Jan2014 mathsnoproblemtraining

NO PROBLEM!MATHS

Maths -No Problem! Bringing the

Singapore Method to the UK

www.mathsnoproblem.co.uk

[email protected]

London five-day intensive course Focusing on essential aspects of pedagogy: mathematics mastery, bar modelling and problem solvingProfessional development for teachers, mathematics subject leaders/department heads and senior leaders (Foundation to year 6)

with Dr Yeap Ban Har

Dr Yeap Ban Har spent ten years at the National

Institute of Education, Singapore, where he was

involved in several funded research programmes

in mathematics education and where he taught

a range of teacher education courses, including

Problem-Solving Heuristics in Primary Mathematics

and Curriculum Studies in Primary and Secondary

Maths. He works regularly in collaboration with the

Curriculum Planning and Development Division of

the Ministry of Education in Singapore and he is part

of a team which reviewed the Singapore Maths curriculum for the revised

2013 syllabus.

He continues to teach courses at tertiary institutions such as the National

Institute of Education (Singapore), Wheelock College (Boston) and Rajabhat

Maha Sarakham University (Thailand). He also sits on the advisory board of

the SEED Institute and several schools in Singapore and Asia.

Fee: £800+vat

Registration details:To register please visit www.mathsnoproblem.co.uk/jan2014course

Two opportunities to join in on this 5-day seminar:

13-17

Jan

20-24

Jan The Chaucer Centre,Canterbury Road,Morden,SM4 6PX

Learn how to teach maths using the Singapore method from the world’s leading expert

Professional development

Books

Resources

Dr Yeap Ban Har Agenda

Dr Yeap Ban Har

A well-established name in teacher professional development, he presents numerous conference keynote lectures and holds frequent university seminars.

He is the author of numerous books on education.

Professional development course for teachers, mathematics subject leaders/department heads and senior leaders (Foundation to year 6)

with Dr Yeap Ban Har

Agenda to includeThe Problem-Solving Approach to Mathematics Teaching

Using the Singapore Pentagon Framework, teachers are able to check if a mathematics lessons or a mathematics programme prepares students well enough for subsequent learning. Using topics that the participants are teaching, the lecturer generalises the discussion so that teachers teaching other year levels will still see the relevance. By the end of the session, participants should learn about five core competencies needed for students to be good at problem solving as well as two key strategies to help students develop this ability.

Lesson Tool - Mathematics Journal

The use of mathematics journal will be demonstrated throughout the course and discussed. How the journal helps students in communication, metacognition and problem solving will be discussed.

Lesson Structure - Three-Part Lesson Format

Using examples from measurement topics, the lecturer will demonstrate how anchor tasks are carried out and lead a discussion on guided practise and independent practise. Six features of effective mathematics lessons will also be described. Topics include how the concepts of area and volume are introduced and how the different formulae are taught in a meaningful way.

Teaching of Whole Numbers

From counting, to place value to the four basic operations and indices, participants across grade levels will learn strategies and tasks to help students develop a strong foundation in mathematics. Teachers in upper grades will see how it connects to algebra.

Teaching of Fractions

Participants will learn a few key area that students need a strong foundation in - naming of fractions, equivalent fraction and the meaning of the four basic operations.

Teaching of Geometry

Selected lessons will be used to review learning theories and pedagogical strategies that have been discussed in the previous courses. In addition, the concept of teaching through problem solving will be discussed and demonstrated. Lessons to teach basic concepts as well as drill-and-practice lessons can all be problem solving in nature as well.

Two opportunities to join in on this 5-day seminar:

13-17

Jan

20-24

Jan The Chaucer Centre,Canterbury Road,Morden,SM4 6PX

Register online:

www.mathsnoproblem.co.uk/jan2014course

places are limited

An experienced educator, Ban Har spent ten years at the National Institute of Education, Singapore, where he was involved in several funded research programmes in mathematics education, and where he taught a range of teacher education courses, including Problem-Solving Heuristics in Primary Mathematics and Curriculum Studies in Primary and Secondary Maths. He works regularly in collaboration with the Curriculum Planning and Development Division of the Ministry of Education in Singapore, and he was part of a team which reviewed the Singapore Maths curriculum for the revised 2013 syllabus.

He continues to teach courses at tertiary institutions such as the National Institute of Education (Singapore), Wheelock College (Boston) and Rajabhat Maha Sarakham University (Thailand). He also sits on the advisory board of the SEED Institute and several schools in Singapore and Asia.

Ban Har holds a Master of Arts in Southeast Asian Studies, a Master of Education and a PhD in Mathematics Education.

Some facts and figures

The International Association for the Evaluation of Educational Achievement conducted the Trends in International Mathematics and Science Study (TIMSS) since 1995. This is a 49 country study of Grade 4 and Grade 8 students every 4 years.

Singapore has consistently been in the top ranking countries in 1995, 1999, 2003 and again in 2007.

The Singapore method for teaching mathematics has been implemented successfully in over 30 countries worldwide.

Singapore

International average

England

† Average Benchmark performance across TIMMS studies 2003 and 2007. Source: International Association for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Study‡ Source: International Association for the Evaluation of Educational Achievement, Program for International Student Assessment, 2009

advancedlearners

highlearners

intermediatelearners

Benchmark Grade 8 (UK Year 9)†

41%

74%

91%

2%8%

15%

35%

46%

69%

advancedlearners

highlearners



38%

72%

90%

5%

16%

26%

48%

67%

79%

Singapore


England


advancedlearners

highlearners



41%

74%

91%

2%8%

15%

35%

46%

69%

advancedlearners

highlearners



38%

72%

90%

5%

16%

26%

48%

67%

79%

At grade 4, 41% of Singapore students performed at or above the advanced mark, 74% reached the high benchmark and 92% reached the intermediate benchmark.

The corresponding international averages are: 5%, 26% and 67%

At grade 8, 40% of Singapore students performed at or above the advanced mark, 70% reached the high benchmark and 88% reached the intermediate benchmark.

The corresponding international averages are: 2%, 15% and 46%

† Average Benchmark performance across TIMSS studies 2003 and 2007. Source: International Association for the Evaluation of Educational Achievement, Trends in International Mathematics and Science Study

Singapore


England


advancedlearners

highlearners



41%

74%

91%

2%8%

15%

35%

46%

69%

advancedlearners

highlearners



38%

72%

90%

5%

16%

26%

48%

67%

79%

Jan2014 mathsnoproblemtraining

Education

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