This document provides an overview of Singapore's education system and experiences with Singapore Math. It discusses Singapore's small land area but high GDP per capita. It notes there are around 500,000 students, 30,000 teachers, and 173 primary and 155 secondary schools. It also discusses Singapore's high performance on international math tests and how Singapore Math was introduced and revised over time with an emphasis on conceptual understanding and problem solving.
The document discusses Singapore's education system and experiences with Singapore Math. It provides statistics on students, teachers, schools and academic performance in Singapore. It traces the history and development of Singapore Math textbooks from 1982 to present. It emphasizes the importance of conceptual understanding, number sense, visualization and higher-order thinking in Singapore Math. Examples from Primary Mathematics textbooks show how visuals are used to teach concepts like distributive property without formal terms.
Experiencing Singapore Math is an one-day executive program to give participants an overview of Singapore Math. It is based on MAP101 Fundamentals of Singapore Math that teachers do as part of their professional development in teaching Singapore Math. More than fifty Missouri educators participated in this one-day institute.
Education Summit Utrecht, The NetherlandsJimmy Keng
The document discusses the Singapore approach to education, which emphasizes problem-solving, higher-order thinking skills, and using a concrete-pictorial-abstract approach to teaching mathematics. It provides examples of how schools in other countries have implemented aspects of the Singapore method, such as using visualization and extended discussion to engage students. The approach has been shown to lead to high achievement on international tests.
This document provides an overview of a professional development workshop on the Singapore Math method. It discusses key aspects of Singapore Math including its emphasis on visualization, problem solving, and pattern recognition. Examples are provided from Singapore math textbooks to illustrate how concepts like addition, multiplication, and calculating area are taught with a focus on visual models and representations. The document also shares information on the history and revisions of the Singapore math curriculum and textbooks over time.
The Singapore education approach emphasizes high achievement through problem-solving lessons and the concrete-pictorial-abstract teaching method. It has led to top scores in international tests. The approach uses extended discussions, multiple representations of concepts, and a focus on higher-order thinking skills like visualization. It has been successfully implemented in schools globally.
MAP101 Fundamentals of Singapore Mathematics Curriculum Jimmy Keng
This document provides an overview of Singapore's education system and the use of Singapore Math. It notes that Singapore has about 500,000 students, 30,000 teachers, and 173 primary schools. It highlights Singapore's high performance on international tests in literacy, science and math since the 1960s. The document discusses the introduction and evolution of Singapore Math textbooks from 1982 to the present. It emphasizes the focus of Singapore Math on relational understanding, conceptual development, number sense, and visualization skills. Examples from Singapore, US, UK, Chile and the Philippines illustrate how these concepts are taught.
New Syllabus Mathematics 7th Edition LaunchJimmy Keng
This lecture was given at the launch of the new edition of the New Syllabus Mathematics series. The Secondary 1 books for Express and Nornal (Academic) as well as the Additional Mathematics books will be used from 2013.
The document discusses Singapore's education system and experiences with Singapore Math. It provides statistics on students, teachers, schools and academic performance in Singapore. It traces the history and development of Singapore Math textbooks from 1982 to present. It emphasizes the importance of conceptual understanding, number sense, visualization and higher-order thinking in Singapore Math. Examples from Primary Mathematics textbooks show how visuals are used to teach concepts like distributive property without formal terms.
Experiencing Singapore Math is an one-day executive program to give participants an overview of Singapore Math. It is based on MAP101 Fundamentals of Singapore Math that teachers do as part of their professional development in teaching Singapore Math. More than fifty Missouri educators participated in this one-day institute.
Education Summit Utrecht, The NetherlandsJimmy Keng
The document discusses the Singapore approach to education, which emphasizes problem-solving, higher-order thinking skills, and using a concrete-pictorial-abstract approach to teaching mathematics. It provides examples of how schools in other countries have implemented aspects of the Singapore method, such as using visualization and extended discussion to engage students. The approach has been shown to lead to high achievement on international tests.
