Skip to 0 minutes and 0 secondsHello! A good day to you. You should recognise me by now from the first week. I am the lead educator Christian Bokhove and it was really great to see you engage with the first week's content. You can see I even dressed up for this special occasion... not really I was just examining a PhD just a couple of hours ago and by coincidence this PhD was about teaching mathematical content knowledge in primary mathematics which is of course exactly what you are looking for in this course as well. I think it emphasises how important primary maths knowledge actually is. I've been trying to engage with you in the comments section and I hope you've appreciated that.
Skip to 0 minutes and 47 secondsThere were a number of good comments were made, numerous good comments and it was clear that not everybody had heard of TIMSS for example. Maybe its counterpart Pisa is much more well-known but of course the problem with Pisa is that they only ask 15 year-olds and TIMSS looks at year 4. I would really want to emphasise that you can be quite critical about international assessments but our aim is that you can actually distinguish
Skip to 1 minute and 21 secondsthe good from the bad: what can we say and what can't we say and hopefully that has become a little bit clearer in the first week. Doing international comparisons is very difficult because of all the country contexts and that's why you actually need to stay critical of course, but that doesn't mean that you can't say anything. Some of you mentioned all the different variables that actually influence the country context. So there were some of you who mentioned one-to-one tutoring which for example in Korea is a very big thing and of course it can actually influence the results. If there's more one-to-one tutoring then perhaps the outcomes will also be better.
Skip to 2 minutes and 3 secondsThey sometimes call this 'shadow education' and it was a very valid point that was pointed out in the comments that this needs to be taken into account. And there were others who also highlighted the 'wordy' nature of the
Skip to 2 minutes and 18 secondsassessment items: so there is so much language it seems now in mathematics, that actually maybe, if you're not very good at reading, you're got double
Skip to 2 minutes and 29 secondsjeopardy going on: you're not only bad at reading but you're also bad perhaps at mathematics. Not because you're really bad at mathematics but because there's so much language now in mathematics. I pointed towards a very interesting report in one of the comments that actually looked at this relationship between reading demand and the performance in TIMSS year 4. As some of you wondered when we finally were going to say something about the actual principles. Well, you're in luck because this week we're actually going to look at the the real principles.
Skip to 3 minutes and 5 secondsWe first wanted to 'set the scene': why are we even looking at Asia. In Week 2 we will introduce two Asian maths principles from Singapore. The first one is the so called Concrete-Pictorial-Abstract approach in which exercises and concepts are presented in different ways, representations, to facilitate learning. For example we start with concrete items so three real apples to add two plus one, and then we move on to a picture of three apples and then finally the concept of three apples is represented by the number three. Another cornerstone in Asian maths, and especially Singapore,
Skip to 3 minutes and 50 secondsis the Bar Model Method: a pictorial method that uses bars to depict quantities. It can especially aid exercises and understanding of proportionality and for example fractions. As well as explaining this idea and some underpinning research we also interview one of the key people in implementing this in Singapore. I hope you will enjoy the second week and I will see you in the discussion and comments sections.
Recap of Week 1
Welcome to Week 2!
In Week 1, we focused on how Asia does well from an international perspective, and presented some possible reasons why this may be the case. This Week 1 recap video is based on the experiences of both Educators and learners. We also respond to some of the comments and questions made during the week.
In Week 2 we will look at two maths teaching principles from Singapore.
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