This is a one-day course on Essentials of Singapore Maths which is equivalent to MAP101 Fundamentals of Singapore Mathematics. About 60 participants attended this session.
Separation of Lanthanides/ Lanthanides and Actinides
Singapore Math Essentials for Effective Teaching
1. Singapore Maths THE ESSENTIALS London June 2011 DrYeap Ban Har banhar@sg.marshallcavendish.com Marshall Cavendish Institute Singapore Presentation slides are available at www.banhar.blogspot.com
7. Singapore Mathematics: Focus on Thinking an excellent vehicle for the development & improvement of a person’s intellectual competencies Ministry of Education Singapore 2006
8. Allan puts some brown sugar on a dish. The total weight of the brown sugar and the dish is 110 g. Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g. Find the weight of the brown sugar that Bella puts on the dish. an identical
9. Allan puts some brown sugar on a dish. The total weight of the brown sugar and the dish is 110 g. Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g. Find the weight of the brown sugar that Bella puts on the dish. an identical 110 g 2 units = 180 g 1 unit = 90 g 110 g 180 g 3 units = 270 g Bella puts 270 g brown sugar on the dish. 290 g
10. 110 g 3 units = 180 g 1 unit = 60 g 110 g 180 g 3 units = 180 g Bella puts 180 g brown sugar on the dish. 290 g
18. Beliefs Interest Appreciation Confidence Perseverance Monitoring of one’s own thinking Self-regulation of learning Attitudes Metacognition Numerical calculation Algebraic manipulation Spatial visualization Data analysis Measurement Use of mathematical tools Estimation Mathematical Problem Solving Reasoning, communication & connections Thinking skills & heuristics Application & modelling Skills Processes Concepts Numerical Algebraic Geometrical Statistical Probabilistic Analytical In Singapore, a curriculum that focuses on mathematical problem solving was introduced in 1992.
33. makes abstract concepts accessible to learners who are not yet ready for abstraction The CPA Approach Focus on Thinking builds fundamental intellectual competencies required for learners to handle abstraction
36. 1. Setting Up the Task Each person should get 12 animals. I have given you some. How many more do you need? Pupils had opportunities to work independently as the teacher attended to other pupils.
37. 2. Development (1) Put four animals into one cup. Note only one cup is given. This mirrors drawing rings around four objects.
38. Students should have positive experiences during the lesson. Put four animals into a second cup.
39. How many animals are there altogether? How many animals are there in one cup? How many cups do we use?
40. 3. Development (2) This is like the workbook tasks except that the magnets can be moved. Built-in remedial strategy.
41. Pupils needs to monitor the number of magnets as well as to manage their visualization process. Variations on the arrangements of magnets to increase the level of visualization required.