This document provides an overview of a professional development workshop on the Singapore Math method. It discusses key aspects of Singapore Math including its emphasis on visualization, problem solving, and pattern recognition. Examples are provided from Singapore math textbooks to illustrate how concepts like addition, multiplication, and calculating area are taught with a focus on visual models and representations. The document also shares information on the history and revisions of the Singapore math curriculum and textbooks over time.
The Singapore education approach emphasizes high achievement through problem-solving lessons and the concrete-pictorial-abstract teaching method. It has led to top scores in international tests. The approach uses extended discussions, multiple representations of concepts, and a focus on higher-order thinking skills like visualization. It has been successfully implemented in schools globally.
MAP101 Fundamentals of Singapore Mathematics Curriculum Jimmy Keng
This document provides an overview of Singapore's education system and the use of Singapore Math. It notes that Singapore has about 500,000 students, 30,000 teachers, and 173 primary schools. It highlights Singapore's high performance on international tests in literacy, science and math since the 1960s. The document discusses the introduction and evolution of Singapore Math textbooks from 1982 to the present. It emphasizes the focus of Singapore Math on relational understanding, conceptual development, number sense, and visualization skills. Examples from Singapore, US, UK, Chile and the Philippines illustrate how these concepts are taught.
New Syllabus Mathematics 7th Edition LaunchJimmy Keng
This lecture was given at the launch of the new edition of the New Syllabus Mathematics series. The Secondary 1 books for Express and Nornal (Academic) as well as the Additional Mathematics books will be used from 2013.
Singapore Math Seminar at Minneapolis MNJimmy Keng
This seminar for about 400 teachers was held at Elk River High School. It is based on MAP101 Fundamentals of Singapore Math. A similar session was held in Chicago the next day. This is part of the Experiencing Singapore Math Program designed for administrators and teachers who are new to Singapore Math.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
The document discusses the principles of a strong mathematics programme, including ensuring the weakest, average, and advanced students are appropriately challenged. It advocates focusing on intellectual abilities like visualization and number sense, as well as 21st century skills. Specific techniques mentioned that help achieve this include using visuals, making meaning, and providing careful variation. High achievement in Singapore's math programme has increased over time.
New Jersey Singapore Math Administrators Symposium East BrunswickJimmy Keng
The document provides an overview of Singapore's education system and approach to teaching mathematics. It notes that Singapore has around 500,000 students, 30,000 teachers, and 173 primary and 155 secondary schools. It describes how Singapore places a strong emphasis on problem solving in mathematics and uses a spiral curriculum approach with concrete, visual, and conceptual experiences to build understanding. Textbooks introduce concepts through visual representations before using formal terms.
This document discusses Singapore Math and its effectiveness in developing students' thinking skills. Singapore Math focuses on problem-solving, conceptual understanding, pattern recognition, and metacognition. It is implemented in classrooms through anchor tasks, guided practice, assessment, differentiation, and independent practice. The curriculum emphasizes number sense, visualization, and managing information to build students' thinking abilities.
Singapore Math Administrators Symposium ScottsdaleJimmy Keng
The document discusses Singapore Math and how its approach to teaching mathematics concepts concretely first before building conceptual understanding has led to high performance on international tests. It provides examples of Singapore Math textbooks and curricula being used in schools in Singapore as well as other countries. The document emphasizes teaching mathematics visually and using variation and spiral progression to reinforce concepts.
This document summarizes the keynote presentation "Connecting Singapore Math to Common Core State Standards" by Yeap Ban Har. The presentation focused on the alignment between Singapore mathematics and the Common Core State Standards in terms of big ideas and basic philosophy, while noting some differences in details. It provided examples from Singapore primary schools that illustrated key Singapore math concepts like conceptual understanding, problem solving thinking, part-whole situations, change situations, and comparison situations. The examples demonstrated how Singapore lessons begin with concrete examples and move towards more abstract representations.
