math in focus: singapore math parent university · pdf filewhy did we change? “for over...
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Math in Focus: Singapore Math Parent University
Agenda Why Singapore?
Singapore Methodology
How is MIF Different?
Supporting Parents
COUNTRY
Singapore
Taipei
Japan
Kazakhstan
Russia
England
United States
KNOWING
590
569
566
547
547
540
524
APPLYING
620
584
565
559
538
544
541
REASONING
578
566
563
539
540
537
526
Why Did We Change?
“Because the mathematics concepts in U.S. textbooks are often weak, the presentation becomes more mechanical than is ideal. We looked at both traditional and non-traditional textbooks used in the U.S. and found this conceptual weakness in both.” Ginsberg et. al. 2005
Why Did We Change?
“For over a decade, research studies of mathematics education in high performing countries have pointed to the conclusion that the mathematics curriculum in the United States must become substantially more focused and coherent… [and] address the problem of a curriculum that is a “mile wide and an inch deep.”
-Common Core State Standards
Methodology
Singapore’s Methodology Interlocking Concepts and Skills
Singapore’s Methodology Clear Visuals and Use of Models
Singapore Framework
Metacognition
Attitudes
Problem Solving
Skills
Concepts
Processes
Teach/Learn
Guided Practice
Let’s Practice Independent
Workbook In class/homework
Problems Games
Hands-on Let’s Explore
Lesson Structure
SCHOOL
Meaningful Classroom Practices
• Teaching to Mastery
“Teach Less, Learn More”
• Concrete to Pictorial to Abstract
• Differentiation
SCHOOL
Why Did We Change?
• Fractions
• Grade 2: Add and subtract like fractions -halves, thirds and fourths
• Grade 3: Add and subtract like fractions
• Grade 4: Add and subtract unlike fractions
• Grade 5: Add and subtract unlike fractions and mixed numbers
Methodology SCHOOL
Singapore’s Methodology Focus, Depth, and Mastery
SCHOOL
Singapore’s Methodology Focus and Depth
SCHOOL
Singapore Math
Typical American Program
NO. OF CHAPTERS
18
29
NO. OF LESSONS
34
157
AVG PAGES PER LESSON
15
4
A comparison from the American Institute for Research:
Meaningful Classroom Practices
• Teaching to Mastery
“Teach Less, Learn More”
• Concrete to Pictorial to Abstract
• Differentiation
SCHOOL
Part Part
Whole Number Bonds
Visual Model
• part/part whole • decomposing numbers • conservation of number • relationship between
addition & subtraction • Commutative Property
Concrete- Pictorial- Abstract
Notice all three parts
are represented
Concrete- Pictorial- Abstract
Number Bonds Extend to Mental Math
8 + 6 = 2 4
8 + 2 = 10
10 + 4 = 14
So, 8 + 6 = 14
This strategy in Math In Focus is “You can add by Making a 10”
Concrete- Pictorial- Abstract
Long Division
Long Division
Long Division
Long Division
Meaningful Classroom Practices
• Teaching to Mastery
“Teach Less, Learn More”
• Concrete to Pictorial to Abstract
• Differentiation
SCHOOL
Differentiation
SCHOOL
Finding Success at Home
Same Mathematics, Different Focus Supporting visuals, Specific language
Bar Models provide a useful pictorial representation of sets and parts making up a whole
Children use bar models to illustrate a problem, indicating the known and unknown parts or the whole
Bar Models help students make sense of the relationship between values given in real-world problems
Model Drawing
Part Part Part/Whole
Comparison
Equal Parts
Keisha has 213 pins in her collection. Fran has 78 more than Keisha in her collection. What is the total number of pins collected?
213
? 78 Keisha
Fran
213 x 2 = 426 426 + 78 =504
Keisha and Fran have 504 pins altogether.
Supporting visuals, Specific language
The sum of two numbers is 36. The smaller number is 1/3 of the larger number. Find the two numbers.
36
Supporting visuals, Specific language
Beyond Math in Focus
Ability to apply Mathematics Ability to Reason Algebraically Ability to Persevere
Parent Support
How can we help your student be successful at home?
Newsletters
Videos with a description of each chapter’s content Parent Support Videos with ‘at home’ suggestions
Background Videos Parent Support Videos
• “Novel” items on assessments will not count for a grade in 2013-14
• Pacing of instruction has been adjusted to match students’ learning needs and to prepare for 2014 PSSA
Changes DASD is making in response
to paradigm of Math in Focus