Pensar sin Limites Seminars
This seminar was held at various places including Colegio Inmaculada in Conception, Universidad Andres Bello in Santiago & San Benito School in Santiago. The seminar explains the pedagogy behind the Spanish edition of My Pals Are Here! Mathematics.
This presenttaion was made to a group of parnets, business leaders, administrators, teachers, school board members and university representatives in Cache School District in Logan, Utah. This group, The High School Renewal Committee, is keen to develop a world-class high school mathematics programmed. In this presentation, some recommendations were made on how to make the average high school student perform well in mathematics.
This is an updated file including the discussion we had in class.I will teach this course to three different groups. Today, it was with teachers from Grade 4 to Grade 6.
This presenttaion was made to a group of parnets, business leaders, administrators, teachers, school board members and university representatives in Cache School District in Logan, Utah. This group, The High School Renewal Committee, is keen to develop a world-class high school mathematics programmed. In this presentation, some recommendations were made on how to make the average high school student perform well in mathematics.
This is an updated file including the discussion we had in class.I will teach this course to three different groups. Today, it was with teachers from Grade 4 to Grade 6.
Connect with Maths~ Teaching maths through problem solvingRenee Hoareau
Connect with Maths Early Years Learning in Mathematics community
Teaching Maths Through Problem Solving: Facilitating Student Reasoning
Presenter: Louise Hodgson
This session will focus on teacher actions, which promote problem solving and reasoning in early years classrooms. We will workshop some tasks and have opportunities for discussion.
Connect with Maths ~ supporting the teaching of maths ONLINE
Join a Connect with Maths community today http://www.aamt.edu.au/Communities
AAMT website: http://www.aamt.edu.au
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
This is a summary of the discussion on Day 1. This is the fifth class organized by MOE Singapore for local kindergarten teachers. MCI offers early childhood courses with emphasis on mathematics and science.
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
Connect with Maths~ Teaching maths through problem solvingRenee Hoareau
Connect with Maths Early Years Learning in Mathematics community
Teaching Maths Through Problem Solving: Facilitating Student Reasoning
Presenter: Louise Hodgson
This session will focus on teacher actions, which promote problem solving and reasoning in early years classrooms. We will workshop some tasks and have opportunities for discussion.
Connect with Maths ~ supporting the teaching of maths ONLINE
Join a Connect with Maths community today http://www.aamt.edu.au/Communities
AAMT website: http://www.aamt.edu.au
Connect with Maths ~Maths leadership series- Session 3- the right knowledgeRenee Hoareau
Connect with Maths ~Maths leadership series- Session 3- the right knowledge presented by Rob Proffitt-White
The right knowledge – A clear valuing and understanding of mathematical content, the connections and a working knowledge of the proficiency strands underpins successful teaching
This workshop targets teachers and school leaders and aims to upskill their assessment literacy by:
• Creating cognitive activation tasks that promote critical thinking in all students
• Ensuring a consistent and shared responsibility for numeracy transfer
• Differentiating tasks through a focus on the proficiency strands
• Classifying the different problem solving types.
Connect with Maths ~ supporting the teaching of mathematics ONLINE
Engaging All Students community ~ http://connectwith.engaging.aamt.edu.au
ECM101 Development of Early Childhood NumeracyJimmy Keng
This course is offered to pre-school teachers by Pre-School Unit, Ministry of Education Singapore. This is Day 1 of the 12-hour course. Forty participants enrolled for the class which is the 4th Cohort.
This is a summary of the discussion on Day 1. This is the fifth class organized by MOE Singapore for local kindergarten teachers. MCI offers early childhood courses with emphasis on mathematics and science.
Connect with Maths Leadership Series: Session 1- the right teamRenee Hoareau
Building culture and capacity to enact the Australian Curriculum: Mathematics presented by Rob Proffitt-White for the Engaging All Students community. The first session will communicate the key factors and pre requisites common to schools successfully implementing elements of the initiative. This session has been designed for school leaders and Mathematics HODs wanting to prioritise numeracy and problem solving.