The document is a presentation about Singapore Mathematics. It provides an overview of Singapore's education system and curriculum. It then discusses key aspects of Singapore Math, including its focus on thinking, visualization, problem solving, conceptual understanding, learning new concepts through problem solving, and drill-and-practice through problem solving. Several examples of Singapore Math problems and methods are also presented.
Highline Session 3 at Parkside ElementaryJimmy Keng
The document summarizes key aspects of the Singapore Math approach used in Singaporean schools. It discusses the Concrete-Pictorial-Abstract (CPA) approach, the spiral curriculum, and emphasis on developing relational understanding. It provides examples of how these concepts are implemented in Singapore Math lessons and notes Singapore's high performance on international math assessments.
Houston Beyond the Basics Advanced Institute Day 1Jimmy Keng
This document summarizes key points from a presentation on Singapore Math. It discusses 7 lessons that focus on conceptual understanding, problem solving, and visual representations. The lessons cover topics like multiplication facts, multi-digit multiplication, setting up bar models, and using diagrams to solve equations. Singapore Math emphasizes thinking, visualization, and anchoring lessons around extended problems.
The document summarizes lessons from a workshop on the Singapore Math approach held at St Edward's School in Florida. It provides an overview of the Singapore education system and curriculum. It then summarizes 5 lessons that were observed which demonstrate the Singapore Math approach of using visual models and thinking strategies to teach basic math concepts and solve word problems. The lessons focused on multiplication facts, bar modeling techniques, and differentiated instruction strategies to help struggling students.
Seminar for Parents of Kindergarten Children Jimmy Keng
The document advertises mathematics courses conducted by the Marshall Cavendish Institute in Singapore for parents and tutors. The courses are held over four Saturdays in July through October for three different age groups (P1/2, P3/4, P5/6). Each course has a maximum of 40 participants and is held at the Civil Service College in Buona Vista. Contact details are provided for registration.
This course is in two parts. Today we focus on pre-fraction ideas i.e. ideas learnt in the early grades which are important in the learning of fraction as well as basic concept of fractions. We will also examine fraction topics typically taught in lower primary levels i.e. grades one to three.
EdCrisch Kindergarten Mathematics ECM101Jimmy Keng
This course focuses on making early childhood mathematics lessons interesting and easy to learn. It teaches the importance of visualization, generalization, number sense, and soft skills like communication and metacognition. Students will learn strategies and theories to help young children recognize rectangles, count to 5, and understand different types of numbers. The course is taught by Dr. Yeap Ban Har from Marshall Cavendish Institute and focuses on what and how to approach numeracy programs in early childhood education.
NCTM Math Intervention in the Middle School Using Singapore MathJimmy Keng
The document summarizes a presentation about using Singapore Math to provide math intervention for middle school students struggling with mathematics. It discusses how Singapore schools differentiate instruction through both curriculum and teaching strategies to help build students' confidence in math. It also outlines typical intervention models and resources used in Singapore from grades 1-8.
This document contains information from a presentation on Singapore Math given by Dr. Yeap Ban Har. It includes 6 lessons on various math topics taught using the Singapore Math approach such as multiplication, problem solving, bar modeling, and area of polygons. It emphasizes concepts like visualization, problem solving, conceptual understanding, and differentiated instruction. Contact and biography information is provided for Dr. Yeap Ban Har.
Singapore Math Administrators Symposium NewarkJimmy Keng
The document discusses Singapore's education system and approach to teaching mathematics, known as Singapore Math. It provides background on Singapore's population, economy, and education statistics. The key aspects of Singapore Math are its emphasis on conceptual understanding, concrete experiences, number sense, and visual representation to build proficiency in problem solving.
Singapore Math Seminar at Minneapolis MNJimmy Keng
This seminar for about 400 teachers was held at Elk River High School. It is based on MAP101 Fundamentals of Singapore Math. A similar session was held in Chicago the next day. This is part of the Experiencing Singapore Math Program designed for administrators and teachers who are new to Singapore Math.
