King of Prussia - Pattern Observation
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This document discusses Singapore Math and its origins in Singapore. It summarizes that Singapore developed Singapore Math in response to low student achievement and a poor economy in the 1960s. The key aspects of Singapore Math are its focus on fundamental math concepts and pattern observation. It is presented as a way to improve math education and outcomes.
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King of Prussia - Pattern Observation
- 1. general session | fundamentals of singapore math focus on pattern observation yeap ban har | marshall cavendish institute math in focus summer institute | philadelphia
- 2. | Hanusek, Jamison, Jamison & Woessmann 2008 Score 1960-1970s 1980s 1990s 2000s 500’s Japan Hong Kong Japan Korea Hong Kong Japan Korea Singapore Hong Kong Japan Korea Singapore 400’s Thailand Philippines Singapore Thailand Malaysia Thailand Malaysia Thailand 300’s Indonesia Philippines Indonesia Philippines
- 3. “Upon separation from Malaysia in 1965, Singapore was faced with … high levels of unemployment and poverty. 70% of Singapore’s households lived in badly overcrowded conditions, and a third of its people squatted in slums on the city fringes. Unemployment averaged 14%, GDP per capita was less than $2,700, and half of the population was illiterate. “ singapore math a response to low student achievement and dismal economic performance
- 9. math in focus summer institute | philadelphia 8 x 7 = 28 + 28 8 x 7 = 35 + 21
- 12. math in focus summer institute | philadelphia 9 x 7 = 70 – 7 9 x 8 = 80 – 8 9 x 9 = 90 – 9
- 13. math in focus summer institute | philadelphia lesson type drill and practice lesson
- 14. math in focus summer institute | philadelphia 2 9 7 1 2 3 4 5 3 3 7 1 23 8 5 Paul Max
- 15. math in focus summer institute | philadelphia
- 16. math in focus summer institute | philadelphia If everyone were exposed to mathematics in its natural state, with all the challenging fun and surprises that that entails, I think we would see a dramatic change both in the attitude of students toward mathematics, and in our conception of what it means to be 'good at math’. Source | Paul Lockhart in A Mathematician's Lament