mathematically speaking… · 2020-01-03 · of their own learning, reflecting upon feedback given...
TRANSCRIPT
MATHEMATICALLY SPEAKING…
What does the learning of
Mathematics mean to you?
https://www.mentimeter.com/s/2c577783e2a408928445f9f3c08059e8/7932cbc5f7fc
MYTHS OR FACTS?
Math gene – some people have it, while others just
don’t!
It is all about drill and practice - the more Math you
do, the better you’ll be!
It is either right or wrong - there is only 1 acceptable
answer for every Math problem.
There is not much use/application for Mathematics in
real life since we can depend on calculators and
computers to help us handle data.
BRIEFING OUTLINE:
MOE’s Focus and Directions 2020 and
beyond
Singapore Primary Mathematics Curriculum
PGPS Mathematics Department Key Focus
Department Key Programmes
Establishing strong home-school partnership
Learn for Life Movement:
Moving away from over-emphasis on exams
and grades
• Changes to PSLE scoring to reduce fine differentiation
• Reduction of school-based assessments
Promoting joy of learning
• Joy comes from curiosity, purposefulness, ownership
of learning, fulfilment after hard work and doing
something challenging
• Need to break out of the exam mindset
Singapore Primary Mathematics
Curriculum:
Follows a spiral progression in building up
content across the levels
Lays a strong foundation for students to
acquire mathematical concepts and skills for
everyday use
Develops thinking, reasoning,
communication, application and
metacognitive skills
Builds confidence and foster interest in
Mathematics
Singapore Mathematics Framework
• Specific to Math• Important in the learning
and applications of Math• Incorporation of ICT
• Deal with ambiguity • Make connections • Select and apply skills and concepts • Make decisions
• Thinking about one’s own thinking
• Selection and use of problem solving strategies
• Shaped by learning experiences
• More ownership of learning
Overview of Primary One syllabus:
Number and
Algebra
Measurement and
Geometry
Statistics
• Number Bonds• Numbers to 10• Numbers to 20• Numbers to 40• Numbers to 100• Addition and
Subtraction• Multiplication and
Division
• Length • Mass• Time • Money• Shapes and Patterns
• Picture Graphs
Mathematical Processes:
Reasoning, Communication, Connections, Applications,
Thinking Skills, Heuristics
Phases of Learning:
Learning
Readiness
EngagementMastery
Considerations:
• Prior knowledge
• Motivating contexts
• Conducive learning
environment
Teaching strategies:
• Activity-based
lessons
• Teacher’s inquiry
Extension of learning:
• Motivated practice
• Reflective review
• Extended activities
for application of
learning
Department Vision:
Every PGPS student, a self-directedproblem solver with a positive learning attitude, grounded in Mathematical concepts and skills.
Department Mission:
• To ignite joy of learning Mathematics
• To empower learners with strong
Mathematical concepts, reasoning and communication skills
• To nurture confident problem solvers with effective 21st century
competencies
Key Directive In the Mathematics classroom…
Joy of learning(Arouse curiosity of
students)
• Use of meaningful, authentic settingsto show students relevance of Mathematics in everyday life
• Use of manipulatives • Conduct of hands-on learning
experiences
Joy of learning(Ownership of learning)
• Opportunities for discussions(pair/group/class)
• Safe environment for students to ask when in doubt
Department Focus:
Key Directive In the Mathematics classroom…
Joy of learning(Self-directedness)
• Students set learning goals, keep track of their own learning, reflecting upon feedback given to close learning gaps
• Use of online platforms where self-directed learning can take place E,g. Student Learning Space (SLS)
Joy of learning(Doing things that are of
the right amount of challenge)
• Development of Mathematical resilience to attempt Mathematical challenges
• Tasks may be differentiated to cater to students’ readiness
• Scaffolding is provided in the form of questions more than answers
Department Focus:
Key Directive In the Mathematics classroom…
Empower students with strong Mathematical
concepts, reasoning and communication skills
• Mastery of basic Mathematical facts• Focus on problem solving process, not
just pure recall of procedures to arrive at answers
• Use of appropriate Mathematical language for students to explain their thoughts, how they arrive at their solutions
Department Focus:
Key Directive In the Mathematics classroom…
Nurture confident problem solvers with effective 21st century
competencies
• Opportunities to students to engage in group work
• Teacher to facilitate collaborative group work (E.g. face to face collaborations, or virtual ones using ICT tools/platforms such as SLS)
Department Focus:
Department Focus:
