singapore Math Seminar at Minneapolis MNJimmy Keng
This seminar for about 400 teachers was held at Elk River High School. It is based on MAP101 Fundamentals of Singapore Math. A similar session was held in Chicago the next day. This is part of the Experiencing Singapore Math Program designed for administrators and teachers who are new to Singapore Math.
New Jersey Singapore Math Administrators Symposium East BrunswickJimmy Keng
The document provides an overview of Singapore's education system and approach to teaching mathematics. It notes that Singapore has around 500,000 students, 30,000 teachers, and 173 primary and 155 secondary schools. It describes how Singapore places a strong emphasis on problem solving in mathematics and uses a spiral curriculum approach with concrete, visual, and conceptual experiences to build understanding. Textbooks introduce concepts through visual representations before using formal terms.
MAP101 Fundamentals of Singapore Mathematics Curriculum Jimmy Keng
This document provides an overview of Singapore's education system and the use of Singapore Math. It notes that Singapore has about 500,000 students, 30,000 teachers, and 173 primary schools. It highlights Singapore's high performance on international tests in literacy, science and math since the 1960s. The document discusses the introduction and evolution of Singapore Math textbooks from 1982 to the present. It emphasizes the focus of Singapore Math on relational understanding, conceptual development, number sense, and visualization skills. Examples from Singapore, US, UK, Chile and the Philippines illustrate how these concepts are taught.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
Singapore Math Administrators Symposium NewarkJimmy Keng
The document discusses Singapore's education system and approach to teaching mathematics, known as Singapore Math. It provides background on Singapore's population, economy, and education statistics. The key aspects of Singapore Math are its emphasis on conceptual understanding, concrete experiences, number sense, and visual representation to build proficiency in problem solving.
This document provides an overview of a professional development workshop on the Singapore Math method. It discusses key aspects of Singapore Math including its emphasis on visualization, problem solving, and pattern recognition. Examples are provided from Singapore math textbooks to illustrate how concepts like addition, multiplication, and calculating area are taught with a focus on visual models and representations. The document also shares information on the history and revisions of the Singapore math curriculum and textbooks over time.
The document discusses Singapore's education system and experiences with Singapore Math. It provides statistics on students, teachers, schools and academic performance in Singapore. It traces the history and development of Singapore Math textbooks from 1982 to present. It emphasizes the importance of conceptual understanding, number sense, visualization and higher-order thinking in Singapore Math. Examples from Primary Mathematics textbooks show how visuals are used to teach concepts like distributive property without formal terms.
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.
Singapore Math Administrators Symposium ScottsdaleJimmy Keng
The document discusses Singapore Math and how its approach to teaching mathematics concepts concretely first before building conceptual understanding has led to high performance on international tests. It provides examples of Singapore Math textbooks and curricula being used in schools in Singapore as well as other countries. The document emphasizes teaching mathematics visually and using variation and spiral progression to reinforce concepts.
The Singapore education approach emphasizes high achievement through problem-solving lessons and the concrete-pictorial-abstract teaching method. It has led to top scores in international tests. The approach uses extended discussions, multiple representations of concepts, and a focus on higher-order thinking skills like visualization. It has been successfully implemented in schools globally.
Highline Session 3 at Parkside ElementaryJimmy Keng
The document summarizes key aspects of the Singapore Math approach used in Singaporean schools. It discusses the Concrete-Pictorial-Abstract (CPA) approach, the spiral curriculum, and emphasis on developing relational understanding. It provides examples of how these concepts are implemented in Singapore Math lessons and notes Singapore's high performance on international math assessments.
NCTM Differentiated Instruction Using Singapore Math Jimmy Keng
This document summarizes a workshop on differentiated instruction using Singapore Math. The workshop is presented by Dr. Yeap Ban Har and teaches how to differentiate math tasks to cater to mixed-ability classes. It explains how Singapore Math is designed to enable all learners to learn mathematics well through adequate scaffolding for struggling learners and extending tasks to engage advanced learners. The workshop also provides examples of differentiating word problems and using the Singapore Math approach of solving one math problem during a lesson.
