By Khoon Yoong Wong

With this 7th quantity, as a part of the sequence of yearbooks through the organization of arithmetic Educators in Singapore, we goal to supply a variety of studying stories and educating innovations that arithmetic lecturers can judiciously pick out and adapt in an effort to bring potent classes to their scholars on the basic to secondary point. Our final objective is to boost profitable challenge solvers who're in a position to comprehend techniques, grasp basic abilities, cause logically, follow arithmetic, get pleasure from studying, and strategise their considering. those features will organize scholars for life-long studying and careers within the twenty first century.

The fabrics lined are derived from mental theories, schooling praxis, examine findings, and arithmetic discourse, mediated by means of the author's specialist stories in arithmetic schooling in 4 nations over the last 4 a long time. they're organised into ten chapters aligned with the Singapore arithmetic curriculum framework to assist lecturers and educators from Singapore and different nations deepen their realizing concerning the so-called "Singapore Maths".

The ebook moves a stability among mathematical rigour and pedagogical range, with no inflexible adherence to both. this can be proper to the present dialogue in regards to the relative roles of arithmetic content material wisdom and pedagogical content material wisdom in potent instructing. It additionally encourages lecturers to advance their very own philosophy and instructing types in order that their classes are powerful, effective, and stress-free to teach.

 

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7. In this diagram, the overlapping one-eighth from the quarter is shaded again. 7. Diagram to reflect actions about fraction addition This diagram closely reflects the hands-on actions, thereby strengthening students’ visualisation of the process of fraction addition with different denominators. It also leads nicely to the abstract rule: • The product of the denominators gives the total number of newly created equal parts. This also reinforces the concept of equivalent fractions. • Counting the number of shaded parts gives the numerator of the sum.

However, teachers should try different sequences of introducing the modes and note which sequence works well for different students and topics. Teachers can refer to these modes in their lessons to encourage students to use them as prompts to monitor their own learning as one form of metacognition. 8. Recommended sequence of using multi-modal strategy The above sequence highlights that several lessons are required to cover the six modes for the same concept or rule. A multi-modal strategy thinkboard, which is an extension of the four modes in Haylock’s (1984) thinkboard, can be used to monitor the separate lessons and eventually to summarise what has been covered in separate lessons in a holistic view.

During the Concrete stage, students should manipulate real and tangible objects that embody the mathematical idea rather than just watch teacher’s demonstrations. 1 is an example of this. Different hands-on activities should be used to introduce the same concept. 1 is to get students to complete the factor trees of numbers and discuss the patterns. Concrete experiences with paper folding, measuring, cutting, and so on, enable students to answer questions that may require such exposure. Consider the following item modified from the Singapore Primary School Leaving Examination (PSLE), a public examination taken by all Grade 6 Singapore students at the end of primary schooling: 9659-Effect.

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