Hawaii Department of Education - Professional Development in Oahu

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<ul><li>1.Slides are available atwww.banhar.blogspot.com Helping Students Learn Mathematics What &amp; How of Singapore MathDr. Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.comwww.facebook.com/MCISingapore</li></ul> <p>2. SynopsisThis course focuses on teaching basic skills and concepts including the four basic operations we will see lessons on addition (grade one) as well as multiplication (grade two) and division (grade three). In addition, we will see a lesson on division involving fraction (grade five).Dr. Yeap Ban Har Marshall Cavendish Institute Singapore yeapbanhar@gmail.comWe will one example of practice lesson (refer to the green book). There is a similar course that focuses on problem solving. 3. population = 5.3 million area = 225 square miles 4. durian 5. Upon separation from Malaysia in 1965, Singapore was faced with high levels of unemployment and poverty. 70% of Singapores 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. 6. Score1960-1970s1980s1990s2000s500sJapanHong Kong Japan KoreaHong Kong Japan Korea SingaporeHong Kong Japan Korea Singapore400sThailandPhilippines Singapore ThailandMalaysia ThailandMalaysia ThailandIndonesia PhilippinesIndonesia Philippines300s| Hanusek, Jamison, Jamison &amp; Woessmann 2008 7. CountryGDP per capita in current USD 2012Singapore60,800Malaysia16,800Thailand9,500Indonesia4,900Philippines4,400Source | IMF 8. | Hanusek, Jamison, Jamison &amp; Woessmann 2008 9. What is Essential in Mathematics LiteracyLets look at what international assessment (PISA) for 15-year-olds and Smarter Balanced Assessment for Hawaii State test suggest. 10. PISA 2012 Assessment 11. Source | PISA2012 12. Source | PISA2012 13. Source | PISA2012 14. Source | PISA2012 15. Country% of Low Performers% of High PerformersMeanSingapore8.340.0573Vietnam14.213.3511Thailand49.72.6427Malaysia51.81.3421Indonesia75.70.3375OECD23.112.6494 | PISA 2012 16. Country% of Low Performers% of High PerformersMeanShanghai3.855.4613Singapore8.340.0573Hong Kong8.533.7561South Korea9.130.9554Japan11.123.7536Finland12.315.3519OECD23.112.6494 | PISA 2012 17. Smarter Balanced Assessment 18. | Smarter Balanced Assessment 19. | Smarter Balanced Assessment 20. | Smarter Balanced Assessment 21. | Smarter Balanced Assessment 22. | Smarter Balanced Assessment 23. | Smarter Balanced Assessment 24. What is Essential in Mathematics Literacy What should students be learning in mathematics and what are the implications for classroom practices? 25. What is Essential in Mathematics Literacy What should students be learning in mathematics and what are the implications for classroom practices? communication metacognition number sense visualization patterns 26. The Fundamentals of Singapore Math 27. Summary of Oahus Discussion Anchor Task Problem-solving Approach (Polya) Concrete Pictorial Abstract Approach (Bruner) Work in Groups and Talking (Vygotsky) Student-generated Ideas (Piaget) Progression from Literal to Abstract Ideas Questions for Self-directed Learning Teacher Board Writing Mini White Boards Student Journal Promotes communication Allows for assessment 28. Three-Part Lesson Anchor Task Guided Practice Independent Practice 29. | Common Core State Standards 30. What Does Teaching for Relational / Conceptual Understand Look Like? 31. Teaching for Meaning Making Concrete Materials Students are given bags of 6 beans each Anchor Task How many beans in 4 such bags? Students Talking Multiple Responses Count all Repeated addition Multiplication Board Writing Student JournalMeaning Making 4 x 6 is the same as 4 bags of 6 beans. Also linking new materials (multiplication) to old materials (addition). 32. Teaching for Meaning Making How do I know if I have taught in a meaningful way? Link to previous knowledge Link to a concrete scenario Students can extend their thinking. 33. Teaching for Meaning Making 34. Teaching for Meaning Making Use of Textbooks Suggest the kind of anticipated responses (add another six, double, associative property and subtraction strategy) As a reflection tool for students at the end of the discussion (Lets see how they do it.) </p>