TEACH Academy 3-4 May 2013

Bina Bangsa School, Jakarta

y e a p b a n h a r @ g m a i l . c o m

w w w . b a n h a r . b l o g s p o t . c o m

Teaching of

Measurements

Course Content

• Some Data on Student Achievement

• Review – Problem-Solving Approach

• Review – Learning Theories

• Case Study – Area & Volume

• Challenging Problem Solving

The slides shown during the course are included here. Photographs of the board

are on TEACH Facebook. East Coast Primary School, Singapore

The focus on problem solving and

thinking rather than on content is one

of the key features of mathematics

teaching and learning in various

education systems.

East Coast Primary School, Singapore

Mathematics is “an excellent vehicle for the

development and improvement of a person’s

intellectual competence”.

Ministry of Education, Singapore (2006)

thinkingschools learningnation

Ministry of Education, Singapore (1991, 2000, 2006, 2012)

The twin goals of mathematics in the basic

education levels, K-10 are Critical Thinking and

Problem Solving.

Mathematical problem solving is finding a way

around a difficulty, around an obstacle, and

finding a solution to a problem that is unknown.

Department of Education, The Philippines (2012)

Singapore Math allows average

learners perform at a high level. The

following are some data from some

international research on math

achievement and attitude.


Score 1960-1970s 1980s 1990s 2000s

500 Japan Hong Kong Japan Korea

Hong Kong Japan Korea

Singapore

Hong Kong Japan Korea

Singapore

400 Thailand The Philippines Singapore Thailand

Malaysia Thailand

Malaysia Thailand

300 Indonesia The Philippines

Indonesia The Philippines

Reference: E. Hanusek, D. Jamison, E. Jamison & L. Woessmann (2008)

All major international tests (literacy, science and mathematics) between 1964 and 2003 were placed on a

common scale. Selected countries shown in the table.

mathematics

gra

de

fou

r m

ath

emat

ics

Singapore

South Korea

Hong Kong

Taiwan

Japan

Northern Ireland

Belgium

Finland

England

Russia

International

43

39

37

34

30

24

10

12

18

13

4

78

80

80

74

70

59

50

49

49

47

28

94

97

96

93

93

86

89

85

78

82

69

99

100

99

99

99

96

99

98

93

97

90

606

605

602

591

585

562

549

545

542

542

500

adv

ance

d

hig

h

inte

rmed

iate

low

average

gra

de

eigh

t m

ath

emat

ics

South Korea

Singapore

Taiwan

Hong Kong

Japan

Russia

Israel

Finland

United States

England

International

47

48

49

34

27

14

12

4

7

8

3

77

78

73

71

61

47

40

30

30

32

17

93

92

88

89

87

78

68

73

68

65

46

99

99

96

97

97

95

87

96

92

88

75

613

611

609

586

570

539

516

514

509

507

500

adv

ance

d

hig

h

inte

rmed

iate

low

average

gra

de

eigh

t m

ath

emat

ics

Singapore

Malaysia

Thailand

Indonesia

International

48

2

2

0

3

78

12

8

2

17

92

36

26

15

46

99

65

55

43

75

611

440

427

386

500

adv

ance

d

hig

h

inte

rmed

iate

low

aver

age

Case Study - Area


Case Study - Volume


40 cm x 30 cm x 60 cm = 72 000 cm3

72 000 cm3 ÷ 5 x 3 = 43 200 cm3

43 200 cm3 ÷ 1800 cm2 = 24 cm

40 cm x 30 cm x 60 cm = 72 000 cm3

72 000 cm3 ÷ 5 x 2 = 28 800 cm3

28 800 cm3 ÷ 1200 cm2 = 24 cm

Challenging Problems – Money and

Other Measurement Topics


Weiyang started a savings plan by putting 2 coins in a money box every day. Each coin was either a 20-cent or 50-cent coin. His mother also puts in a $1 coin in the box every 7 days. The total value of the coins after 182 days was $133.90.

(a) How many coins were there altogether?

(b) How many of the coins were 50-cent coins?




182 7 = 20 + 6 = 26

182 x 2 + 26 = 364 + 26 = 390

There were 390 coins altogether.




$133.90 - $26 = $107.90

There were 50-cent coins.

50-cent 20-cent

TEACH Academy 3-4 May 2013

Education

Transcript of TEACH Academy 3-4 May 2013