Math in Focus: Singapore Math Community Institute (updated) Jimmy Keng
The document discusses Singapore's approach to mathematics education. It provides background on Singapore as a country and details on its education system, including student and teacher numbers and types of schools. It then discusses the historical development and implementation of Singapore Math, focusing on its emphasis on problem solving and visualization. Several examples of math problems from Singapore textbooks are presented.
The document discusses the principles of a strong mathematics programme, including ensuring the weakest, average, and advanced students are appropriately challenged. It advocates focusing on intellectual abilities like visualization and number sense, as well as 21st century skills. Specific techniques mentioned that help achieve this include using visuals, making meaning, and providing careful variation. High achievement in Singapore's math programme has increased over time.
New Jersey Singapore Math Administrators Symposium East BrunswickJimmy Keng
The document provides an overview of Singapore's education system and approach to teaching mathematics. It notes that Singapore has around 500,000 students, 30,000 teachers, and 173 primary and 155 secondary schools. It describes how Singapore places a strong emphasis on problem solving in mathematics and uses a spiral curriculum approach with concrete, visual, and conceptual experiences to build understanding. Textbooks introduce concepts through visual representations before using formal terms.
This document discusses Singapore Math and its effectiveness in developing students' thinking skills. Singapore Math focuses on problem-solving, conceptual understanding, pattern recognition, and metacognition. It is implemented in classrooms through anchor tasks, guided practice, assessment, differentiation, and independent practice. The curriculum emphasizes number sense, visualization, and managing information to build students' thinking abilities.
Singapore Math Administrators Symposium ScottsdaleJimmy Keng
The document discusses Singapore Math and how its approach to teaching mathematics concepts concretely first before building conceptual understanding has led to high performance on international tests. It provides examples of Singapore Math textbooks and curricula being used in schools in Singapore as well as other countries. The document emphasizes teaching mathematics visually and using variation and spiral progression to reinforce concepts.
This document summarizes the keynote presentation "Connecting Singapore Math to Common Core State Standards" by Yeap Ban Har. The presentation focused on the alignment between Singapore mathematics and the Common Core State Standards in terms of big ideas and basic philosophy, while noting some differences in details. It provided examples from Singapore primary schools that illustrated key Singapore math concepts like conceptual understanding, problem solving thinking, part-whole situations, change situations, and comparison situations. The examples demonstrated how Singapore lessons begin with concrete examples and move towards more abstract representations.
The document is a presentation about Singapore Mathematics. It provides an overview of Singapore's education system and curriculum. It then discusses key aspects of Singapore Math, including its focus on thinking, visualization, problem solving, conceptual understanding, learning new concepts through problem solving, and drill-and-practice through problem solving. Several examples of Singapore Math problems and methods are also presented.
Highline Session 3 at Parkside ElementaryJimmy Keng
The document summarizes key aspects of the Singapore Math approach used in Singaporean schools. It discusses the Concrete-Pictorial-Abstract (CPA) approach, the spiral curriculum, and emphasis on developing relational understanding. It provides examples of how these concepts are implemented in Singapore Math lessons and notes Singapore's high performance on international math assessments.
Houston Beyond the Basics Advanced Institute Day 1Jimmy Keng
This document summarizes key points from a presentation on Singapore Math. It discusses 7 lessons that focus on conceptual understanding, problem solving, and visual representations. The lessons cover topics like multiplication facts, multi-digit multiplication, setting up bar models, and using diagrams to solve equations. Singapore Math emphasizes thinking, visualization, and anchoring lessons around extended problems.
The document summarizes lessons from a workshop on the Singapore Math approach held at St Edward's School in Florida. It provides an overview of the Singapore education system and curriculum. It then summarizes 5 lessons that were observed which demonstrate the Singapore Math approach of using visual models and thinking strategies to teach basic math concepts and solve word problems. The lessons focused on multiplication facts, bar modeling techniques, and differentiated instruction strategies to help struggling students.
Seminar for Parents of Kindergarten Children Jimmy Keng
The document advertises mathematics courses conducted by the Marshall Cavendish Institute in Singapore for parents and tutors. The courses are held over four Saturdays in July through October for three different age groups (P1/2, P3/4, P5/6). Each course has a maximum of 40 participants and is held at the Civil Service College in Buona Vista. Contact details are provided for registration.