Education Summit Utrecht, The NetherlandsJimmy Keng
The document discusses the Singapore approach to education, which emphasizes problem-solving, higher-order thinking skills, and using a concrete-pictorial-abstract approach to teaching mathematics. It provides examples of how schools in other countries have implemented aspects of the Singapore method, such as using visualization and extended discussion to engage students. The approach has been shown to lead to high achievement on international tests.
The document summarizes key aspects of the Singapore Math approach used in Singapore and some schools in the United States. It discusses the Concrete-Pictorial-Abstract approach, the spiral curriculum, three-part lesson structure, emphasis on relational understanding, and data showing Singapore students outperforming peers internationally and enjoying math more.
This document discusses Singapore Math and teacher preparation. It focuses on the approach of Singapore Math, which emphasizes problem solving, conceptual understanding, and thinking. It outlines the framework for preparing teachers to teach mathematics in this way, which includes having teachers learn content conceptually and the corresponding pedagogical knowledge. Courses in Singapore help teachers develop as learners and observers by giving opportunities to study math lessons.
The document discusses the principles of a strong mathematics programme, including ensuring the weakest, average, and advanced students are appropriately challenged. It advocates focusing on intellectual abilities like visualization and number sense, as well as 21st century skills. Specific techniques mentioned that help achieve this include using visuals, making meaning, and providing careful variation. High achievement in Singapore's math programme has increased over time.
The document discusses Singapore Math, which focuses on developing conceptual understanding using a concrete-pictorial-abstract approach. It emphasizes problem solving, the spiral curriculum where topics are revisited at increasing levels of difficulty, and three-part lesson structures involving exploration, concept introduction, and guided practice. International test data shows Singapore students performing highly in mathematics compared to other countries.
This document discusses differentiating instruction to challenge advanced learners. It provides examples of ways to assess basic subtraction skills through runway indicators. For advanced learners, it suggests having them solve problems in alternative ways, write stories for equations, or write notes applying math concepts to enrich their learning beyond basic skills.
The document discusses using math journals in elementary school classrooms to teach mathematical concepts. It describes a framework for teaching mastery that involves anchor tasks, guided practice, and independent practice. Journaling is presented as one part of this process where students explore concepts, structure their understanding, and reflect on their learning. Examples are provided of kindergarteners recording number bonds in their journals to master basic counting and addition. The journal entries allow teachers to assess understanding and provide differentiated instruction.
The document outlines a schedule for four sessions occurring between 08:30-04:00 with a forum period from 03:30-04:00. It then discusses using a lesson on the Common Core to understand critical areas for Grade 1, including number bonds, comparison of numbers, and conservation of numbers. Various methods for developing visualization like the CPA approach, bar models, and teacher questioning are listed. The document goes on to discuss elements of effective math lessons including exploration, structure, journaling, reflection, and guided/independent practice using addition and subtraction strategies like counting all, making 10, subtracting from ten, and renaming before subtracting with examples provided.
This document provides an overview of a middle school mathematics institute that will take place on Saturday. It discusses the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references Bruner's idea of using concrete experiences and pictorial representations to help students understand abstract ideas. The document then provides several case studies as examples of lessons that could be used to develop, apply, and practice various mathematical concepts involving fractions, algebra, geometry, and more.
This document provides an overview of a Grade 5 mathematics institute that will take place on a Friday. It outlines the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references several learning theories that provide a framework for the lesson, such as Bruner's idea of concrete, iconic, and symbolic representations. The document includes several math word problems from past PSLE exams in Singapore to use for practice. It concludes with key learning theories covered and strategies for challenging advanced learners.
1) The document discusses standards and instructional focus areas for Grade 4 mathematics, including multi-digit multiplication and division, fractions, and geometric shapes.