• Identification and remediation of common resistors
• Strategies for selecting a core key team and setting an agenda
• Valid and rigorous data professional learning communities
To view the accompanying webinar recording and resources please go to the Connect with Maths Engaging All Students community: http://connectwith.engaging.aamt.edu.au
Connect with Maths ~ supporting the teaching of mathematics ONLINE
This short course is part of a module participants for Specialist Certificate in Mathematics Teaching (Primary) is offering. This module focuses on whole numbers and using everyday things to teach.
This is part of the professional development for the team that translate My Pals Are Here into Dutch and also people who are going to provide professionald evelopment for teachers using Singapore textbooks in the future.
This was presented at the NCTM Annual Meeting and Exposition. It provides participants with features of math program that make mathematics accessible to average and struggling learners.
EFFECTIVENESS OF SINGAPORE MATH STRATEGIES IN LEARNING MATHEMATICS AMONG FOUR...Thiyagu K
The Singapore math method is child-focused, and seeks to make sure that the student gains a full and complete understanding of the fundamental mathematical concepts, rather than merely memorizes a rote collection of facts. This approach not merely enhances mathematical learning; it also offers a firm foundation from which broader mathematical principles can be extrapolated. The present study tries to find out the effectiveness of Singapore math strategies in learning mathematics among fourth standard students. Two equivalent group experimental-designs are employed for this study. The investigator has chosen 64 Fourth standard students for the study. According to the scoring of pre-test, 32 students were chosen as control group and 32 students were chosen as experimental group. Finally the investigator concludes; (a) the experimental group student is better than control group students in their gain scores. (b) There is no significant difference between control group and experimental group students in their pre test scores and post test. (c)There is significant difference between control group and experimental group students in the scores of posttest attainment of knowledge, understanding and application objectives.
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.
This session is on early grade mathematics. It focuses on key ideas in early grades mathematics. I have previously done a keynote lecture on this topic at Erikson Institute, Chicago (First International Symposium on Early Mathematics).
Today we focused on the spiral approach and enrichment activities. The three-day programme covers the fundamentals of Singapore Math as well as it theoretical underpinnings and participants get to do a bit of model drawing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Adversarial Attention Modeling for Multi-dimensional Emotion Regression.pdf
Seminar at Colegio Inmaculada Conception, Universidad Andres Bello &San Benito School Santiago
1. Dr Yeap Ban Har Marshall Cavendish Institute Singapore banhar@sg.marshallcavendish.com Seminar on Singapore Math in Chile SANTIAGO CONCEPTION This seminar is about how textbooks can help average students learn mathematics well. Presentation is available at www.banhar.com
2. 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.
3. thinking schools learning nation The emphasis on thinking continues in the late 1990s with the introduction of Thinking School, Learning Nation philosophy to the entire education system in 1997.
4. Textbooks that place an emphasis on problem solving and thinking naturally will be able to help many students becoming good in problem solving. Singapore textbooks do not focus on tedious computations or learning procedures without the corresponding conceptual understanding.
7. It focuses on the development of visualization. The bar model is used extensively to help students represent problems well as well as to develop visualization.
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9. Visuals are used extensively to develop conceptual understanding. In learning how to write mixed numbers as improper fractions in Grade 4, the visual approach is a common approach in the textbooks.
12. There is an emphasis on mental strategies. Mental strategies help students become flexible thinkers as they need to make decisions on the best strategy to use for a particular computation.
13. A strong foundation is necessary for the students to do well in mathematics. In the Singapore textbooks, such a strong foundation is achieved through the application of a few learning principles.
16. The CPA Approach – the progression from concrete to pictures to abstract symbols is recommended for concept development. This is based on the work of Jerome Bruner.
17. For example, students learn the idea of division by sharing 12 cookies among 4 persons as well as by putting 12 eggs in groups of 4 before progressing to using drawings to solve division problems. Later they learn to use division sentence 12 ÷ 4 = 3.
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19.
