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Recap of Week 2

Based on the experiences of both course leaders and students, we provide a summary of Week 2.
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Hello! Good to see you again. Last week we looked at the Concrete-Pictorial- Abstract approach and you’ve been commenting and you’ve also been saying what you think about these principles, and it was very interesting again to see that you enjoyed the activities and also that you’ve found that most of the principles were actually quite sensible. Some people noted -and I think I might have mentioned it before- that the ‘Concrete’ part originally really was meant to be tangible. So I had the Lego blocks last week that I threw at you, and you could actually feel the blocks. Of course when you look at textbooks it might be seen as slightly artificial, that sometimes photographs of tangible objects are being used.
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So if you are in your own classroom or you’re watching a teacher using these materials, it could actually -certainly at that age when you’re developing your numeracy and your fluency- to really have some concrete elements in the classroom. Of course, only as a part of a you, could say voyage, from something concrete to more pictorial to then hopefully develop fluency, yeah, the abstract element. I really feel that these things really are so combined that you can’t really say that one is better than the other. They really form part of
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the whole: you’re developing fluency and understanding and I think I’ve, in the previous course I’ve said quite a lot about how this practice really makes perfect. You also gave some nice examples of own topics that you could use with the Concrete-Pictorial-Abstract approach and it really would be quite interesting if you could find it in your own classroom to actually apply, or maybe if you’re homeschooling that you actually try to integrate this principle in your homeschooling, and in your teaching.
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We’re going to go to a second theme in the Singaporean maths and that’s about the Bar Model Method that also is very concrete in the sense that it really makes it concrete in the head but I would also say that it is a very pictorial approach to solve ratios and that sort of tasks and again, we are going to use pages from a textbook and you’re going to do a couple of tasks. Some of them quite challenging, certainly one problem is quite famous, called the animal problem. That certainly can be quite challenging but the idea is that you again have another tool in your toolbox, the Bar Model Method, to actually use in your own classroom.
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I hope to see you in the comments and I will see you next week.

Welcome to Week 3!

In Week 2 we focused on the CPA approach in mathematics education in Singapore. Based on the experiences of educators and students, in this video, we provide a summary of Week 2. We also respond to some of the comments made and questions asked during the week.

In Week 3, we are moving on to another key Singapore mathematics teaching method. This is called the Bar Model method.

This was uploaded on Friday 12 October 2018.

This article is from the free online

World Class Maths: Asian Teaching Practice

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