1. Learn how to teach maths using the
Singapore method
from the world’s leading expert
London five-day intensive course
Focusing on essential aspects of pedagogy:
mathematics mastery, bar modelling and problem solving
Professional development for teachers,
mathematics subject leaders/department heads
and senior leaders
(Foundation to year 6)
with
Dr Yeap Ban Har
Dr Yeap Ban Har spent ten years at the National
Institute of Education, Singapore, where he was
involved in several funded research programmes
in mathematics education and where he taught
a range of teacher education courses, including
Problem-Solving Heuristics in Primary Mathematics
and Curriculum Studies in Primary and Secondary
Maths. He works regularly in collaboration with the
Curriculum Planning and Development Division of
the Ministry of Education in Singapore and he is part
of a team which reviewed the Singapore Maths curriculum for the revised
2013 syllabus.
He continues to teach courses at tertiary institutions such as the National
Institute of Education (Singapore), Wheelock College (Boston) and Rajabhat
Maha Sarakham University (Thailand). He also sits on the advisory board of
MATHS
NO PROBLEM!
the SEED Institute and several schools in Singapore and Asia.
Two opportunities to join in on
this 5-day seminar:
Jan
13-17
Maths -No Problem! Bringing the
Singapore Method to the UK
w
ww.mathsnoproblem.co.uk
info@mathsnoproblem.co.uk
Jan
20-24
The Chaucer Centre,
Canterbury Road,
Morden,
SM4 6PX
Professional development
Registration details:
Books
To register please visit
www.mathsnoproblem.co.uk/jan2014course
Resources
Fee: £800+vat

2. Dr Yeap Ban Har
Agenda
Dr Yeap Ban Har
Professional development course for teachers,
mathematics subject leaders/department heads
and senior leaders (Foundation to year 6)
A well-established name in teacher
professional development, he
presents numerous conference
keynote lectures and holds
frequent university seminars.
with Dr Yeap Ban Har
Two opportunities to join in on
this 5-day seminar:
He is the author of numerous
books on education.
Jan
13-17
An experienced educator, Ban Har spent ten years at the National
Institute of Education, Singapore, where he was involved in several
funded research programmes in mathematics education, and where
he taught a range of teacher education courses, including
Problem-Solving Heuristics in Primary Mathematics and Curriculum
Studies in Primary and Secondary Maths. He works regularly in
collaboration with the Curriculum Planning and Development Division of
the Ministry of Education in Singapore, and he was part of a team which
reviewed the Singapore Maths curriculum for the revised 2013 syllabus.
The Problem-Solving Approach to Mathematics Teaching
Using the Singapore Pentagon Framework, teachers are able to
check if a mathematics lessons or a mathematics programme
prepares students well enough for subsequent learning. Using
topics that the participants are teaching, the lecturer generalises
the discussion so that teachers teaching other year levels will still
see the relevance. By the end of the session, participants should
learn about five core competencies needed for students to be
good at problem solving as well as two key strategies to help
students develop this ability.
Ban Har holds a Master of Arts in Southeast Asian Studies,
a Master of Education and a PhD in Mathematics Education.
Lesson Tool - Mathematics Journal
The use of mathematics journal will be demonstrated throughout
the course and discussed. How the journal helps students in
communication, metacognition and problem solving will be
discussed.
Some facts and figures
Lesson Structure - Three-Part Lesson Format
The Singapore method for teaching mathematics has been
implemented successfully in over 30 countries worldwide.
Using examples from measurement topics, the lecturer will
demonstrate how anchor tasks are carried out and lead a
discussion on guided practise and independent practise. Six
features of effective mathematics lessons will also be described.
Topics include how the concepts of area and volume are
introduced and how the different formulae are taught in a
meaningful way.
The International Association for the Evaluation of Educational
Achievement conducted the Trends in International Mathematics
and Science Study (TIMSS) since 1995. This is a 49 country study
of Grade 4 and Grade 8 students every 4 years.
Singapore has consistently been in the top ranking countries
in 1995, 1999, 2003 and again in 2007.
79%
72%
67%
48%
38%
26%
91%
From counting, to place value to the four basic operations and
74%
69%
indices, participants across grade levels will learn strategies
and tasks to help students develop a strong foundation in
46%
41%
mathematics. 35%
Teachers in upper grades will see how it connects
to algebra.
England
The corresponding international
averages are: 5%, 26% and 67%
16%
5%
advanced
learners
Benchmark Grade 8 Whole Numbers
Teaching of (UK Year 9)†
At grade 4, 41% of Singapore
students performed at or
above the advanced mark, 74%
reached the high benchmark and
92% reached Singapore
the intermediate
benchmark. International average
90%
high
learners
20-24
The Chaucer Centre,
Canterbury Road,
Morden,
SM4 6PX
Agenda to include
He continues to teach courses at tertiary institutions such as the
National Institute of Education (Singapore), Wheelock College (Boston)
and Rajabhat Maha Sarakham University (Thailand). He also sits on the
advisory board of the SEED Institute and several schools in Singapore
and Asia.
Benchmark Grade 4 (UK Year 5)†
Jan
8%
15%
2%
Teaching of Fractions
advanced
learners
intermediate
learners
high
intermediate
learners
learners
Participants will learn a few key area that students need a strong
foundation in - naming of
† Average Benchmark performance across TIMMS studies 2003 and 2007. Source: International Association for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Studyfractions, equivalent fraction and the
‡ Source: International 8 (UK Year 9)†
Benchmark GradeAssociation for the Evaluation of Educational Achievement, Program for International Student Assessment, 2009
meaning of the four basic operations.
91%
At grade 8, 40% of Singapore
74%
Teaching of Geometry
69%
students performed at or
above the advanced mark, 70%
Selected lessons will be used to review learning theories and
46%
reached the high benchmark and
41%
35%
pedagogical strategies that have been discussed in the previous
88% reached the intermediate
courses. In addition, the concept of teaching through problem
benchmark.
Benchmark Grade 8 (UK Year 9)†
Grade 4 (UK Year 5)†
15%
solving will be discussed and demonstrated. Lessons to teach
8%
91%
90% 2%
The corresponding international
basic concepts as well as drill-and-practice lessons can all be
79%
averages are: 2%, 15% and 46%
74%
advanced
high
intermediate
72%
69%
problem solving in nature as well.
67%
learners
learners
learners
ational Achievement, Trends in International Mathematics and Science Study
48%
9
Singapore
46%
41%
35%
International average
26%
England
2%
high
learners
8%
15%
†
Average Benchmark performance across TIMSS studies 2003 and 2007. Source: International Association
advanced
high
intermediate
for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Study
learners
learners
learners
Register online:
www.mathsnoproblem.co.uk/jan2014course
places are limited
intermediate
learners
chmark performance across TIMMS studies 2003 and 2007. Source: International Association for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Study
national Association for the Evaluation of Educational Achievement, Program for International Student Assessment, 2009