International School Saigon Pearl
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This document summarizes a seminar on the Singapore Math approach. It discusses key concepts like conceptual understanding, variation theory, concrete-pictorial-abstract instruction, and assessment results that show Singapore student performance. Example word problems are provided to illustrate how Singapore Math teaches for understanding over rote memorization.
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International School Saigon Pearl
- 1. Seminar on Singapore MathInternational SchoolSaigon PearlHo Chi Minh Citywww.banhar.blogspot.comYeap Ban-Har, [email protected] Qiao Primary School, Singapore
- 2. The examples used in this course are take n from Math in Focus The Singapore Approach unless otherwise specified.
- 3. Catholic High School (Primary), Singapore
- 4. introductionWellington Primary School, Singapore
- 5. BeliefsInterestAppreciationConfidencePerseveranceMonitoring of one’s own thinkingSelf-regulation of learningAttitudesMetacognitionNumerical calculationAlgebraic manipulationSpatial visualizationData analysisMeasurementUse of mathematical toolsEstimationMathematical Problem SolvingReasoning, communication & connectionsThinking skills & heuristicsApplication & modellingSkillsProcessesConceptsNumericalAlgebraicGeometricalStatisticalProbabilisticAnalyticalMathematics Curriculum Framework
- 6. Example 1
- 7. Example 2
- 8. John had 1.5 m of copper wire. He cut some of the wire to bend into the shape shown in the figure below. In the figure, there are 6 equilateral triangles and the length of XY is 19 cm. How much of the copper wire was left? 19 cm x 5 = 95 cm150 cm – 95 cm = 105 cm105 cm of copper wire was left.Example 3Singapore Examinations & Assessment Board
- 13. Productive dispositionKilpatrick, Swafford & Findell 2001
- 14. Philosophy of the Education Systemthinking schoolslearning nationMinistry of Education 1997
- 15. Rationale for Teaching Mathematics“an excellent vehiclefor the development and improvementof a person’sintellectual competence”Ministry of Education 2006
- 16. mathz4kidz Learning Centre, Penang, MalaysiaTrends inMathematicsThis whole shape stands for 1.& Science StudiesWhat does this stand for?applytheir understandingand knowledgein a variety ofcomplex situations
- 17. Trends inMathematics& ScienceStudyexplaintheir reasoningmathz4kidz Learning Centre, Penang, Malaysia
- 18. mathematicalliteracy… capacity to identify and understand the role that mathematics plays in the world, to make well-founded judgments, and to use and engage with mathematics in ways that meet the needs of that individual’s life …OECD Program for International Student Assessment (PISA)
- 19. Princess Elizabeth Primary School, Singaporebasicsin early grades
- 21. Number Bonds Number Bonds is emphasized prior to the learning of addition.Children are given, say, 5 unifix cubes and guided to see that 1 and 4 make 5, for example. Others may say that 3 and 2 make 5 or 4 and 1 make 5. Yet others may say that 5 and 0 make 5. Earlybird Kindergarten Mathematics Series
- 23. One duck is big. Six ducklings are small.PCF TelokBlangahKindergarten, Singapore
- 26. Number BondsPCF TelokBlangahKindergarten, Singapore
- 28. Number BondsPCF TelokBlangahKindergarten, Singapore
- 29. Number BondsPCF TelokBlangahKindergarten, Singapore
- 31. Basic Facts
- 32. Basic Facts
- 33. Basic Facts
- 34. Basic Facts
- 35. Basic Facts
- 36. Basic Facts
- 37. Primary Mathematics Standards Edition
- 38. National Institute of Education
- 40. Spiral Within and Between Grades
- 45. Bruner
- 46. BrunerThe concrete pictorial abstract approach is used to help the majority of learners to develop strong foundation in mathematics. DivisionNational Institute of Education, Singapore
- 48. DivisionPrincess Elizabeth Primary School, Singapore
- 49. mathz4kidz Learning Centre, Penang, Malaysiabruner’s theoryconcreteA lesson from Earlybird Kindergarten Mathematics
- 50. mathz4kidz Learning Centre, Penang, Malaysiaconcreteexperiences
- 51. mathz4kidz Learning Centre, Penang, Malaysiafromconcretetopictorial
- 52. frompictorialtoabstractAll Kids Are Intelligent Series
- 53. mathz4kidz Learning Centre, Penang, Malaysiasymbols
- 54. usingconcretematerialsProfessional Development in AteneoGrade School, Manila, The PhilippinesLesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile
- 55. MultiplicationCatholic High School (Primary), Singapore
- 56. Primary Mathematics (Standards Edition) 2APictorial Before Abstract
- 58. brunerLesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile
- 60. Keys Grade School, Manila, The Philippines
- 61. Keys Grade School, Manila, The Philippines
- 62. SkempUnderstanding in mathematics relational (conceptual) instrumental (procedural) conventional Teaching for conceptual understanding is given emphasis in Singapore Math.Pedagogical Principle:SkempPrimary Mathematics Standards Edition Grade 6
- 63. skempScarsdale Middle School, New York
- 64. DienesDienes encouraged the use of variation in mathematics education – perceptual variability and mathematical variability. Pedagogical Principle:DienesPrimary Mathematics Standards Edition Primary Mathematics Standards Edition Grade 1
- 71. DienesDienes encouraged the use of variation in mathematics education – perceptual variability and mathematical variability. Pedagogical Principle:DienesPrimary Mathematics Standards Edition Primary Mathematics Series Standards Edition
- 72. Earlybird Kindergarten Mathematics Series Standards Edition Can you see how Dienes’ idea is used in designing these tasks?diene’stheoryofvariation
- 73. dienesPrincess Elizabeth Primary School, Singapore
- 74. thinkingproblem solvingbruner’scpa approachconceptual understandingdiene’s variations
- 75. Emphasis on pictorial representation and systematic variation to enhance conceptual understanding
- 76. conclusionPCF Kindergarten PasirRis, Singapore
- 78. Modeling
- 79. Providing
- 80. ExplaningDa Qiao Primary School, Singapore
- 81. Grade SixNational Test ItemJim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim. Jim ate 12 sweets and Ken ate 18 chocolates. After that, the number of sweets and chocolates Jim had were in the ratio 1 : 7 and the number of sweets and chocolates Ken had were in the ratio 1 : 4. How many sweets did Ken buy?
- 82. Jim bought some chocolates and gave half of them to Ken. Ken bought some sweets and gave half of them to Jim. Jim ate 12 sweets and Ken ate 18 chocolates. After that, the number of sweets and chocolates Jim had were in the ratio 1 : 7 and the number of sweets and chocolates Ken had were in the ratio 1 : 4. How many sweets did Ken buy?chocolatessweetsAssuming that both boys did not have any sweet or chocolate before they bought the chocolates and sweets.12Jim121812121212Ken3 parts 12 + 12 + 12 + 12 + 18 = 661 part 22Half of the sweets Ken bought = 22 + 12 = 34So Ken bought 68 sweets.`
- 83. TIMSS 2007Trends in International Mathematics and Science Studies199520032007Grade 4Advanced384138High707473Intermediate899291Low969897North Vista Primary School
- 84. TIMSS 2007Trends in International Mathematics and Science StudiesAverageIndonesiaThailandMalaysiaSingaporeGrade 8Advanced230402High151247018Intermediate4644148850Low7566489782Method Used in Singapore Textbooks
- 85. “Children are trulythe future of our nation. “Irving Harris