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Developing Critical Thinking Through Singapore Math
The document discusses the implementation of Singapore Math in various educational settings, emphasizing its role in developing critical thinking and mathematical proficiency among students. It includes examples of mathematical problems demonstrating procedural fluency, conceptual reasoning, and adaptive reasoning, as well as trends in international assessments like TIMSS. Additionally, it highlights factors contributing to high achievement in mathematics such as teacher quality, parental involvement, and student motivation.
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Developing Critical Thinking Through Singapore Math
- 1. Keys Grade School,Manila, The Philippinesraisingcritical thinkersthroughsingapore mathMay 2010Dr Yeap Ban HarNational Institute of EducationNanyang Technological UniversitySingaporeSlides are available for download.
- 2. TanjongPagar PCF KindergartenSingaporeinternationalperspectivesmathematicsonteaching
- 3. What counts asmathematical proficiency?
- 4. procedural fluencyconceptual reasoningKeysGrade School, Manila, The Philippines
- 5. strategic competenceK E Y S1 2 3 45 6 7 89 10 11 123948 ?Keys Grade School, Manila, The Philippines
- 6. 1771017 – 3adaptive reasoningKeys Grade School, Manila, The Philippines
- 7. productive dispositionKeys GradeSchool, Manila, The Philippines
- 8. What counts asmathematical proficiency?
- 9. mathz4kidz Learning Centre,Penang, MalaysiaTrends inMathematicsThis whole shape stands for 1.& Science StudiesWhat does this stand for?applytheir understandingand knowledgein a variety ofcomplex situations
- 10. Trends inMathematics& ScienceStudyexplaintheirreasoningmathz4kidz Learning Centre, Penang, Malaysia
- 11. Math for DevelopingIntellectual Competence
- 12. Mathematics as avehicle to develop and improve a person’s intellectual competence.Princess Elizabeth Primary School, Singapore
- 13. mathematicseducation“an excellent vehiclefor the development and improvement of a person’s intellectual competence”Bina Bangsa School, Bandung, IndonesiaMinistry of Education Singapore 2006
- 14. mathematicsusing to developchildren’sintelligenceKeys Grade School, Manila, The Philippines
- 15. 474711Edgewood Elementary School,New York, USA47 – 11
- 16. Edgewood Elementary School,New York
- 17. Edgewood Elementary School,New York, USA
- 18. What is SingaporeMath?Challenging Materials
- 19. Meiling and Rajastarted on a 36-km cycling trip at the same time. They cycled at the same speed for the first 12 km. For the remaining 24 km, Meiling cycled at a faster speed. She arrived at the finishing point 10 minutes before Raja who was 4 km behind her. Raja did not change his speed throughout the trip and he completed the trip at 11 10.(a) At what time did the trip start?(b) What was Meiling’s average speed for the remaining 24 km of the trip in m/min?(PSLE Grade 6)Meiling’s average speed was 480 m/min for the last part of the trip.MeilingRajaRaja: 10 min 4 kmRaja: First 12 km 30 min Raja: 10 min 4 kmRaja: Last 24 km 60 min??? min 36 kmMeiling: Last 24 km 50 minRaja: 90 min 36 kmMeiling: 24000 m 50 min11 10 hrs 10 10 hrs 09 40 hrsRaja, and hence Meiling, started the trip at 09 40.Meiling: 2400 m 5 minMeiling: 480 m 1 min
- 20. The total numberof stamps in Album A, Album B and Album C was 444 at first. Dennis gave away 3/5 of the stamps from Album A, put 24 more new stamps into Album B and added some stamps into Album C until the number of stamps in Album C became three times its original number. The ratio of the number of stamps in Album A to that in Album B to that in Album C became 2 : 5 : 9. How many more stamps were there in Album C than Album A in the end?(TeckWhye Primary School, Grade 6)Album AAlbum BAlbum C
- 21. The total numberof stamps in Album A, Album B and Album C was 444 at first. Dennis gave away 3/5 of the stamps from Album A, put 24 more new stamps into Album B and added some stamps into Album C until the number of stamps in Album C became three times its original number. The ratio of the number of stamps in Album A to that in Album B to that in Album C became 2 : 5 : 9. How many more stamps were there in Album C than Album A in the end?(TeckWhye Primary School, Grade 6)7 units ?7 units 36 x 7 = 210 + 42 = 252There were 252 more stamps in Album C than Album A in the end.Album AAlbum BAlbum C46813 units 444 + 24 = 4681 unit 468 ÷ 13 = 36 39078
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- 24. TIMSSTrends in InternationalMaths and Science Studies199520032007Grade 4Advanced384138High707473Intermediate899291Low969897Catholic High School (Primary), Singapore
- 25. TIMSSTrends in InternationalMaths and Science StudiesSwedenMedianU S AJapanSingaporeGrade 4Advanced31054123High2440267461Intermediate6977679289Low9395909898Elementary School in Japan
- 26. TIMSSTrends in InternationalMaths and Science StudiesAverageHong KongSingaporeKoreaTaiwanGrade 8Advanced240314540High1570647171Intermediate4688858690Low7597949598TelokKurau Primary School
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- 28. TIMSSTrends in InternationalMaths and Science StudiesGrade 4Grade 8SingaporeAdvanced4140High7470Intermediate9288Low9897Catholic High School (Primary)
- 29. TIMSSTrends in InternationalMaths and Science StudiesGrade 4Grade 8U S AAdvanced106High4031Intermediate7767Low9592Catholic High School (Primary)
- 30. TIMSSTrends in InternationalMaths and Science StudiesGrade 4Grade 8EnglandAdvanced168High4835Intermediate7969Low9490Catholic High School (Primary)
- 31. TIMSSTrends in InternationalMaths and Science StudiesGrade 4Grade 8InternationalAdvanced52High2615Intermediate6746Low9075Catholic High School (Primary)
- 32. Using Mathematics toDevelop Intelligent Behaviors
- 33. what are intelligentbehaviors?
