CANOSSA CONVENT PRIMARY SCHOOL

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CANOSSA CONVENT PRIMARY SCHOOL
Teaching Of Mathematics 3 January 2008
By Mrs Eileen Goh
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Let me start with a little game

• Can you solve these puzzles which are related to
  Mathematics?

• 1. A D D I C T I O N - C _________
• Go forth and __________.
• United we stand, _______ we fall.
• Part of attraction _____________

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Aims Of Mathematics Education

• That Pupils Will
• Acquire the necessary mathematical concepts and
  skills for everyday life, and for continuous
  learning in Mathematics and related disciplines
• Develop the necessary process skills for the
  acquisition and application of mathematical
  concepts and skills
• Develop the mathematical thinking and
  problem-solving skills and apply these skills to
  formulate and solve problems
• Recognise and use connections among mathematical
  ideas, and between Mathematics and other
  disciplines

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Aims Of Mathematics Education

• That Pupils Will
• Develop positive attitudes towards Mathematics
• Make effective use of a variety of mathematical
  tools (including information and communication
  technology tools) in the learning and application
  of Mathematics
• Produce imaginative and creative work arising
  from Mathematical ideas
• DeveloP the abilities to reason logically, to
  communicate mathematically, and to learn
  cooperatively and independently.

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A Society that emphasizes 1. Innovation and
Enterprise 2. Information Technology 3. Knowledge
Brokerage 4. Life Skills 5. Globalisation
Knowledge-Based Economy
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THE TEACHING AND LEARNING PROCESS

• Mathematics Program Emphasizes
• Mastery of knowledge and skills
• Problem solving
• Critical and creative thinking
• Communication skills

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• Forward
• Looking
• Curriculum

• Independent and Competent, Resilient and
  Enterprising Learners

• Acquire a breath of knowledge
• Plan and manage their learning
• Have a Can-do attitude and be willing to try
  again despite previous failure
• Be open and prepared to experiment and adopt new
  ideas

Which Enables Pupils To become
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Mathematics Framework
Beliefs Appreciation Interest Confidence
Perseverance
Monitoring ones own thinking Self-regulation of
learning
Attitudes
Metacognition
Mathematical Problem Solving
Estimation Use of Mathematical
tools Spatial visualisation
Algebraic manipulation Data analysis
Measurement Numerical
calculation
Reasoning, Communication Connections
Thinking skills Heuristics Application
modelling
Skills
Processes
Concepts
Numerical Geometrical
Algebraic Statistical
Probabilistic Analytical
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• How Do We Help Pupils to Learn ?

1) Rigorous Instructional Programme which
equips pupils with a strong foundation in
concepts, skills, thinking process and
metacognition.
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2. Activities within and outside the
Classroomprovide opportunities to apply
mathematics concepts to solve problems in their
daily life and the real world.
3. A balanced assessment system to gather
information about pupils learning progress,
which in turn will form feedback for the school
to make decisions on instructional planning
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P1 Mathematics Curriculum

• IP
• Mathematics Heuristics
• Mastery Learning
• - Integrated Project Work
• Remedial lessons
• ICT (eg. Ask n learn)
• Fun Math Games / competitions
• Using Literature to promote mathematics learning
• Activity-based learning

• Assessment Mode
• -Topical Tests
• Observations
• 1 formal written Exam ie.
• SA 2 (50)

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Integrated Project Work

• Pupil at the center of learning process
• Provides a learning environment that mirrors the
  working world
• Motivates pupils to be independent learners, good
  team players to solve problems
• Integrates knowledge across subjects
• Pupils become effective problem solvers and
  active thinkers.

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EG. Theme Celebrations

• Your parents want to bring you and
• your sister to Changi beach for a
• picnic next Sunday. You are given
• 70 to buy food for the picnic.
• Plan what you would like to buy for
• the picnic. Why do you want to buy
• those items?

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• Your grandmothers birthday is coming.
• Your father gave you a budget of 80 to
• buy her a gift and some food products.
• What would you choose to buy and why?

Pupils need to think and make decisions.
They need to apply maths concepts learnt to
make the purchase.
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Pupils were given a problem to solve. They had to
shop within a given budget.
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Products that were used or consumed daily.
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Girls queued up to make payment. Cashier was
counting change
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One of the girls bought Brands Chicken Essence
for her grandmother .
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MATHS is FUN !!
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MATHS is FUN !!
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MATHS is FUN !!
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• Problem Sums
• Term 1 - Single-step guided
• Term 2 - Single step unguided
• Term 4 - Two step guided

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Example of Two-Step guided problem sum Mary
has 7 more pies than Alice. If Mary gives Alice
4 pies, who will have less pies ? How many less ?
Alice
7
Mary
4
Alice
3
4
Mary
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2 step Unguided Problem Sum (P2)
Eg 2 Joseph has 56. He buys a toy car at
Takashimaya. After buying the toy car, he has
18 left. What is the cost of two toy cars?
Auntie Mary bought some chickens. One chicken
cost 6. How many chickens did Auntie Mary buy
if she had paid 60?
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(No Transcript)
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Heuristics taught at P1

• Look for a Pattern
• Draw a diagram / model

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Format of SA2 Written Exam for Pr 1 2
Multiple Choiced Questions No of Qns
Marks Per Qn Total Marks 20
2 40
Open-ended Questions No of Qns Marks
Per Qn Total Marks 20
2 40
Problem Sums No. of Qns Marks Per Qn
Total marks 5 4 20
Total Marks for Paper 100
Duration 1h 15 min
NO CA 1, SA1 CA 2 For Pr 1
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Rubric Assessment for P1 2
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Grading System for Pr 1- 4

• Achievement
• Band Mark Range Description
• 85 100 Is Very Good in the subject
• 70 84 Is good in the subject
• 50 69 Has adequate grasp of the
  subject
• Below 50 Has not met the minimum
• requirement of the subject

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TYPES AND WEIGHTAGE OF COGNITIVE SKILLS

• Knowledge 20
• Comprehension 35
• Application 45

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HELP OUR CHILD LIKE MATHS

• Reduce Fear Factor
• Communicate numbers
• Apply maths to daily events
• Provide opportunities
• Maths Games / Puzzles
• Stories

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• Remind child to complete all homework assigned.
• Whiteboard
• Child to learn Multiplication Table
• ( 2, 5 and 10 )
• Encourage your child not to be afraid to ask
  teachers questions

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Sample of how work is to be done

• Please get your child to write her name, class,
  index no. and date on the top right hand corner
  of her assignment(s).

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Structures to follow
Joseph has 5 marbles. His mother gives him 3
more. How many marbles does he have?
Working
5
3
?
5 3 8
Ans 8 marbles
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Heuristic Workshop for P1 to 3 parents

• Tentatively in April
• On a Saturday morning eg. 9 a.m. to 12 p.m.
• Parents will be notified of the workshop
• Interested parents can sign up for it

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• Quotes

Do not worry about your difficulties in
Mathematics. I can assure you mine are still
greater. Albert Einstein (1879 - 1955)
You may be disappointed if you fail, but you are
doomed if you don't try. Beverly Sills (1929 -
) Failure here doesnt refer to just the childs
failure. We too must look into ourselves, our
strengths, our failures.
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Have we given her hope to try? Or have we given
up hope trying?
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Thank You