This course is in two parts. Today we focus on pre-fraction ideas i.e. ideas learnt in the early grades which are important in the learning of fraction as well as basic concept of fractions. We will also examine fraction topics typically taught in lower primary levels i.e. grades one to three.
EdCrisch Kindergarten Mathematics ECM101Jimmy Keng
This course focuses on making early childhood mathematics lessons interesting and easy to learn. It teaches the importance of visualization, generalization, number sense, and soft skills like communication and metacognition. Students will learn strategies and theories to help young children recognize rectangles, count to 5, and understand different types of numbers. The course is taught by Dr. Yeap Ban Har from Marshall Cavendish Institute and focuses on what and how to approach numeracy programs in early childhood education.
NCTM Math Intervention in the Middle School Using Singapore MathJimmy Keng
The document summarizes a presentation about using Singapore Math to provide math intervention for middle school students struggling with mathematics. It discusses how Singapore schools differentiate instruction through both curriculum and teaching strategies to help build students' confidence in math. It also outlines typical intervention models and resources used in Singapore from grades 1-8.
This document contains information from a presentation on Singapore Math given by Dr. Yeap Ban Har. It includes 6 lessons on various math topics taught using the Singapore Math approach such as multiplication, problem solving, bar modeling, and area of polygons. It emphasizes concepts like visualization, problem solving, conceptual understanding, and differentiated instruction. Contact and biography information is provided for Dr. Yeap Ban Har.
Singapore Math Administrators Symposium NewarkJimmy Keng
The document discusses Singapore's education system and approach to teaching mathematics, known as Singapore Math. It provides background on Singapore's population, economy, and education statistics. The key aspects of Singapore Math are its emphasis on conceptual understanding, concrete experiences, number sense, and visual representation to build proficiency in problem solving.
The document discusses Singapore's approach to improving math instruction and performance. It outlines Singapore's curriculum framework which is revised every six years and emphasizes mathematical modeling. It also discusses strategies used like aligning textbooks to the curriculum, providing leadership support, and utilizing research-backed pedagogies in professional development programs for teachers that focus on developing skills as a learner, observer, and reflective practitioner. International test results show Singapore and other Asian countries achieving top scores in mathematics over several decades.
The document summarizes key aspects of the Singapore Math approach used in Singapore and some schools in the United States. It discusses the Concrete-Pictorial-Abstract approach, the spiral curriculum, three-part lesson structure, emphasis on relational understanding, and data showing Singapore students outperforming peers internationally and enjoying math more.
This document discusses mathematics teacher preparation and professional development in Singapore. It outlines Singapore's approach which includes selecting top students to become teachers, emphasizing pedagogical and content knowledge in pre-service teacher education programs, and providing ongoing professional development for in-service teachers through professional learning communities and 100 hours of training per year. The goal is to develop teachers' capacity to continuously improve their practice and enhance student learning.
NCTM Differentiated Instruction Using Singapore Math Jimmy Keng
This document summarizes a workshop on differentiated instruction using Singapore Math. The workshop is presented by Dr. Yeap Ban Har and teaches how to differentiate math tasks to cater to mixed-ability classes. It explains how Singapore Math is designed to enable all learners to learn mathematics well through adequate scaffolding for struggling learners and extending tasks to engage advanced learners. The workshop also provides examples of differentiating word problems and using the Singapore Math approach of solving one math problem during a lesson.
Singapore Math at Edgemont School District New YorkJimmy Keng
This document provides an overview of a professional development day for the Edgemont Union Free School District on the fundamentals of Singapore Math. The day included presentations and workshops on key aspects of the Singapore Math approach like the Concrete-Pictorial-Abstract method and its emphasis on problem solving, thinking, and visualization. Sessions also demonstrated how to incorporate differentiated instruction and anchor tasks, guided practice, and independent practice. The document shares international assessment data showing Singapore students performing highly in mathematics compared to other countries.
