hco presentation at the hague
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High Achievement & Motivated Students: Effects & Principles of The
Singapore Approach
P r e s e n t a t i o n a t H C O , D a n H a a g
Slides are available at
www.banhar.blogspot.com
T h e H a g u e
Yeap Ban Har
Marshall Cavendish Institute Singapore
Mayflower Primary School, Singapore
Land 270 sq miles
700 sq km
People 5.3 million
GDP per capita 1965 USD500
2011 USD50 000 in current USD
Junyuan Secondary School, Singapore
introduction
High achievement was not a given. In 1960,
among 30 615 candidates who sat for the
first Primary School Leaving Examination,
45% of the candidates passed.
Keon Ming Public School, Singapore
Today, about the
same proportion
achieve the
highest grade in
each of the four
subjects tested.
Score 1960-1970s 1980s 1990s 2000s
500 Japan Japan
Korea
Hong Kong
Japan
Korea
Singapore
Hong Kong
Japan
Korea
Hong Kong
Singapore
400 Thailand Singapore
Thailand
The Philippines
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.
See Ho, S. Y. & Yeap, B. H. (2011). Development of Visualization Skills in Singapore Primary
School Mathematics Textbooks. Paper presented at PME-35 Angkara, Turkey.
See also Yeap, B. H. (2011). The Emphasis of Primary-Level Textbooks in Singapore on
Higher-Order Thinking Skills. Paper presented at International Conference on School
Mathematics Textbooks Shanghai, China.
Primary Mathematics (Third Edition)
Primary Mathematics (Third Edition)
1992 Introduction of Problem-
Solving Curriculum
1997 Thinking Schools Learning Nation
1982 Piloting a New Approach to
Mathematics Teaching
Mathematics is “an excellent
vehicle for the development and
improvement of a person’s
intellectual competence”. Ministry of Education Singapore 2006
Singapore
Taiwan
Japan
Hong Kong
Att
itu
de
Ac
hie
ve
me
nt
71 41
67 40
50 24
62 23
Gra
de
4
Kazakhstan
Russia
International
England
89 19
62 16
80 16
72 5
TIMSS 2007
Taiwan
Singapore
Hong Kong
S Korea
Att
itu
de
Ac
hie
ve
me
nt
37 45
33 40
60 40
47 31
Gra
de
8
Japan
England
International
Hungary
30 26
30 10
40 8
54 2
TIMSS 2007
Shanghai
Hong Kong
S Korea
Singapore
Me
an
600
562
555
546
15
ye
ar-
old
s
Taiwan
Liechtenstein
International
Finland
543
541
536
496
PISA 2009
Anchor Green Primary School, Singapore
an example
Let the piece of paper
represents a cake.
3 fourths 3 =
4
13
4
3
Let the piece of paper
represents a cake.
3 fourths 2 =
8
32
8
62
4
3
Let the piece of paper
represents a cake.
3 fourths 2 =
8
3
8
1
4
12
4
3
2 fourths 2 =
1 fourths 2 =
Let the piece of paper
represents a cake.
3 fourths 2 =
4
3
2
12
4
3
Let the piece of paper
represents a cake.
3 fourths 2 =
8
3
4
3
2
12
4
3
Let the piece of paper
represents a cake.
3 fourths 4 =
Anchor Green Primary School, Singapore
an example
The fill-in-the-squares problem demonstrates
the importance of looking for patterns.
Professional Development in Bunnik, The Netherlands
Jenaplanschool Cleophas, Utrecht, The Netherlands
3 fourths 4 = 12 sixteenths 4
= 3 sixteenths
3 fourths 4 = 1
4×
3
4
Mayflower Primary School, Singapore
the singapore approach
Problem-Solving Approach
Concrete-Pictorial-Abstract Approach
Escuela de Guetamala, Chile
Victory Christian International School, The Philippines
Students in Chile and The Philippines
using the CPA Approach to learn
multiplication and fractions.
King Solomon Academy, London
Globe Academy, London
Students in Chile, England and The
Netherlands having lessons that
emphasized visualization.
The Netherlands
England
Chile
Problem-Solving Approach • The extended discussion challenges the advanced
learners to go beyond what they already know and to
think deeper, articulate better as well as to have
empathy for others.
• The extended discussion provides processing time for
struggling learners.
Concrete-Pictorial-Abstract Approach
• The CPA Approach is based on theory of representations
which explains how students learn abstract ideas
(Bruner).
• The CPA Approach engages students’ multiple
intelligences (Gardner).
• The CPA Approaches focuses on higher-order
competencies such as visualization.