PCN Parents Seminar

Slides are available here.

# Mathematics Teacher Education: Singapore Approach

This blog is about teacher professional development courses that I conduct in Singapore and other countries.

## Thursday, May 28, 2015

## Monday, May 18, 2015

### May 18.19.20 | Wirral

The course was held at Holiday Inn Port Ellesmere near Liverpool. More than 70 teachers attended this course. It was an initiative by Deep Learning - Teaching for Mastery.

Day 1

Teaching Computation Using Number Sense Approach

Teaching Word Problems for Information Handling and Visualization

Slides are available here.

Day 2

Day 1

Teaching Computation Using Number Sense Approach

Teaching Word Problems for Information Handling and Visualization

Slides are available here.

Day 2

Revisiting Bar Model

Obstacles and Enabler in Maths Classroom - Skemp

Assessment - informal and tests

Challenging Advanced Learner - through regular worksheet, through multi-level task, through problem posing and through challenging problems.

Day 3

We start by summarizing how to support struggling learners and the class came up with six, I topped it up to seven.

We also saw five ways to challenge advanced learners.

We summarized the five pedagogical tools to help students acquire and refine concepts and to acquire conventional knowledge (eg order of operations)

Notes on Six Elements

Teaching students to document their thinking is an on-going affair.

In this Primary 1 (Singapore) or Year 2 (UK) lesson on addition of three one-digit number by making ten, a small entry such as this is sufficient, if journaling is a daily affair. I suppose that is why it is called a journal - a daily record. | Six Elements #4

Teaching students to document their thinking is an on-going affair.

In this Primary 1 (Singapore) or Year 2 (UK) lesson on addition of three one-digit number by making ten, a small entry such as this is sufficient, if journaling is a daily affair. I suppose that is why it is called a journal - a daily record. | Six Elements #4

## Wednesday, May 6, 2015

### May 6.7 | Brunei

Action Research - using Newman's Procedure to identify difficulties with word problems.

- read

- comprehend

- know heuristics

- transform

- compute

- interpret

Six Elements of Maths Lesson

- explore

- structure

- journal

- reflect

- practise

- apply

## Tuesday, May 5, 2015

### May 6.7 | Brunei

Lesson Study at SR Pulaie in Brunei.

Participants hear about lesson study and experienced a research lesson and the post-lesson discussion. We discussed Stage 1 Setting Research Goals and Stage 2 Planning Lesson and demonstrated Stage 3 Research Lesson and Stage 4 Post-Lesson Discussion.

Points of discussion included the use of children's mother tongue languages

Why are these inappropriate assessment items?

## Tuesday, April 28, 2015

### April 29 | Singapore (Yuhua Primary School)

MENDAKI organised an event in conjunction with the start of the next phase of RoPE. An Open Lesson was conducted with a group of 38 Primary 6 students.

At Yuhua Primary School, I gave a 'lecture' on strategies for word problem solving - gradual release of information, changing one of the information given and letting students pose questions based on a paragraph.

I also showed immediate feedback and checking of students' works journal before the lesson ended.

The third point of the session was learning computation at a high level. | Mendaki and Yuhua Primary School

## Friday, April 24, 2015

### April 24 | London

Panel on The role of Textbooks in Teaching to Mastery Chair - Khaled Choudhury Moderator - John Grove Panelists - Jeremy Hannay | Tony Gardiner | Greg Wallace | Sabina Netttey | London

Summary | A high-quality set of panelist of leading mathematician and head teachers and deputy head teacher and curriculum adviser. Jeremy presented ideas on mastery in relation to Skemp. He invited panels to consider textbook quality and structures that create freedom.

He refers to various tools to develop mastery, one of which is the use of variation in designing practice.

Jeremy also used a phrase I coined for formative assessment- runway indicators.

Bloom, B. coined maths mastery four decades ago. Today, we continue to discuss it.

My favourite point of the session was when Tony 'reprimanded' the audience not to assimilate but to accommodate, referencing Piaget. He was worried the audience is using existing mindset in their participation in the panel. He said we should struggle with ideas being brought up because a lot of things discussed requires a different way of looking at things - "a different mindset altogether" as Sabina put it.

Keynote Lecture was presented by Tim Oates.

- | Key Note Address: The Journey to Maths Mastery in the UKTim Oates, Group Director of Assessment Research and Development, Cambridge Assessment, United Kingdom | |

Lecture | Yeap Ban Har Available Here

## Saturday, April 18, 2015

### April 20.21.22.23 | Cardiff

Two cohorts of teachers and educators in Wales participated in two-day institutes on teaching mathematics in a problem-solving approach.

Straight to the Top - Problem Solving in Mathematics | The Singapore Way is designed to help educators rethink about teaching and teaching problem solving.

Day 1 | Case Studies on Addition within 20 (6 + 8), Division of Fractions (3/4 divided by 2), Subtraction within 1000 (300-175) and Long Division (51 divided by 3) to understand how problem-solving lessons can be used to help students acquire basic understanding of the four operations.

We also did a practice-type lesson (two-digit multiplication) using the problem-solving approach.

We also did a practice-type lesson (two-digit multiplication) using the problem-solving approach.

We discussed theory-based strategies.

We discussed ways to support and challenge.

We learn to help students learn to make connections, to generalize and to develop number sense.

Closing Problem

Sam received £3 pocket money each day. On weekdays, he spent £2.60 and saved the rest. On Saturday and Sunday, he saved all of the £3. Starting on a Monday, how many day did he take to save £50.

Metacognition, visualization and interpretation of computation are essential in solving problems such as the above.

Cohort 2 | Slides

Just to Tickle Your Mind aka Dinner Problem

At first, Jack, Kim and Larry had a total of £4.50.

Then, Jack gave Kim half of what he had.

Kim then gave Larry 2/5 of what she had.

Finally, Larry gave Jack 4/7 of what Larry had.

As a result, all the three of them had the same amount of money.

Is it possible to find the amount of money each of them had at first?

Subscribe to:
Posts (Atom)