The document is a seminar for parents about helping children learn mathematics. It discusses how Singapore math focuses on using visuals and concrete experiences to teach mathematical concepts and problem solving. It provides examples of how Singapore math techniques are being used in classrooms around the world.
The document discusses Singapore Math, which focuses on developing conceptual understanding using a concrete-pictorial-abstract approach. It emphasizes problem solving, the spiral curriculum where topics are revisited at increasing levels of difficulty, and three-part lesson structures involving exploration, concept introduction, and guided practice. International test data shows Singapore students performing highly in mathematics compared to other countries.
Singapore Math focuses on using visuals and concrete experiences to teach mathematics. It emphasizes understanding why procedures work, not just knowing how. The approach was introduced in Singapore in the 1980s and has since spread internationally. Research shows Singapore students performing at the top levels in international math assessments from the 1960s to present. They also report higher enjoyment and preference for mathematics compared to international averages.
The document discusses Singapore's approach to mathematics education, with a focus on promoting critical and creative thinking. It provides examples of Singapore math lessons, textbooks, and assessments. It also discusses key aspects of Singapore math like the Concrete-Pictorial-Abstract approach, the spiral curriculum, and emphasis on relational understanding. The presentation highlights the importance of teacher preparation, development, and leadership to successful implementation of Singapore math.
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 document provides information about Singapore Math, a mathematics program used in Singapore schools. It discusses the introduction and evolution of Singapore Math textbooks and curricula from 1982 to 1997. It also notes that Singapore places an emphasis on mathematics as a way to develop intellectual competence. The document outlines some key features of a Singapore Math lesson, including prolonged engagement with anchor tasks, using Bruner's spiral approach, working in groups based on Vygotsky's theories, and applying Polya's problem-solving methods. Charts show that Singapore students significantly outperform international averages on mathematics assessments. The summary concludes that Singapore Math focuses on visuals, concrete experiences, and understanding concepts rather than just procedures.
Spiral Approach For Mathematics Teaching Manila Jan2010Jimmy Keng
The document discusses Singapore's approach to teaching mathematics which focuses on developing students' conceptual understanding through problem solving. It uses a spiral curriculum where concepts are revisited at increasing levels of difficulty. This helps students extend their knowledge over time based on Piaget's theories of learning. The approach aims to develop students' mathematical thinking skills for the 21st century workplace. International test results show Singapore students outperforming their peers in other countries.
PISA is an international assessment of the skills and knowledge of 15-year olds. It is a project of the Organisation for Economic Co-operation and Development (OECD) and takes place at three-year intervals.
This document summarizes an agenda and slides for a workshop on teaching fractions based on the Singapore mathematics approach. The workshop covers fundamental fraction concepts, operations like division and multiplication of fractions, and the bar model method. It discusses how the Singapore approach teaches for meaning and understanding through a concrete-pictorial-abstract sequence. The approach emphasizes developing thinking skills and 21st century competencies in students.
This document discusses Singapore Math and teacher preparation. It focuses on the approach of Singapore Math, which emphasizes problem solving, conceptual understanding, and thinking. It outlines the framework for preparing teachers to teach mathematics in this way, which includes having teachers learn content conceptually and the corresponding pedagogical knowledge. Courses in Singapore help teachers develop as learners and observers by giving opportunities to study math lessons.
Similar to Singapore Maths at Wandsworth, London (20)
This document discusses differentiating instruction to challenge advanced learners. It provides examples of ways to assess basic subtraction skills through runway indicators. For advanced learners, it suggests having them solve problems in alternative ways, write stories for equations, or write notes applying math concepts to enrich their learning beyond basic skills.
The document discusses using math journals in elementary school classrooms to teach mathematical concepts. It describes a framework for teaching mastery that involves anchor tasks, guided practice, and independent practice. Journaling is presented as one part of this process where students explore concepts, structure their understanding, and reflect on their learning. Examples are provided of kindergarteners recording number bonds in their journals to master basic counting and addition. The journal entries allow teachers to assess understanding and provide differentiated instruction.