- 34. 1000- 124mathematics& intelligentbehaviors
- 35. 9911000 999-124- 124 875for1000looking connections- 124 876BinaBangsa School, Bandung, Indonesia
- 37. toability explainA Grade6 US textbook written using the Singapore Pedagogy
- 38.
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- 40. How to makesure the butterfly cannot flyHow do you get a butterfly?First there is the egg which hatches into a caterpillar. The caterpillar eats and grows. At the right time, it makes a cocoon out of its own body. While in the cocoon, the caterpillar changes into a butterfly.When the butterfly is ready, it starts to break through the cocoon. First a hole appears. Then the butterfly struggles to come out through the hole. This can take a few hours.If you try to "help" the butterfly by cutting the cocoon, the butterfly will come out easily but it will never fly. Your "help" has destroyed the butterfly.The butterfly can fly because it has to struggle to come out. The pushing forces lots of enzymes from the body to the wing tips. This strengthens the muscles, and reduces the body weight. In this way, the butterfly will be able to fly the moment it comes out of the cocoon. Otherwise it will simply fall to the ground, crawl around with a swollen body and shrunken wings, and soon die.If the butterfly is not left to struggle to come out of the cocoon, it will never fly.We can learn an important lesson from the butterfly.If we do not have struggles and challenges in our work, we will never grow strong and capable. If life has no difficulties, we will become weak and helpless.Lim Siong GuanHead, Civil Service
- 41. 11 cm4 cm5cm5 cmto use5 cmability knowledgeArea = (11 + 5) ÷ 2 x 4
- 42.
- 43. Some of uscome from English-speaking homes. Some of us don’t. I speak Malay at home.This is what help me learn mathematics well.…Princess Elizabeth Primary School, SingaporeFactors That Contribute to High Achievement Level in Mathematics
- 44. We like ourteacher.Once, she was absent for two days. We missed her. She told she had to learn new things to teach us better.teacherqualityNorth Vista Primary School, SingaporeNational Institute of Education, Singapore
- 45. Keys Grade School,Manila, The Philippines
- 46. xKeys Grade School,Manila, The Philippines
- 47. Keys Grade School.Manila, The Philippinesprofessional developmentin-serviceHougangPrimary School, Singapore
- 48. parentalexpectationsLast Saturday, Mumand Dad went to school – to learn the model method so they can help me with schoolwork. But Mum said she did not get it. In the end I had to teach her.Seminar for Parents on Problem Solving
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- 50. Keys Grade School,Manila, The PhilippinessingaporemathBruner’stheoryWe use concrete materials to learn mathematics.Photos: Princess Elizabeth Primary School, Singapore
- 51. singaporemathemphasis onconcrete topictorialto abstractrepresentationsCatholic High School (Primary) Singapore
- 53. singaporemathespecially onthe modelmethodmathz4kidz Learning Center, Malaysia
- 54. A lion weighs135 kg. A cow weigh 87 kg more than the lion. An elephant weighs 139 more than the cow. How heavy is the elephant? (Primary 2)TelokKurau Primary School, Singapore
- 56. bruner’s theoryconcretemathz4kidz LearningCentre, Penang, Malaysia
- 57. concreteexperiencesmathz4kidz Learning Centre,Penang, Malaysia
- 58. fromconcretetopictorialmathz4kidz Learning Centre,Penang, Malaysia
- 59. frompictorialtoabstractAll Kids AreIntelligent Series
- 60. mathz4kidz Learning Centre,Penang, Malaysiasymbols
- 61. usingconcretematerialsAteneo Grade School,Manila, The PhilippinesA Public School in Chile
- 62. Fuchun Primary School,SingaporeinteractionVygotsky’s TheoryChildren Learn in Social Situations
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- 64. Keys Grade School,Manila, The Philippines
- 65. Keys Grade School,Manila, The Philippines
- 66.