Thursday, August 11, 2016
Join the Facebook Public Page Para Sa Bata for more photographs and reactions to the sessions.
Session 1|Teaching Effective Math Lessons
Session 2|Singapore Textbook Problems
Session 3|Understanding Critical Competencies in Learning Math
Para Sa Bata - Singapore Math Advocate Conference
Session 3 focused on Number Sense, one of the five critical competencies in learning math.
Earlier, Teachers have seen the use of questions such as Are You Sure to develop Metacognition, Do You Notice Anything to develop Observing Patterns for Generalization, Can You Imagine for Visualization and Why for Communication. Other than scaffold questions, what are the other ways to develop each of these core competencies.
Number Sense is developed mostly through number bonds and mental strategies.
If you are interested in the Apps that I am using, kindly look at previous post. The presentation is also uploaded on my Facebook.
Monday, August 8, 2016
These are the Apps that I used during the sessions.
After Greg did the Opening Keynote, I met with K-2 to discuss critical concepts in counting, addition and subtraction
We looked at what the critical concepts are, how to develop them and what are the underlying competencies required.
Standard algorithms in subtraction are essentially number bonds.
Grades 3-6 looked at operations involving while numbers with a focus on multi-digit multiplication and division. We looked at a lesson to learn a new concept and a practice lesson.
Long division is essentially partial quotients.
Must drill and practice be Low level? That's the question we explored in this interesting problem. The class made a discovery too (see red).
A general elective on lesson planning closes Day 1
K-2 did a session on journaling and formative assessment
My closing keynote is to have Teachers understand the critical role of struggles in learning. In performing the five core competencies in math, struggle is needed. For example, to visualise requires struggle as it involves seeing things that are not obvious.