The document outlines a schedule for four sessions occurring between 08:30-04:00 with a forum period from 03:30-04:00. It then discusses using a lesson on the Common Core to understand critical areas for Grade 1, including number bonds, comparison of numbers, and conservation of numbers. Various methods for developing visualization like the CPA approach, bar models, and teacher questioning are listed. The document goes on to discuss elements of effective math lessons including exploration, structure, journaling, reflection, and guided/independent practice using addition and subtraction strategies like counting all, making 10, subtracting from ten, and renaming before subtracting with examples provided.
This document provides an overview of a middle school mathematics institute that will take place on Saturday. It discusses the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references Bruner's idea of using concrete experiences and pictorial representations to help students understand abstract ideas. The document then provides several case studies as examples of lessons that could be used to develop, apply, and practice various mathematical concepts involving fractions, algebra, geometry, and more.
This document provides an overview of a Grade 5 mathematics institute that will take place on a Friday. It outlines the basic lesson format, which includes an anchor task, guided practice, and independent practice. It also references several learning theories that provide a framework for the lesson, such as Bruner's idea of concrete, iconic, and symbolic representations. The document includes several math word problems from past PSLE exams in Singapore to use for practice. It concludes with key learning theories covered and strategies for challenging advanced learners.
1) The document discusses standards and instructional focus areas for Grade 4 mathematics, including multi-digit multiplication and division, fractions, and geometric shapes.
2) It provides examples of case studies to solve, including arranging fractions in order and word problems involving fractions of amounts.
3) Theories of learning and representation discussed include Bruner's CPA approach and Skemp's classifications of understanding in mathematics.
This document provides information about a grade 3 mathematics institute to be held on Wednesday. It discusses key theories in mathematics learning from Piaget, Bruner, Dienes, Vygotsky, and Skemp. The document also provides several case studies with examples of lesson plans and problems that assess different mathematical concepts like operations, fractions, problem solving, and place value.
The document discusses a Grade 2 math institute that will focus on place value using concrete and pictorial representations. It provides several case studies on topics like subtraction across zeros, fractions, and problem solving. The lessons follow a basic format of an anchor task, guided practice, and independent practice. Key learning theories that will be drawn from include those from Piaget, Bruner, Dienes, Vygotsky, and Skemp. Bruner's CPA approach and Skemp's classifications of understanding will be particularly relevant for using different representations to build conceptual and relational understanding.
This document contains instructions for cutting out numbers and mathematical symbols from a page. It includes numbers from 0 to 9, basic mathematical operators like + and -, and instructions to cut out the listed items. The document is repetitive, listing the same numbers and symbols twice.
The document summarizes discussions from breakout sessions at the 4th Singapore Math Institute on teaching mathematics using Singapore's approach. It provides tasks and problems from Singapore classrooms related to practicing skills through problem-solving, using anchor tasks to structure lessons, and teaching geometry in grades 4-6. The goals are to emulate Singapore's emphasis on problem-solving and multi-step word problems to develop students' mathematical thinking.
The document discusses strategies for developing and improving mathematical practices, such as using anchor tasks, collaborative structures, questioning techniques, journals, textbooks for reflection, and focusing on visualization, generalization, and number sense. It also discusses moving from concrete to pictorial to abstract representations, and using anchor tasks and challenging word problems to teach Singapore math concepts.
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 numbersJimmy Keng
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.
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.
1. Experiencing Singapore Math
Wandsworth, London October 2012
Yeap Ban Har
Marshall Cavendish Institute
Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
3. Experiencing
Singapore Math
Land
270 sq miles
700 sq km
introduction People
5.3 million
GDP per capita
1965 USD500
2011 USD50 000
Junyuan Secondary School, Singapore in current USD
5. General Overview of Singapore and its
Education System
Students
500 000
Teachers
30 000
Principals & Vice-Principals
900
Schools
173 Primary Schools (Primary 1 – 6)
155 Secondary Schools (Secondary 1 – 4)
13 Junior Colleges (JC 1 – 2) Canossa Convent Primary School, Singapore
15 Mixed-Level Schools
The data refers to 1-12 school system. Pre-school is not part of the formal education
system. The data excludes post-secondary education system which includes institutes
of technical education, polytechnics and universities.
