Judging the Relevance and worth of ideas part 2.pptx
Â
Seminar at Harvard Graduate School of Education 15 April 2010
1. Theoretical Underpinnings of Singapore Math Seminar at Harvard Graduate School of Education Yeap Ban-Har, Ph.D. National Institute of Education Nanyang Technological University Singapore banhar.yeap@nie.edu.sg
10. A Problem from Singapore Grade 6 National Test 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?
11. 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? chocolates sweets Assuming that both boys did not have any sweet or chocolate before they bought the chocolates and sweets. 12 Jim 12 18 12 12 12 12 Ken 3 parts ï 12 + 12 + 12 + 12 + 18 = 66 1 part ï 22 Half of the sweets Ken bought = 22 + 12 = 34 So Ken bought 68 sweets.`
12. 88 children took part in a swimming competition. 1/3 of the boys and 3/7 of the girls wore swimming goggles. Altogether 34 children wore swimming goggles. How many girls wore swimming goggles on that day? A Problem from a Singapore Classroom Fairfield Methodist Primary School
16. 3 x 7 = 21 21 girls wear goggles. A Curriculum That Helps Average Students Reach High Achievement
17. TIMSS 2007 Trends in International Mathematics and Science Studies 1995 2003 2007 Grade 4 Advanced 38 41 38 High 70 74 73 Intermediate 89 92 91 Low 96 98 97 North Vista Primary School
18. TIMSS 2007 Trends in International Mathematics and Science Studies Average Indonesia Thailand Malaysia Singapore Grade 8 Advanced 2 3 0 40 2 High 15 12 4 70 18 Intermediate 46 44 14 88 50 Low 75 66 48 97 82 Method Used in Singapore Textbooks
19. Beliefs Interest Appreciation Confidence Perseverance Monitoring of oneâs 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 Mathematics Curriculum Framework
25. Bruner The concrete ï pictorial ï abstract approach is used to help the majority of learners to develop strong foundation in mathematics. Division National Institute of Education
34. using concrete materials Professional Development in AteneoGrade School, Manila, The Philippines Lesson Study in a Ministry of Education Seminar on Singapore Mathematics Teaching Methods in Chile
56. Mathematics is an excellent vehicle for the development and improvement of a personâs intellectual competence .. Ministry of Education 2006 DaQiao Primary School