Transcript
Coaching Children in Primary 1 MathematicsSeminar for Parents
Yeap Ban HarMarshall Cavendish Institute, Singapore
Slides are available at www.banhar.blogspot.com
St Edwards School, Florida CHIJ Our Lady of Good Counsel, Singapore
Coaching Children in Primary 1-2 Mathematics (12-hour course)28 January, 18 February, 10 March & 14 April 2012 (Saturdays)
Please go to Marshall Cavendish Institute Facebook or contact ruthyaap@sg.marshallcavendish.com for details.
Slides are available at www.banhar.blogspot.com
St Edwards School, Florida CHIJ Our Lady of Good Counsel, Singapore
Professional Development of primary school teachers by Marshall Cavendish Institute.
singapore curriculum framework
MATHEMATICAL PROBLEM SOLVING
rationaleThe rationale of teaching mathematics is that it is “an excellent vehicle for the development
and improvement of a person’s intellectual competence”.
Changing Education Landscape
2011Values DrivenStudent Centric Education System
1999Thinking SchoolsLearning NationMinistry of Education’s Vision
Photo: St Anthony’s Canossian Primary School
Photo: Catholic High School (Primary)
Photo: Princess Elizabeth Primary School
Prin
cess E
lizabeth
Prim
ary
Sch
ool
Key ideas in Primary 1
Number Bonds
Number Bonds is emphasized prior to the learning of addition.
Children are given, say, 5 unifix cubes and guided to see that 1 and 4 make 5, for example. Others may say that 3 and 2 make 5 or 4 and 1 make 5. Yet others may say that 5 and 0 make 5.
Earlybird Kindergarten Mathematics
Number Bonds
Photo: PCF Telok Blangah Kindergarten
One duck is big. Six ducklings are small.
Photo: PCF Telok Blangah Kindergarten
Photo: PCF Telok Blangah Kindergarten
Photo: PCF Telok Blangah Kindergarten
Photo: PCF Telok Blangah Kindergarten
Photo: PCF Telok Blangah Kindergarten
Number Bonds continues to receive attention in Primary 1.
My
Pal
s A
re H
ere!
Mat
hem
atic
s 1
Addition Facts
Addition Facts are given emphasis in the first six months of grade one.
The children learn it in stages as the textbooks distinguished between Numbers to 10 and Numbers to 20.
Count On and Count All are used in Numbers to 10.
Kin
derg
arte
n Te
xtbo
ok
Addition Facts
While Count On and Count All are used in Numbers to 10, Make Ten is given emphasis in Numbers to 20.
Prin
cess
Eliz
abet
h P
rimar
y S
choo
l
Addition Facts & Number Sense
Problem Solving
Khon Kaen, Thailand
4
1
5
23
Princess Elizabeth Primary School
Looking for Patterns is introduced through exploration with Shapes. Subsequently, this is done using numbers – in a more abstract context.
Connections
Princess E
lizabeth Prim
ary School
Make Connections to Generalize
Connections
Princess E
lizabeth Prim
ary School
Articulating one’s thoughts orally, at first, and in written forms using words, pictures, diagrams and symbols is important.
Communication
Maris S
tella High (P
rimary) S
chool
Visualization is, among other things, the ability to manipulate visual images without the benefit of concrete objects.
Children in Japanese classrooms engaged in visualization using pattern blocks.
Visualization
In the learning of Numbers to 10, children use square tiles to form patterns of 3 and patterns of 4, for instance.
Illustrations in textbooks were also carefully varied to develop this competency.
Visualization
Earlybird Kindergarten Mathematics
CPA Approach
CPA Approach
National Institute of Education
Photo: St Anthony’s Canossian Primary School
Photo:: Wellington Primary School
2 x 9 = 18
5 x 9 = 45
199 – 39 = 160
200 – 39 = ?
17 + 19
17 + 19
16 + 20
CPA Approac
h
Photo: Princess Elizabeth Primary School
My
Pal
s A
re H
ere
Mat
hem
atic
s 1
Photo: Princess Elizabeth Primary School
Photo: Princess Elizabeth Primary School
Photo: Princess Elizabeth Primary School
Photo: National Institute of Education
Photo: National Institute of Education
top related