6. High achievement was not a given. In 1960,
among 30 615 candidates who sat for the
first Primary School Leaving Examination,
45% of the candidates passed.
Today, about the
same proportion
achieve the
highest grade in
each of the four
subjects tested.
Keon Ming Public School, Singapore
7. Experiencing
Singapore Math
All major international tests (literacy, science and mathematics) between 1964
and 2003 were placed on a common scale. Selected countries shown in the table.
Score 1960-1970s 1980s 1990s 2000s
500 Japan Japan Japan Japan
Korea Korea Korea
Hong Kong Singapore Hong Kong
Hong Kong Singapore
400 Thailand Singapore Malaysia Malaysia
Thailand Thailand Thailand
The Philippines
300 Indonesia Indonesia
The Philippines The Philippines
Reference: E. Hanusek, D. Jamison, E. Jamison & L. Woessmann (2008)
8.
9. Experiencing
Singapore Math
Mathematics is “an excellent
vehicle for the development and
improvement of a person’s
intellectual competence”.
1982 Ministry of Education Singapore 2006
Introduction of Singapore mathematics
textbooks as they are known today. 2001
Introduction of textbooks published by
1992 private publishers and approved by
Introduction of Problem- Ministry of Education.
Solving Curriculum 2007
New editions of textbooks are
1997 published with the introduction of the
Thinking Schools revised curriculum.
Learning Nation
2013
New editions of textbooks are
published with the revision of the
curriculum.
Page 1
11. Experiencing
Singapore Math
Achievement
Attitude
Singapore 71 41
Hong Kong 67 40
Taiwan 50 24
Grade 4
Japan 62 23
Kazakhstan 89 19
England 62 16
Russia 80 16
International 72 5
12. Experiencing
Singapore Math
Achievement
Attitude
Taiwan 37 45
S Korea 33 40
Singapore 60 40
Grade 8
Hong Kong 47 31
Japan 30 26
Hungary 30 10
England 40 8
International 54 2
13.
14. Experiencing
Singapore Math
Mean
Shanghai 600
Singapore 562
Hong Kong 555
15 year-olds
S Korea 546
Taiwan 543
Finland 541
Liechtenstein 536
International 496
23. Experiencing
Singapore Math
Experiencing Singapore Math
Initial Concrete Experiences & Building Conceptual Understanding
Yeap Ban Har
Marshall Cavendish Institute
Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
24. Experiencing
Singapore Math
Relational
Understanding
R Skemp
what & how Concrete
Introduction
J Bruner
Junyuan Secondary School, Singapore
Page 08
Page 13
31. Experiencing
Singapore Math
12 cookies 4 3 1 3 1
÷ ÷
4 4 4 2
12 pieces 4
12 sixteenths 4
12 tenths 4 12 cookies 4 cookies
12 x 4 12 pieces 4 pieces
12 x 4 x
Page 13
32. Experiencing
Singapore Math
Professional Development at Wandsworth, London
33. Experiencing
Singapore Math
In Singapore syllabus, topics are developed in a systematics way with ample time in
between ideas. This is based on Bruner’s Spiral Approach.
Primary 2
Primary 4
Primary 5
Professional Development at Wandsworth, London
34. Experiencing
Singapore Math
Experiencing Singapore Math
Emphasis on Number Sense & Visualization
Yeap Ban Har
Marshall Cavendish Institute
Singapore
yeapbanhar@gmail.com
Slides are available at
www.banhar.blogspot.com
59. Experiencing
Singapore Math
Da Qiao Primary School, Singapore
60. Experiencing
Singapore Math
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.
61. Experiencing
Singapore Math
Visuals are used to teach
concepts – distributive
property of multiplication
– without using formal
terms.
Primary Mathematics (Third Edition)