Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
•
0 likes•2,556 views
This document discusses Singapore's approach to mathematics education. It begins with an introduction and data showing Singapore students outperforming peers internationally in mathematics. Singapore focused on conceptual understanding and developed its approach in response to low student achievement and economic challenges in the 1960s-1970s. Key aspects of the Singapore approach include visualizing concepts, flexibility with numbers, seeing patterns, and relational understanding. Subsequent slides cover topics like counting, basic operations, and the bar model method.
More Related Content
Viewers also liked
Viewers also liked (20)
Similar to Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
Similar to Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way (20)
More from Jimmy Keng
More from Jimmy Keng (20)
Recently uploaded
Recently uploaded (20)
Progressive Classroom Designs: Common Core State Standards Math - The Singapore Way
- 1. K-5 CommonCoreMathematics openingsession| danbury, connecticut |24 June 2013 Yeap Ban Har yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com |meeting instructional demands the singapore way day one |
- 3. gradefour Singapore International 43 4 78 28 94 69 99 90 606 500 advanced high intermediate low average gradeeight Singapore 48 78 92 99611 International 3 17 46 75500 advanced high intermediate low average
- 4. | Hanusek, Jamison, Jamison & Woessmann 2008
- 5. | 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
- 6. “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
- 14. Find the value of 4 + 5 + 6 .
- 19. K-5 CommonCoreMathematics counting and cardinal numbers| danbury, connecticut |24 June 2013 Yeap Ban Har yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com |meeting instructional demands the singapore way
- 26. What if a child cannot learn the intended materials? assessment they need to be on the runway diagnostic assessment What is the obstacle? classify rote counting one-to-one correspondence knowing the significance of the last number uttered
- 35. K-5 CommonCoreMathematics basic operations| danbury, connecticut |24 June 2013 Yeap Ban Har yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com |meeting instructional demands the singapore way
- 36. 29 + 52 = 70 + 11 = 81
- 39. 300 – 79 = 221 3 0 0 - 7 9 2 9 10 2 2 1
- 41. the mind’s ability to see |visualization
- 42. flexibility with numbers and mental math |number sense
- 52. 51 ÷ 3
- 53. 51 ÷ 3 30 21 = 17
- 58. 5088 ÷ 4 4000 1000 88 1000 250 22 = 1272
- 60. Conceptual or Relational Understanding refers to knowing how ideas are related … how number bonds are connected to dividing Skemp – instrumental and relational understanding
- 61. Mathematics is “an excellent vehicle for the development and improvement of a person’s intellectual competence”. |Ministry of Education, Singapore (2006) thinkingschool learningnations
- 62. K-5 CommonCoreMathematics bar model method| danbury, connecticut |24 June 2013 Yeap Ban Har yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com |meeting instructional demands the singapore way
- 65. outcomes |
- 67. gradefourmathematics Singapore South Korea Hong Kong Taiwan Japan Northern Ireland Belgium Finland England Russia International 43 39 37 34 30 24 10 12 18 13 4 78 80 80 74 70 59 50 49 49 47 28 94 97 96 93 93 86 89 85 78 82 69 99 100 99 99 99 96 99 98 93 97 90 606 605 602 591 585 562 549 545 542 542 500 advanced high intermediate low average
- 68. South Korea Singapore Taiwan Hong Kong Japan Russia Israel Finland United States England International 47 48 49 34 27 14 12 4 7 8 3 77 78 73 71 61 47 40 30 30 32 17 93 92 88 89 87 78 68 73 68 65 46 99 99 96 97 97 95 87 96 92 88 75 613 611 609 586 570 539 516 514 509 507 500 advanced high intermediate low average gradeeightmathematics
- 69. Country GDP per capita in current USD 2012 Singapore 60,400 Malaysia 16,900 Thailand 10,100 Philippines 4,400 “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. “
- 70. In the 1970’s, Singapore needed a way to help students, most of whom were not performing well in mathematics, learn mathematics. CPA Approach based on Bruner’s work and a host of other learning theories were used to help students learn. Today, many people refer to this approach as Singapore Math.
- 71. | Ministry of Education, Singapore (1991, 2000, 2006, 2012)