progressive classroom designs: common core state standards math - the singapore way
TRANSCRIPT
K-5 CommonCoreMathematics openingsession| danbury, connecticut |24 June 2013
Yeap Ban Har [email protected]
Slides are available at
www.banhar.blogspot.com
|meeting instructional demands the singapore way
day one |
introduction |
grad
e fo
ur
Singapore
International
43
4
78
28
94
69
99
90
606
500
adv
ance
d
hig
h
inte
rmed
iate
low
average
grad
e ei
ght
Singapore 48 78 92 99 611
International 3 17 46 75 500
adv
ance
d
hig
h
inte
rmed
iate
low
average
| Hanusek, Jamison, Jamison & Woessmann 2008
| Hanusek, Jamison, Jamison & Woessmann 2008
Score 1960-1970s 1980s 1990s 2000s
500’s Japan Hong Kong Japan Korea
Hong Kong Japan Korea
Singapore
Hong Kong Japan Korea
Singapore
400’s Thailand Philippines Singapore Thailand
Malaysia Thailand
Malaysia Thailand
300’s Indonesia Philippines
Indonesia Philippines
“Upon separation from Malaysia in 1965, Singapore was faced with … high levels of unemployment and poverty. 70% of Singapore’s households lived in badly overcrowded conditions, and a third of its people squatted in slums on the city fringes. Unemployment averaged 14%, GDP per capita was less than $2,700, and half of the population was illiterate.”
singapore math a response to low student achievement and dismal economic performance
focus on conceptual
understanding |
Find the value of 4 + 5 + 6 .
K-5 CommonCoreMathematics counting and cardinal numbers| danbury, connecticut |24 June 2013
Yeap Ban Har [email protected]
Slides are available at
www.banhar.blogspot.com
|meeting instructional demands the singapore way
Counting - adjectives - nouns
What if a child cannot learn the intended materials? assessment they need to be on the runway diagnostic assessment
What is the obstacle? classify rote counting one-to-one correspondence knowing the significance of the last number uttered
K-5 CommonCoreMathematics basic operations| danbury, connecticut |24 June 2013
Yeap Ban Har [email protected]
Slides are available at
www.banhar.blogspot.com
|meeting instructional demands the singapore way
29 + 52 = 70 + 11 = 81
300 – 79 = 221 3 0 0 - 7 9
2 9 10
2 2 1
the mind’s ability to see
|visualization
flexibility with numbers and mental math
|number sense
seeing patterns and connections
|generalization
2 x 6
12 + 6
12+ 12
12 + 30
60
60 – 6
51 ÷ 3
51 ÷ 3
30 21
= 17
3|51 30
21 21
0
1 7
5088 ÷ 4
4000 1000 88 1000 250 22
= 1272
Conceptual or Relational Understanding refers to knowing how ideas are related … how number
bonds are connected to dividing
Skemp – instrumental and relational understanding
Mathematics is “an excellent vehicle for the development and improvement of a
person’s intellectual competence”.
|Ministry of Education, Singapore (2006)
thinkingschool learningnations
K-5 CommonCoreMathematics bar model method| danbury, connecticut |24 June 2013
Yeap Ban Har [email protected]
Slides are available at
www.banhar.blogspot.com
|meeting instructional demands the singapore way
outcomes |
Singapore
Malaysia
Thailand
Indonesia
International
48
2
2
0
3
78
12
8
2
17
92
36
26
15
46
99
65
55
43
75
611
440
427
386
500
adv
ance
d
hig
h
inte
rmed
iate
low
aver
age
grad
e ei
ght
mat
hem
atic
s
grad
e fo
ur
mat
hem
atic
s
Singapore
South Korea
Hong Kong
Taiwan
Japan
Northern Ireland
Belgium
Finland
England
Russia
International
43
39
37
34
30
24
10
12
18
13
4
78
80
80
74
70
59
50
49
49
47
28
94
97
96
93
93
86
89
85
78
82
69
99
100
99
99
99
96
99
98
93
97
90
606
605
602
591
585
562
549
545
542
542
500
adv
ance
d
hig
h
inte
rmed
iate
low
average
South Korea
Singapore
Taiwan
Hong Kong
Japan
Russia
Israel
Finland
United States
England
International
47
48
49
34
27
14
12
4
7
8
3
77
78
73
71
61
47
40
30
30
32
17
93
92
88
89
87
78
68
73
68
65
46
99
99
96
97
97
95
87
96
92
88
75
613
611
609
586
570
539
516
514
509
507
500
adv
ance
d
hig
h
inte
rmed
iate
low
average
grad
e ei
ght
mat
hem
atic
s
Country
GDP per capita in current USD
2012
Singapore 60,400
Malaysia 16,900
Thailand 10,100
Philippines 4,400
“Upon separation from Malaysia in 1965, Singapore was faced with … high levels of unemployment and poverty. 70% of Singapore’s households lived in badly overcrowded conditions, and a third of its people squatted in slums on the city fringes. Unemployment averaged 14%, GDP per capita was less than $2,700, and half of the population was illiterate. “
In the 1970’s, Singapore needed a way to help students, most of whom were not performing well in mathematics, learn mathematics. CPA Approach based on Bruner’s work and a host of other learning theories were used to help students learn. Today, many people refer to this approach as Singapore Math.
| Ministry of Education, Singapore (1991, 2000, 2006, 2012)