Lower Primary Block (Primary One & Two)
• Build strong fundamental skills through
CPA approach• Experience problem-solving through
meaningful learning experiences• Develop positive work habits and
attitudes
Concrete-Pictorial- Abstract approach is used to
scaffold learning and to help students make sense of their learning
Teaching Approach:
Use of manipulatives such as cubes, measuring tools
etc. that students get to handle
physically
Use of drawings, diagrams such
as models, charts and graphs
which students may draw
Equations and mathematical computations which students need to write
Learning Experiences:
Opportunities for students to
discover mathematical concepts
on their own – self-directed learning
Support development of
collaborative and communication
skills as students work in groups
Platform for development of 21st
century competencies
Help students connect learning to
real world
Hands-on activities
Journal exercises
Math trails
Math games and puzzles
Examples of Learning Experiences:
Help students make sense
of abstract mathematical
concepts
Support understanding of
underlying concepts
rather than rote learning
through memorization of
rules and procedures
Promote retention of
conceptual knowledge
Learning Experiences (Hands-on Activities):
Focus more on the process
than the solution
Allow students to articulate
their learning using
appropriate Mathematical
language
Provide insights on what a
student understand/does
not understand
Learning Experiences (Journal Exercises):
Learning Experiences (Math Trails):
Application of
Mathematical
concepts in
authentic settings
Link textbook
knowledge to
real-world context
Promote
collaborative and
communication skills
Learning Experiences (Math games and puzzles):
Age appropriate
games
Foster interest in
Mathematics
Develop
Mathematical skills
and concept
proficiencies
Promote critical and
creative thinking
Mathematics Learning Trail
Weekly recess games
Mathematics Games Galore
LSM (Learning Support for Mathematics)
programme
Department Key Programmes (P1):
Key Directive In the Mathematics classroom…
Moving away from over-emphasis of exams and
grades
• No weighted assessment for Primary One and Two levels
• Formative assessment is conducted on a daily basis through teacher’s observations, students’ daily assignments, topical reviews, performance tasks etc.
• Child’s progress is more accurately reported using the learning outcomes rather than through marks and grades
• Teacher’s feedback provided through topical checklists
Department Focus:
Timely progress updates:
WHERE IS THE
LEARNER NOW?
WHERE IS THE
LEARNER GOING?
HOW DOES THE
LEARNER GET THERE?
Topical checklists
Timely progress updates: WHERE IS THE LEARNER NOW?
WHERE IS THE LEARNER GOING?
Topical checklists
Timely progress updates:
HOW DOES THE
LEARNER GET THERE?
Make learning of
Mathematics fun and
relevant.
Link learning to real-life
context.
Do not turn Math into a
horror movie!
Tips for Home Support:
Ask open-ended
questions instead of
give solutions.
Let your child do the
thinking…
Focus on the process,
not the answer.
Tips for Home Support:
This is wrong.
The correct
method is…
Where and why are you stuck?
How have you solved similar
questions in school?
Let’s see how you arrived at the
answer.
How can we be sure that this
answer is accurate?
Is there another way to solve this?
How can we do this better?
Practise use of appropriate Mathematical
language.
Tips for Home Support:
Regrouping not borrowing!
3 + 4 = 7
Equation not number sentence!
Practise use of instructional Mathematical
language.
Tips for Home Support:
Language commonly used when giving instructions
Count and write the correct answer.
Tick the correct answer.
Complete the number bonds.
Complete the addition/subtraction equations.
Fill in the missing numbers.
Arrange the numbers from biggest to smallest. (vice versa)
Work out the answer.
Check your answer.
Show your working clearly.
Circle the correct answer.
Colour the right shape.
Draw a line to match.
Underline the correct answer.
Attend Parent-Teacher-Child
Conferences
Volunteer for learning journeys
Join PSG
Establishing strong home-school
partnership:
M : Make time for daily practice, for meaningful
activities
A : Ask questions, not give solutions
T : Talk to child using appropriate Mathematical
language
H : Have a strong home-school partnership
Establishing strong home-school
partnership:
MYTHS OR FACTS?
Math gene – some people have it, while others just
don’t!
It is all about drill and practice - the more Math you
do, the better you’ll be!
It is either right or wrong - there is only 1 acceptable
answer for every Math problem.
There is not much use/application for Mathematics in
real life since we can depend on calculators and
computers to help us handle data.