20. The Spiral Approach – students get to revisit core ideas as they deepen their understanding of those ideas. This is also one of Jerome Bruner’s ideas. Singapore Math in the Netherlands
21. For example, students learn to do division of discrete quantities without the need to write division sentence in Grade 1. In Grade 2, the revisit this idea and use division sentences to represent the situations. In Grade 3, the idea is extended to include the idea of a remainder. They also learn to regroup before dividing for 2-digit and 3-digit numbers. Singapore Math in USA
22. In Grade 4, 4-digit numbers are used. In Grade 5, division of continuous quantities are dealt with where 13 ÷ 4 = 3.25 rather than 3 remainder 1. Singapore Math in The Philippines
23. Systematic Variation – students are presented with a variety of tasks in a systematic way. This is based on the idea of ZoltanDienes.
24. Students in Singapore have demonstrated high achievement and positive attitude towards mathematics. In Trends in Mathematics and Science Study, more than 40% of Singapore’s 4th and 8th graders are in the Advanced International Benchmark (the international average is 5% and 2% respectively). 1995 2003 2007 International 5 Advanced 38 41 38 Grade 4 26 High 70 74 73 67 Intermediate 89 92 91 90 Low 96 98 97
25. Average Hong Kong Singapore S. Korea Taiwan Grade 8 Advanced 2 40 31 45 40 High 15 70 64 71 71 Intermediate 46 88 85 86 90 Low 75 97 94 95 98 Singapore Math in Indonesia
27. Mrs Hoon made some cookies to sell. 3/4 of them were chocolate cookies and the rest were almond cookies. After selling 210 almond cookies and 5/6 of the chocolate cookies, she had 1/5 of the cookies left. How many cookies did Mrs Hoon sell?
28. Mrs Hoon made some cookies to sell. 3/4 of them were chocolate cookies and the rest were almond cookies. After selling 210 almond cookies and 5/6 of the chocolate cookies, she had 1/5 of the cookies left. How many cookies did Mrs Hoon sell? 210
29. Mrs Hoon made some cookies to sell. 3/4 of them were chocolate cookies and the rest were almond cookies. After selling 210 almond cookies and 5/6 of the chocolate cookies, she had 1/5 of the cookies left. How many cookies did Mrs Hoon sell? 210 MrsHoon sold 960 cookies.
30. In the PSLE, the national average for students who are capable of completing the most challenging items in the examination is between 40% and 45%.
31. Schools make problem solving a priority in their mathematics programme because of the demands of the PSLE. Grade 3 Examination Item (Raffles Girls’ Primary School 2009) Devi had some $2 notes and $5 notes. She had a total of $76. She had 4 more $5 notes than $2 notes. How many $2 notes did she have?
32. Schools make problem solving a priority in their mathematics programme because of the demands of the PSLE. Grade 3 Examination Item (Raffles Girls’ Primary School 2009) Devi had some $2 notes and $5 notes. She had a total of $76. She had 4 more $5 notes than $2 notes. How many $2 notes did she have? $78 Number of $5 notes 4 $20 $58 8 Number of $2 notes $58 ÷ 7 = 8 8 She had eight $2 notes.
33. The attitude index for Singapore students in TIMSS is also relatively high compared to other high-performing countries. Also, the majority of students in Singapore opt to study mathematics in Grades 11 and 12 when they are no longer required to.
34. Attitude Achievement Singapore 71 41 Grade 4 Hong Kong 67 40 Taiwan 50 24 Japan 62 23 Kazakhstan 89 19 England 62 16 Russia 80 16 International 72 5
35. Attitude Achievement Taiwan 37 45 Grade 8 S Korea 33 40 Singapore 60 40 Hong Kong 47 31 Japan 30 26 Hungary 30 10 England 40 8 International 54 2
36. Other than the curriculum, assessment and textbooks, another important factor is the teachers.
37. Teachers received about 100 hours of courses in mathematics teaching and learning during pre-service training.
38. Teachers are expected to engage in professional development throughout their career.
39. Some study for certification while others just for improvement. It is also an expectation.
40. Textbooks are designed for teachers to learn the mathematics that they teach.
41. Dr Yeap Ban Har Marshall Cavendish Institute Singapore banhar@sg.marshallcavendish.com Seminar on Singapore Math in Chile SANTIAGO CONCEPTION Singapore Math in Chile Presentation is available at www.banhar.com