2) It provides examples of case studies to solve, including arranging fractions in order and word problems involving fractions of amounts.
3) Theories of learning and representation discussed include Bruner's CPA approach and Skemp's classifications of understanding in mathematics.
This document provides information about a grade 3 mathematics institute to be held on Wednesday. It discusses key theories in mathematics learning from Piaget, Bruner, Dienes, Vygotsky, and Skemp. The document also provides several case studies with examples of lesson plans and problems that assess different mathematical concepts like operations, fractions, problem solving, and place value.
The document discusses a Grade 2 math institute that will focus on place value using concrete and pictorial representations. It provides several case studies on topics like subtraction across zeros, fractions, and problem solving. The lessons follow a basic format of an anchor task, guided practice, and independent practice. Key learning theories that will be drawn from include those from Piaget, Bruner, Dienes, Vygotsky, and Skemp. Bruner's CPA approach and Skemp's classifications of understanding will be particularly relevant for using different representations to build conceptual and relational understanding.
This document contains instructions for cutting out numbers and mathematical symbols from a page. It includes numbers from 0 to 9, basic mathematical operators like + and -, and instructions to cut out the listed items. The document is repetitive, listing the same numbers and symbols twice.
The document summarizes discussions from breakout sessions at the 4th Singapore Math Institute on teaching mathematics using Singapore's approach. It provides tasks and problems from Singapore classrooms related to practicing skills through problem-solving, using anchor tasks to structure lessons, and teaching geometry in grades 4-6. The goals are to emulate Singapore's emphasis on problem-solving and multi-step word problems to develop students' mathematical thinking.
The document discusses strategies for developing and improving mathematical practices, such as using anchor tasks, collaborative structures, questioning techniques, journals, textbooks for reflection, and focusing on visualization, generalization, and number sense. It also discusses moving from concrete to pictorial to abstract representations, and using anchor tasks and challenging word problems to teach Singapore math concepts.
This document discusses using a problem-solving approach to teach mathematics. It focuses on practicing problem-solving lessons and breaking students into groups to work on problems. The document provides resources for lesson plans and contact information for the speaker who advocates for integrating problem-solving into mathematics education.
Se01 abc's of singapore math through whole numbersJimmy Keng
The document discusses the Singapore approach to teaching mathematics, which was developed to help Singaporean students perform better in math. It is based on Bruner's ideas of a spiral curriculum and using representations. The document provides 15 sample math tasks that demonstrate fundamentals of Singapore Math instruction, such as the Concrete-Pictorial-Abstract approach. It also includes quotes from Bruner about revisiting basic ideas repeatedly to help students master structured bodies of knowledge.
This document contains an agenda for a staff development conference on Singapore Math strategies with a focus on visualization. It includes 4 sample math tasks: 1) finding the area of a 4-sided polygon on a geoboard; 2) calculating leftover wire used to make a figure of 6 equilateral triangles; 3) dividing numbers by 3, 4, and 6; and 4) a word problem about Peter and Nancy exchanging coins to determine how many Peter originally had. The tasks are meant to illustrate ways to get students to visualize math concepts.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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1. Math Leadership Symposium
Alabama Math, Science and Technology Initiative
Alabama Department of Education
Education Transformation
Some Key Initiatives Related to Mathematics Education
in Singapore
Yeap Ban Har
Marshall Cavendish Institute
Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
Birmingham Museum of Art
2. Singapore
Education Transformation
Land
270 sq miles
People
4.7 million
GDP per capita
1965 USD510
2010 USD43,300
in current USD
Junyuan Secondary School, Singapore
3. Singapore
Education Transformation
All international tests (language, science and mathematics) between 1964 and
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 Philippines
Reference: E. Hanusek, D. Jamison, E. Jamison & L. Woessmann (2008)
6. Mathematics is “an excellent vehicle for
the development and improvement of a
person’s intellectual competence”.
