This seminar is given to sixty t

1. Dr Yeap Ban Har Seminar on Numeracy
yeapbanhar@gmail.co
m
18 July 2012
Port Dickson, Malaysia
Seminar Outline
• Teaching
Mathematics to
Struggling
Learners in the
Early Grades
• Key Ideas in
Early
Mathematics
Learning Support Programme in East Coast Primary School,
Singapore

2. Dr Yeap Ban Har Seminar on Numeracy
yeapbanhar@gmail.co
m
18 July 2012
Port Dickson, Malaysia
Seminar Outline
This seminar
provides an overview
of the course that
participants will take
to help students in
lower primary levels
achieve at least basic
Special Needs Class in Elementary School
level of numeracy Attached to Seoul National University of Education, Seoul, Korea

3. Introduction

4. OECD identifies the lowest levels for mathematical
literacy for 15-year olds as follows:
Examples of tasks for each level will be shown.

5. Example of Level 1 Task

6. Example of Level 2 Task

7. OECD identifies the lowest levels for mathematical
literacy for 15-year olds as follows:
Students who do not meet the basic numeracy
requirements as outlined in LINUS Programme are
unlikely to go beyond Level 2 when they are 15
years old.

8. This is the basic numeracy requirements as
outlined in LINUS Programme.

9. How to Help Struggling
Students

10. Example 1
Put the 8 beans in two cups.
Do it in another way.

11. Example 1
Put the 8 beans in two cups.
Do it in another way.

12. Example 1
Put the 8 beans in two cups.
Do it in another way.

13. Example 1
Put the 8 beans in two cups.
Do it in another way.

14. Example 1
Emphasise
Number Bonds
Number bonds is the
foundation for addition
and subtraction

15. Example 1
Emphasise
Number Bonds
Number bonds is the
foundation for addition
and subtraction
71 – 8
60 11

16. Example 2
9+7

17. Example 2
9+7

18. Example 2
9+7

19. Example 2
9+7

20. Example 2
Use the CPA
Approach
Students use concrete
(C) materials when they

21. Example 3
16 – 4

22. Example 3
16 – 4

23. Example 3
16 – 7

24. Example 3
16 – 7

25. Example 3
16 – 7

26. Example 3
16 – 7

27. Example 3
Develop number sense by
using multiple strategies

28. Example 4
51  3

29. Example 4
51  3

30. Example 4
51  3
10
3 51
30
21

31. Example 4
51  3
17
3 51
30
21

32. Example 4
51  3
1
3 51
3 !
21

33. Example 4
Use alternate methods to
perform computations

34. Example 5
2x6



Use 2 x 6 to do 3 x 6

35. Example 5
2x6




Use 2 x 6 to do 4 x 6

36. Example 5
2x6







Use 2 x 6 and 5 x 6 to do 7 x 6

37. Example 5
Do 9 x 6











38. Example 6
Emphasise the use of
visuals / pictorial
representations.
Also use patterns to help

39. Example 7
Open Lesson in Hawaii, USA

40. Mathematics Carnival at ICME-12, Seoul, Korea
Example 7
Use games to
learn number
facts.

41. Example 8
Use the digit cards 0, 1, 2, 3, 4, 5, 6, 7, 8 or 9 to
make an addition sentence. The digits cannot be
repeated.
+

42. Example 8
Thinking is not after
learning. Make thinking an
important part of learning.
Mathematics is used for

43. Pathlight School, Singapore
Example 9
Small group
learning instead
of frontal teaching

44. Example 10
Make a story.
Jack $3
Jack
Kyla $2
Kyla
gave
more
had
than

45. Example 10
The model
method helps
students
represent stories

46. Dr Yeap Ban Har Seminar on Numeracy
yeapbanhar@gmail.co
m
18 July 2012
Port Dickson, Malaysia
www.banhar.blogspot.com
Key Ideas in Early Mathematics
• Visualization
• Patterns
• Number Sense