MAP114 Differentiated instruction in Primary Mathematics

Differentiated Instruction incorporating ratio, whole numbers and fractions

Course Code: MAP114, MAP115 and MAP116

Yeap Ban Har

yeapbanhar@gmail.com

Marshall Cavendish Institute

Slides are available at www.banhar.blogspot.com

introduction |

| Hanusek, Jamison, Jamison & Woessmann 2008

| 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

opening examples |

In the 1970’s, Singapore needed a way to help students, most

of whom were not performing well in mathematics, learn

mathematics.

CPA Approach based on Bruner’s work and a host of other

learning theories were applied. Today, many people refer to

this approach as Singapore Math.

29 + 52 =

29 + 52 =

1 51

29 + 52 = 81

1 51

29 + 52 = 30 + 51 = 81

29 + 52 = 81

differentiation |

“The idea of differentiating instruction is an approach to

teaching that advocates active planning for and

attention to student differences in classrooms,

in the context of high quality curriculums.”

| www.caroltomlinson.com

Goh’s Report (1978) recommended a

differentiated education system for

Singapore.

Grade 1 to 4

Mathematics

Foundation

Mathematics

Grade 1

Regular Program

Learning Support

Goh’s Report (1978) recommended a

differentiated education system for

Singapore.

We want to make our education system even

more student-centric, and sharpen our focus

in holistic education – centred on values and

character development.

| Heng 2011

Differentiated instruction is reflected in the Professional

Learning Communities (PLC) four critical

questions

| DuFour 2004

Educational Leadership

May 2004 | Volume 61 | Number 8

Schools as Learning Communities

what is it that the teacher wants

students to learn

how does a teacher know when

students have learnt it

what if students do not learn it

what if they already learnt it

model of differentiation |

What to Differentiate

• Content

• Process

• Product

the content of instruction

Grade 1 to 4

Mathematics

Foundation

Mathematics

Example

Singapore Grade 5 and 6 Curriculum is

an example of content differentiation.

the processes and techniques used to help make

sense of a given topic

the products produced by students that demonstrate

their learning

Levels of Differentiation

• Student Level

• Class Level

differentiation for the entire class

differentiation for groups

within a class

Differentiation for Advanced Learners

• Acceleration model

• Enrichment model

acceleration

enrichment

teaching of ratio |

word problem|

The number of boys to the number of

girls in a group was in the ratio 2 : 3.

The number of boys to the number of

girls in a group was in the ratio 2 : 3.

After ¼ of the boys and 69 girls left

the group, there were 51 more girls

than boys in the group.

applying concepts|

practice|

concept learning |

authentic stimulus|

Source: http://www.deliciousasianfood.com/2007/05/17/pineapple-tart-pastry/

This is my mother-in-law’s recipe for Pineapple Tart Pastry.

Ingredients to make the pastry for the tarts

1 lb. flour

10 oz. butter

3 egg yolks

some cold water

4 teaspoon castor sugar

Method

Sift the flour and add in the castor sugar.