Ministry of Education (Singapore) 2006
Junyuan Secondary School, Singapore
12. Singapore
Education Transformation
ABCD is a square.
So, AB = BC
MN = AB and PQ = BC
So, MN = PQ
It is given that PQ = MQ and NQ
So, MNQ is equilateral triangle.
Angle MQN = 60o
Angle PQN = 30o
PQN is isosceles triangle.
Angle QPN = 75o
Angle MPN = 150o
13. Singapore
Education Transformation
2010 Grade 6 National Examination in Mathematics
National
Average
Quality Pass 43.3%
Pass 84.0%
Canossa Convent Primary School, Singapore
14. Singapore
Education Transformation
1982
Introduction of Singapore mathematics
textbooks as they are known today.
Mathematics is “an excellent
vehicle for the development
1992 and improvement of a person’s
Introduction of Problem- intellectual competence”.
Solving Curriculum Ministry of Education Singapore 2006
1997 2001
Thinking Schools Introduction of textbooks published by
Learning Nation private publishers and approved by
Ministry of Education.
2007
New editions of textbooks are
published with the introduction of the
revised curriculum.
16. Grade 12 or
Singapore Polytechnic
Diploma
Education Transformation
Diploma in
Education
Bachelor
Bachelor Degree
Degree with
Diploma
in
PGDE
Education
Keys Grade School, Manila, The Philippines x
Each teacher receives about 120
hours of specialist training in
teaching mathematics as part of
pre-service teacher education.
Pre-servive teacher education at National Institute of
Education, Singapore
17. Singapore
Education Transformation
North Vista Primary School, Singapore
Teacher Professional Development for Early
Childhood Teachers in Singapore
Da Qiao Primary School, Singapore
18. Singapore
Education Transformation
Curriculum That
Focuses on 21st
Century Skills
Archipelschool De Tweemaster – Kameleon,
The Netherlands
King Solomon Academy,
London
High School Attached to Tsukuba University,
Japan
20. Textbooks &
Professional
Development
Math in Focus
Keys Grade School, The Philippines
Lesson Study at Da Qiao Primary School,
Singapore
21. In-service Professional Development in The Philippines
Yeap Ban Har
Marshall Cavendish Institute
In-service Professional Development in Chile Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
22. Math Leadership Symposium
Alabama Math, Science and Technology Initiative
Alabama Department of Education
Foundations of Singapore Math
Yeap Ban Har
Marshall Cavendish Institute
Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
Birmingham Museum of Art
48. Emphasis on Generalization
Primary Mathematics (Third Edition)
Looking for patterns and making
generalization is also emphasized.
This emphasizes the relatedness
between the 2, 4 and 8 times
table.
This emphasizes a general idea
– the use of doubling to multiply.
Reference: Yeap (2011) International Conference on School Mathematics Textbooks held in Shanghai, China
49. Emphasis on Generalization
My Pals Are Here! Mathematics (Second Edition)
Explicit request to engage
in higher-order
competencies such as to
look for a pattern.
50. Emphasis on Generalization
My Pals Are Here! Mathematics (Second Edition)
There are
sections of the
later series
devoted to
higher-order
52. Math Leadership Symposium
Alabama Math, Science and Technology Initiative
Alabama Department of Education
Experiencing Singapore Math
Yeap Ban Har
Marshall Cavendish Institute
Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
Birmingham Museum of Art
93. Jay has 12 cookies.
Kimi has 9 cookies.
How many cookies do they have altogether?
Marcus has 12 cookies.
He has 9 cookies fewer than Natalie.
How many cookies does Natalie have?
Sam had some cookies.
He gave 9 cookies to Terrie.
Then he had 12 cookies left.
How many cookies Sam had at first?
95. Keys Grade School, The Philippines
Fuchun Primary School, Singapore
King Solomon Academy, London
Yeap Ban Har
Marshall Cavendish Institute
Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com