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Plenary Lecture 1 on Fundamentals of Singapore Math. This MCI-WSU Singapore Math Institute is a collaboration between the US university and Marshall Cavendish Institute. 76 participants spent three days with three presenters learning about teaching of whole numbers and fractions.
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Welcome
Day 1 Program
Opening
Pedagogy StrandFundamentals o Singapore Math
Content StrandCounting & Place Value
Classroom Sessions 1Focus on Addition & Subtraction
Classroom Sessions 2Focus on Multiplication & Division
PLENARY LECTURE 1 YEAP BAN HAR
Fundamentals ofSINGAPORE MATH
This lecture provides an overview of the fundamental features of Singapore Math.
For teachers new to Singapore Math, it aims to provide a strong foundation to what makes mathematics accessible to all students, and helps students learn it in a way that is useful.
For teachers experienced in teaching Singapore Math, the examples are chosen to give subtle insights into the approach.
Slides are available at www.banhar.blogspot.com
and Marshall Cavendish Institute’s Facebook
Bukit View Primary School, Singapore
88
11 units = 88
1 unit = 88 ÷ 11 = 8
6 units = 6 x 8 = 48
5 units = 5 x 8 = 40 The two numbers are 40 and 48.
emphasis onvisualization
One third of a number is equal to one half of another. Their sum is 80. Find the two numbers.
80
5 units = 80
1 unit = 80 ÷ 5
1 unit = 10 + 6 = 16
3 units = 3 x 16
3 units = 30 + 18 = 48
2 units = 2 x 16 = 32
The two numbers are 32 and 48.
emphasis onvisualization
One third of a number is 2 less than one half of another. Their sum is 84. Find the two numbers.
84
2
emphasis onvisualization
One third of a number is 2 less than one half of another. Their sum is 84. Find the two numbers.
84
2
2 2
80
5 units = 80
1 unit = 80 ÷ 5 = 10 + 6 = 16
3 units = 3 x 16 = 45 + 3 = 48
2 units = 2 x 16 = 32
The two numbers are 48 and 36.
emphasis onvariations
80
88
84
2
BrunerDienes
Singapore Math as we call it today is simply the result of systematic and consistent application of synthesis of established learning theories.
The importance of pictorial representations preceding abstract representations
The importance of variations – mathematical and perceptual
Rectangle Width Length Area
1
2
3
Rectangle Width Length Area
1 1
2 2
3 3
Rectangle Width Length Area
1 1 3
2 2 4
3 3 5
Rectangle Width Length Area
1 1 3 3
2 2 4 8
3 3 5 15
Rectangle Width Length Area
1 1 3 3
2 2 4 8
3 3 5 15
4
5
Rectangle Width Length Area
1 1 3 3
2 2 4 8
3 3 5 15
4 4 6 24
5 5 7 35
Rectangle Width Length Area Perimeter
1 1 3 3
2 2 4 8
3 3 5 15
4 4 6 24
5 5 7 35
Rectangle Width Length Area Perimeter
1 1 3 3 8
2 2 4 8 12
3 3 5 15 16
4 4 6 24 20
5 5 7 35 24
emphasis ongeneralization
Rectangle Width Length Area Perimeter
1 1 3 3 8
2 2 4 8 12
3 3 5 15 16
4 4 6 24 20
5 5 7 35 24
10 ? ?
100 ? ?
n ? ?
emphasis onnumbersense
3 x 16 = 30 + 183 x 16 = 32 + 163 x 16 = 45 + 3 964
816
96
80 1696 = 80 + 16
schoolmathematics
more thanfunctionalmathematics
JFK International Airport, USA
p r o b l e m s o l v i n g
th
nking
• visualization• generalization• number sense• metacognition
