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This presentation was made to K-12 teachers at the school district at Smithville, Missouri. It focuses on what research and theories say about mathematics teaching and learning that can result in high achievement and positive attitude and consistent with learning for the 21st century economy and society.
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Smithville R-II School District
professional development for teachers of mathematics
Presentation Slides are available at
www.banhar.blogspot.com
teaching math the way it should be taught
yeap ban har
www.banhar.blogspot.com
High Achievement, Positive Attitude
Low Achievement, Desperate Economy
“Upon separation from Malaysia in 1965, Singaporewas faced with … high levels of unemploymentand poverty. Seventy percent of Singapore’shouseholds lived in badly overcrowdedconditions, and a third of its people squatted inslums on the city fringes. Unemployment averaged14%, GDP per capita was less than $2,700, and halfof the population was illiterate.”
South KoreaJapan
China
Taiwan
Hong Kong
Vietnam Philippines
Thailand
MalaysiaSingapore
Indonesia
| Hanusek, Jamison, Jamison & Woessmann 2008
Score 1960-1970s 1980s
500’s Japan Hong Kong
Japan
Korea
400’s Thailand Philippines
Singapore
Thailand
300’s
| Hanusek, Jamison, Jamison & Woessmann 2008
In 1980’s, new approaches in teaching and learning math were piloted in Singapore schools.
| 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
In 1992, the problem-solving curriculum was formally introduced in Grade 1 and Grade 7.
| PISA 2012
Country % of Low
Performers
% of High
Performers
Mean
Shanghai 3.8 55.4 613
Singapore 8.3 40.0 573
Hong Kong 8.5 33.7 561
South Korea 9.1 30.9 554
Japan 11.1 23.7 536
Finland 12.3 15.3 519
OECD 23.1 12.6 494
| MacPherson Primary School, Singapore
| PISA 2012
Country % of Low
Performers
% of High
Performers
Mean
Singapore 8.3 40.0 573
Vietnam 14.2 13.3 511
Thailand 49.7 2.6 427
Malaysia 51.8 1.3 421
Indonesia 75.7 0.3 375
OECD 23.1 12.6 494
| Bina Bangsa School, Indonesia
| PISA 2012
Country % of Low
Performers
% of High
Performers
Mean
Singapore 8.3 40.0 573
Vietnam 14.2 13.3 511
Thailand 49.7 2.6 427
Malaysia 51.8 1.3 421
Indonesia 75.7 0.3 375
OECD 23.1 12.6 494| Nanyang Primary School, Singapore
Problem-Solving Approach
Case Study: Addition of Whole Numbers
Addition of Whole Numbers
Grade 1 Lesson
Anchor Task
Add 6 and 8
| Seoul Foreign School
South Korea
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CPA Approach
Case Study: Division of Fractions
Division of Fractions
Grade 5 Lesson
Anchor Task
23
1
| Anglo Chinese Junior College, Singapore
Emphasis on Visuals
Case Study: Word Problems
National Test Item
Mr Lee baked 185 more chicken pies than tuna pies. After selling 3/5 of the chicken pies and half of the tuna pies, he had 146 pies left.
How many pies did he sell?
Challenging Problems in Formal Assessment
Case Study: Division of Fractions
National Test Item
A fruit stall sold pears at 70 cents each and apples at 40 cents each.
Sally bought some pears and Tom bought some apples from the fruit stall.
Sally spent $1.10 more than Tom, but had 7 fruits fewer than Tom.
(a) How many pears did Sally buy?
(b) How much did Tom spend on the apples?