seminar on helping struggling students in lower primary
DESCRIPTION
This seminar is given to sixty tTRANSCRIPT
Dr Yeap Ban [email protected]
Seminar on Numeracy18 July 2012Port Dickson, Malaysia
Seminar Outline• Teaching
Mathematics to Struggling Learners in the Early Grades
• Key Ideas in Early Mathematics
Learning Support Programme in East Coast Primary School, Singapore
Dr Yeap Ban [email protected]
Seminar on Numeracy18 July 2012Port Dickson, Malaysia
Seminar OutlineThis seminar provides an overview of the course that participants will take to help students in lower primary levels achieve at least basic level of numeracy Special Needs Class in Elementary School
Attached to Seoul National University of Education, Seoul, Korea
Introduction
OECD identifies the lowest levels for mathematical literacy for 15-year olds as follows:
Examples of tasks for each level will be shown.
Example of Level 1 Task
Example of Level 2 Task
OECD identifies the lowest levels for mathematical literacy for 15-year olds as follows:
Students who do not meet the basic numeracy requirements as outlined in LINUS Programme are unlikely to go beyond Level 2 when they are 15 years old.
This is the basic numeracy requirements as outlined in LINUS Programme.
How to Help Struggling Students
Example 1
Put the 8 beans in two cups.Do it in another way.
Example 1
Put the 8 beans in two cups.Do it in another way.
Example 1
Put the 8 beans in two cups.Do it in another way.
Example 1
Put the 8 beans in two cups.Do it in another way.
Example 1 Emphasise
Number BondsNumber bonds is the
foundation for addition and subtraction
Example 1 Emphasise
Number BondsNumber bonds is the
foundation for addition and subtraction71
60 11
– 8
Example 2
9 + 7
Example 2
9 + 7
Example 2
9 + 7
Example 2
9 + 7
Example 2 Use the CPA ApproachStudents use concrete (C) materials when they first learn a new idea.
Example 3
16 – 4
Example 3
16 – 4
Example 3
16 – 7
Example 3
16 – 7
Example 3
16 – 7
Example 3
16 – 7
Example 3 Develop number sense by using multiple strategies
Example 4
51 3
Example 4
51 3
Example 4
51 3
3 51 30 21
10
Example 4
51 3
3 51 30 21
17
Example 4
51 3
3 51 3 2
1
1
!
Example 4 Use alternate methods to perform computations
Example 5
2 x 6
Use 2 x 6 to do 3 x 6
Example 5
2 x 6
Use 2 x 6 to do 4 x 6
Example 5
2 x 6
Use 2 x 6 and 5 x 6 to do 7 x 6
Example 5
Do 9 x 6
Example 6 Emphasise the use of
visuals / pictorial representations.
Also use patterns to help students learn.
Example 7
Open Lesson in Hawaii, USA
Example 7 Use games
to learn number
facts.
Mathematics Carnival at ICME-12, Seoul, Korea
Example 8
Use the digit cards 0, 1, 2, 3, 4, 5, 6, 7, 8 or 9 to make an addition sentence. The digits cannot be repeated.
+
Example 8 Thinking is not after
learning. Make thinking an important part of
learning. Mathematics is used for cognitive
development.
Example 9 Small group
learning instead of
frontal teaching
Pathlight School, Singapore
Example 10
Make a story.
Jack
Kyla
had
$2
more
than
Jack
Kyla
gave
$3
Example 10 The model
method helps students
represent stories in word
problems
Dr Yeap Ban [email protected]
Seminar on Numeracy18 July 2012Port Dickson, Malaysia
Key Ideas in Early Mathematics• Visualization• Patterns• Number Sense
www.banhar.blogspot.com