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.

1. Singapore Maths THE ESSENTIALS London  June 2011 DrYeap Ban Har banhar@sg.marshallcavendish.com Marshall Cavendish Institute Singapore Presentation slides are available at www.banhar.blogspot.com

2. Kembangan PCF Kindergarten

4. Average students perform advanced skills

5. Advanced students are challengedKembangan PCF Kindergarten

6. TIMSS Trends in International Mathematics and Science Studies Grade 4 2003 Grade 8 2007 Grade 4 1995 Grade 8 1999 38 40 Advanced 38 42 73 70 High 70 77 91 88 Intermediate 89 94 97 97 Low 96 99

7. Singapore Mathematics: Focus on Thinking an excellent vehicle for the development & improvement of a person’s intellectual competencies Ministry of Education Singapore 2006

8. Allan puts some brown sugar on a dish. The total weight of the brown sugar and the dish is 110 g. Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g. Find the weight of the brown sugar that Bella puts on the dish. an identical

9. Allan puts some brown sugar on a dish. The total weight of the brown sugar and the dish is 110 g. Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g. Find the weight of the brown sugar that Bella puts on the dish. an identical 110 g 2 units = 180 g 1 unit = 90 g 110 g 180 g 3 units = 270 g Bella puts 270 g brown sugar on the dish. 290 g

10. 110 g 3 units = 180 g 1 unit = 60 g 110 g 180 g 3 units = 180 g Bella puts 180 g brown sugar on the dish. 290 g

11. Singapore Math Visualization

13. 1 2 3 4 5 6 11 10 9 8 7 12 13 14 15 16 21 20 19 18 17 22 23 24 25 26

14. 1 2 3 4 5 9 8 7 6 10 11 12 13 17 16 15 14 18 19 20 21

15. Professional Development in Santiago de Chile

16. Singapore Math Patterns

17. Archipelschool De Tweemaster – Kameleon The Netherlands

18. 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.

20. Professional Development in ARK Schools, London

21. Problem Solving in Learning Basic Concepts and Skills Professional Development in Santiago de Chile

24. Reference: Primary Mathematics (Standards Edition)

25. Reference: Primary Mathematics (Standards Edition)

26. Singapore Math Learn New Concept Through Problem Solving

28. Singapore Math Drill-and-Practice Through Problem Solving

31.   

32. Singapore Math Applying Knowledge in Problem Solving

33. makes abstract concepts accessible to learners who are not yet ready for abstraction The CPA Approach Focus on Thinking builds fundamental intellectual competencies required for learners to handle abstraction

34. Textbook

35. Reference: My Pals Are Here! Maths

36. 1. Setting Up the Task Each person should get 12 animals. I have given you some. How many more do you need? Pupils had opportunities to work independently as the teacher attended to other pupils.

37. 2. Development (1) Put four animals into one cup. Note only one cup is given. This mirrors drawing rings around four objects.

38. Students should have positive experiences during the lesson. Put four animals into a second cup.

39. How many animals are there altogether? How many animals are there in one cup? How many cups do we use?

40. 3. Development (2) This is like the workbook tasks except that the magnets can be moved. Built-in remedial strategy.

41. Pupils needs to monitor the number of magnets as well as to manage their visualization process. Variations on the arrangements of magnets to increase the level of visualization required.

43. 4. Extension

44. 5. Development (3) The use of colour to show the group. Built-in remedial strategy.

48. CPA Approach Links between concrete and pictorial representation must be carefully constructed. Remedial steps are built into instruction

49. Reference: Primary Mathematics (Standards Edition)

53. 51 – 17 51 x 3 51 + 26

54. 3 units = 18 1 unit = 6 8 units = 8 x 6 = 48 There were 48 coins at first.

55. SingaporeMaths The Essentials Da Qiao Primary School, Singapore