5 - Singapore Maths Raising The Bar For Teachers and Pupils Bernie Westacott

1st NationalConference2012
AGTinIndependentPrepSchools
SingaporeMaths:Raisingthebarfor
teachersandpupils BernieWestacott
ABriefHistory
SingaporeMaths:Raisingthebar
p p
forteachersandpupils
Priorto1980,Singaporeimportedallofitsmathematics
textbooksfromothernations.
Beginningin1980,Singaporebegantotakeanewapproach
tomathematicsinstruction.Insteadofimportingits
mathematicstextbooks,theCurriculumDevelopment
Institute of Singapore (CDIS) was established One charge of
InstituteofSingapore(CDIS)wasestablished.Onechargeof
theCDISwastodevelopprimaryandsecondarytextbooks.
Atthesametime,theMinistryofEducation,thecentralized
educationauthorityinthecountry,setnewgoalsfor
mathematicseducation.Thesegoalsemphasizedafocuson
problemsolvingandonheuristicmodeldrawing.
TIMSS&PISA
FollowingSingaporescurricularandinstructional
initiatives,dramaticimprovementsinmathproficiencyfor
Singaporestudentsoninternationalassessmentswere
seen.
In1984,Singapore
In 1984 Singaporessstudentswereplaced16thoutof26
students were placed 16th out of 26
nationsintheSecondInternationalScienceStudy(SISS).
By1995,theTrendsinInternationalMathematicsand
ScienceStudy(TIMSS)rankedSingaporesstudentsfirst
amongparticipatingnations.
The2007resultsalsoshowedSingaporeasatop
performingnation.
BernieWestacott
www.learningworks.org.ukT.+44(0)1672512914info@learningworks.org.uk
England4th Gradei.e.Y5
1999:NA
2003:10th
2007:7th
2011:TBA
PISA
ThestudentstestedbyPISAareagedbetween15yearsand
3monthsand16yearsand2monthsatthebeginningof
theassessmentperiod.
2009:27th
2006:24th
BernieWestacott
WhatmakesSingaporeMathsucha
strongcurriculum?
Emphasizesthedevelopmentofstrongnumbersense,excellent
mentalmathskills,andadeepunderstandingofplacevalue.
Aprogressionfromconcreteexperienceusingmanipulatives,toa
pictorialstage,andfinallytotheabstractleveloralgorithm.
Givesstudentsasolidunderstandingofbasicmathematical
conceptsandrelationshipsbeforetheystartworkingattheabstract
level.
Includesastrongemphasisonmodeldrawing,avisualapproachto
solvingwordproblemsthathelpsstudentsorganizeinformation
andsolveproblemsinastepbystepmanner.
Conceptsaretaughttomastery,thenlaterrevisitedbutnotre
taught.
Becausepupilsworkwithconcreteapparatus,theyarealways
solvingproblemsratherthanjustlearningalgorithms they
becomegoodproblemsolvers
Olympiad2011
EvidenceofImpactofSingaporeStyle
TeachingonProblemSolving
NorthwoodPrepisasmallboysschoolwith
300pupilsofawiderangeofabilities.
97
88
84
83
80
79
GOLD
Y6
Y6
Y6
Y5
Y6
Y6
UKJMC 2011 Y5 & Y6

SILVER
75
Y5
75
Y5
74
Y5
72
Y5
71
Y6
70
Y6
69
Y6
68
Y6
67
Y6
65
Y5
64
Y6
63
Y5
61
Y5
61
Y6
BRONZE
60
Y6
60
Y6
57
Y5
56
Y5
56
Y6
56
Y6
55
Y5
55
Y5
53
Y6
53
Y6
52
Y5
50
Y6
PlaceValue&StructureofNumber
InaY8groupof28boys,wegained2Silver
Medals,2BronzeMedalsandoneDistinction
intheJuniorOlympiad.
BernieWestacott
Concrete
SingaporeMathsFramework
Pictorial Abstract
Heuristics
...referstoexperiencebasedtechniquesforproblem
solving,learning,anddiscovery.Heuristicmethodsareused
tospeeduptheprocessoffindingasatisfactorysolution,
whereanexhaustivesearchisimpractical.Examplesofthis
methodincludeusinga"ruleofthumb",aneducated
guess an intuitive judgment or common sense
guess,anintuitivejudgment,orcommonsense.
BernieWestacott
GeorgePolya
Firstprinciple:Understandtheproblem
Secondprinciple:Deviseaplan
Thirdprinciple:Carryouttheplan
Fourthprinciple:Review/extend
Studentsareoftengetstuckintheireffortstosolveit
simplybecausetheydon'tunderstanditfully,orevenin
part.
Canyouthinkofapictureoradiagramthatmighthelpyou
understandtheproblem?
ModelDrawing
ThinkingBlockswasdevelopedbyColleenKingin2003to
helpstudentswhowerestrugglingwithmathword
problems.BeforecreatingThinkingBlocks,Colleenwas
usingproblemsetsfromSingaporeMathtextsinacourse
foracceleratedstudentsatamathenrichmentcentre.
Whiletheconceptofmodellingwordproblemsismost
While the concept of modelling word problems is most
closelyassociatedwithSingaporeMath,Colleenhasfound
ittobecompatiblewithallelementarymathprograms.
Modeldrawingisapowerfulreasoningandorganizational
toolthateverystudentshouldexperience.
http://www.thinkingblocks.com/index.html
AssistingStudentsStrugglingwithMathematics:Responseto
Intervention(RtI)forElementaryandMiddleSchools
Amajorproblemforstudentswhostrugglewithmathematicsis
weakunderstandingoftherelationshipsbetweentheabstract
symbolsofmathematicsandthevariousvisualrepresentations.
Studentunderstandingoftheserelationshipscanbe
strengthenedthroughtheuseofvisualrepresentations.Such
g
g
p
representationsmayincludenumberlines,graphs,simple
drawingsofconcreteobjectssuchasblocksorcups,or
simplifieddrawingssuchasovalstorepresentbirds.
Theabilitytoexpressmathematicalideasusingvisual
representationsandtoconvertvisualrepresentationsinto
symbolsiscriticalforsuccessinmathematics
Studentswhohavedifficultiesinmathematicstypically
experienceseveredifficultiesinsolvingwordproblems
relatedtothemathematicsconceptsandoperations
theyarelearning.Thisisamajorimpedimentforfuture
successinanymathrelateddiscipline.
i
th l t d di i li
Thepanelrecommendsthatinterventionsinclude
systematicexplicitinstructiononsolvingword
problems,usingtheproblemsunderlyingstructure.
BernieWestacott
Y3PartWhole
Y3Comparison
Y3ComparisonMultiples
Y3PartWholeDivision
BernieWestacott
Y3Practice
Y4Practice
Y4FractionProblems
Y4FractionProblemPractice
BernieWestacott
Y5
Y6Y7
Y5Practice
CommonEntranceLevel2Jan2010
WestopteachingSingaporeMathssothatwe
canstarttofocuson13+exams
Weensurethatpupilshaveagood
understanding of multiplicative proportion
understandingofmultiplicativeproportion
methods,useofreciprocalstoreverse
proportionalchanges,equations,andintroduce
flowchartsasanothermodelforcompound
changes
BernieWestacott
HarrowScholarship
WestminsterPaperIII
BernieWestacott
Olympiad
BernieWestacott

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UKJMC 2011 Y5 & Y6

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