Downloaded 52 times
Uploaded byJimmy Keng
ARK Schools, London
The document discusses Singapore Math, emphasizing its focus on problem solving and intellectual competencies for learners of varied skill levels. It highlights the curriculum's structure since its introduction in 1992, utilizing methods like the CPA approach to make abstract concepts accessible. Professional development efforts and practical examples from classrooms illustrate the methodologies employed in teaching mathematics effectively.
More Related Content
Similar to ARK Schools, London
ARK Schools, London
- 1. Singapore MathsTHE ESSENTIALSLondon June 2011DrYeap Ban [email protected] Cavendish Institute SingaporePresentation slides are available at www.banhar.blogspot.com
- 2.
- 3. Curriculum for alllearnersStruggling students learn enough
- 4. Average students performadvanced skills
- 5. Advanced students arechallengedKembangan PCF Kindergarten
- 6. TIMSSTrends in InternationalMathematics and Science StudiesGrade 4 2003Grade 8 2007Grade 4 1995Grade 8 19993840Advanced38427370High70779188Intermediate89949797Low9699
- 7. Singapore Mathematics: Focuson Thinkinganexcellentvehicleforthe development&improvement ofa person’s intellectualcompetenciesMinistry of Education Singapore 2006
- 8. Allan puts somebrown sugar on a dish.The total weight of the brown sugar and the dish is 110 g.Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g.Find the weight of the brown sugar that Bella puts on the dish.an identical
- 9. Allan puts somebrown sugar on a dish.The total weight of the brown sugar and the dish is 110 g.Bella puts thrice the amount of brown sugar that Allan puts on an identical dish, and the total weight of the brown sugar and the dish is 290 g.Find the weight of the brown sugar that Bella puts on the dish.an identical110 g2 units = 180 g1 unit = 90 g110 g180 g3 units = 270 gBella puts 270 g brown sugar on the dish.290 g
- 10. 110 g3 units= 180 g1 unit = 60 g110 g180 g3 units = 180 gBella puts 180 g brown sugar on the dish.290 g
- 11.
- 13. 1 2 3 4 5 611 10 9 8 7 12 13 14 15 16 21 20 19 18 17 22 23 24 25 26
- 14. 1 2 3 4 5 9 8 7 6 10 11 12 13 17 16 15 14 18 19 20 21
- 15. Professional Development inSantiago de Chile
- 16.
- 17. ArchipelschoolDe Tweemaster –KameleonThe Netherlands
- 18. BeliefsInterestAppreciationConfidencePerseveranceMonitoring of one’sown thinkingSelf-regulation of learningAttitudesMetacognitionNumerical calculationAlgebraic manipulationSpatial visualizationData analysisMeasurementUse of mathematical toolsEstimationMathematical Problem SolvingReasoning, communication & connectionsThinking skills & heuristicsApplication & modellingSkillsProcessesConceptsNumericalAlgebraicGeometricalStatisticalProbabilisticAnalyticalIn Singapore, a curriculum that focuses on mathematical problem solving was introduced in 1992.
- 20. Professional Development inARK Schools, London
- 21. Problem Solving inLearning Basic Concepts and SkillsProfessional Development in Santiago de Chile
- 24. Reference: Primary Mathematics(Standards Edition)
- 25. Reference: Primary Mathematics(Standards Edition)
- 26. Singapore MathLearn NewConcept Through Problem Solving
- 28. Singapore MathDrill-and-Practice ThroughProblem Solving
- 31.
- 32. Singapore MathApplying Knowledgein Problem Solving
- 33. makes abstract conceptsaccessible to learners who are not yet ready for abstractionThe CPA ApproachFocus on Thinkingbuilds fundamental intellectual competencies required for learners to handle abstraction
- 34.
- 35. Reference: My PalsAre Here! Maths
- 36. 1. Setting Upthe TaskEach person should get 12 animals. I have given you some. How many more do you need?Pupils had opportunities to work independently as the teacher attended to other pupils.
- 37. 2. Development (1)Putfour animals into one cup. Note only one cup is given.This mirrors drawing rings around four objects.
- 38. Students should havepositive experiences during the lesson.Put four animals into a second cup.
- 39. How many animalsare there altogether? How many animals are there in one cup? How many cups do we use?
- 40. 3. Development (2)Thisis like the workbook tasks except that the magnets can be moved. Built-in remedial strategy.
- 41. Pupils needs tomonitor the number of magnets as well as to manage their visualization process.Variations on the arrangements of magnets to increase the level of visualization required.
- 43.
- 44. 5. Development (3)The use of colour to show the group. Built-in remedial strategy.
- 48. CPA ApproachLinks betweenconcrete and pictorial representation must be carefully constructed.Remedial steps are built into instruction
- 49. Reference: Primary Mathematics(Standards Edition)
- 53. 51 – 1751x 351 + 26
- 54. 3 units =181 unit = 68 units = 8 x 6 = 48There were 48 coins at first.
- 55. SingaporeMathsThe EssentialsDa QiaoPrimary School, Singapore