Singapore Maths at Harris Workshop 2
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The document discusses Singapore Math and its emphasis on visualization and multi-step word problems involving fractions. It provides examples from primary level textbooks showing how visuals are used to teach concepts like the distributive property without using formal terms. The examples illustrate multi-step fraction word problems and how they are visually represented and solved step-by-step to find the total number of coins or durians originally involved.
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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 numbers
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.
Sd09 visualization
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.
Sd02 challenge me
The document discusses strategies for differentiated instruction for advanced learners. It focuses on enrichment rather than acceleration. It provides 6 case studies as examples of anchor tasks that can challenge advanced learners in lessons, including problems about number sequences, geometry of rooms and chairs, properties of triangles, and finding sums of hexagon angles. The goal of the session is to explore general strategies for differentiating instruction to meet the needs of advanced students.
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Syllabus
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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4. BCP, Surveying volume 1
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Singapore Maths at Harris Workshop 2
- 1. Singapore Maths The Emphasis on Visuals Multi-Step Problems on Fractions Harris Federation, London October 2012 Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.com Slides are available at www.banhar.blogspot.com
- 2. Jerome Bruner • Enactive Representation (Concrete) • Iconic Representation (Pictorial) • Symbolic Representation (Abstract) Reference http://www.theoryfundamentals.com/bruner.htm
- 3. Howard Gardner Theory of Multiple Intelligences • Spatial • Linguistic • Logical-mathematical • Bodily-kinesthetic • Musical • Interpersonal • Intrapersonal • Naturalistic Gardner, 1983
- 4. Primary Mathematics (Third Edition) See Ho, S. Y. & Yeap, B. H. (2011). Development of Visualization Skills in Singapore Primary School Mathematics Textbooks. Paper presented at PME-35 Angkara, Turkey. See also Yeap, B. H. (2011). The Emphasis of Primary-Level Textbooks in Singapore on Higher-Order Thinking Skills. Paper presented at International Conference on School Mathematics Textbooks Shanghai, China.
- 5. Visuals are used to teach concepts – distributive property of multiplication – without using formal terms. Primary Mathematics (Third Edition)
- 7. Example 1 Primary 5 Year 6 3 units = 18 1 units = 18 3 = 6 6 x 8 = 48 There were 48 coins at first.
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