The Role of Professional Development of Mathematics Teachers Yeap Ban Har Marshall Cavendish Institute Singapore

1. The Role of Professional Development of Mathematics Teachers Yeap Ban Har Marshall Cavendish Institute Singapore

2. Teacher Education in Singapore

3. The Case of Singapore: Pre-service Primary Teachers Polytechnics Diplomas Advanced Level University Degrees National Institute of Education 100 – 150 hours 100 – 150 hours Trained Teachers

4. Mathematics Pedagogy Mathematics Content General Pedagogy 40 Singapore 35 25 34 Taiwan 38 28 35 US 33 32 Relative Proportion of Time Spent on Three Key Areas Source: TEDS-M

5. The Case of Singapore: In-service Primary Teachers Trained Teachers Non-Certification Bachelor Degree Master Degree Doctoral Degrees

6. Workshop Style Professional Development Professional Learning Communities: Lesson Study

7. Example 1 Pedagogical-Content Knowledge Workshop

12. Area > 2r2

13. Area < 4r2

14. 2r2 < Area < 4r2

20. 2r2 < r2 < 4r2

21. Example 2 Lesson Study

22. Grade 6 Lesson on Formula to Calculate Circumference of a Circle at Fuchun Primary School, Singapore

23. Task 1 Find the longest distance between two points on a circle. Fuchun Primary School, Singapore

24. Task 2 Measure circumference and diameter of four circles. Fuchun Primary School, Singapore

27. Task 3 Draw a circle given that its circumference is 6 metres. Fuchun Primary School, Singapore

28. Used the relationship between circumference and diameter

29. Did not use the relationship between circumference and diameter

30. Teacher Education and Development Study Mathematics (TEDS-M)

31. TEDS-M Findings Performance in Content Knowledge at Primary Level Performance in Pedagogical-Content Knowledge at Primary Level

34. Performance in Content Knowledge at Primary Level – Algebra, Geometry and Numbers

35. TIMSS 2003

36. Professional Development Beliefs About Mathematics & Mathematics Teaching and Learning

37. Vietnam

38. USA The Anchor Problem – to make a correct division sentence using one set of digit tiles 0 to 9. Why do you think the teacher provided the restriction of not repeating any of the digits?

39. changing mindsets

40. Professional Development Knowledge Construction

41. Singapore

42. Thailand

43. facilitate the construction of knowledge

44. Professional Development Enhancing Learning Capacity

45. Singapore

46. enhance the capacity to learn

47. Singapore

48. Indonesia

49. Level 100 Courses Teaching (Content-Driven) Example: Teaching of Whole Numbers Level 200 Courses Teaching (Pedagogy-Driven) Example: Learning Theories Level 300 Courses Specialist - Leadership Example: Designing Professional Development for Mathematics Teachers Level 400 Courses Specialist - Curriculum Example: Curriculum Development Level 500 Courses Specialist - Research Example: Research Methods in Mathematics Education

50. To nurture effective teachers National Institute of Singapore Education (NISE) in the Philippines  to provide platforms for schools in the Philippines to have access to quality professional development To build capacity Ph.D. in Mathematics Education at RajabhatMahasarakham University, Thailand  to nurture more mathematics educators to teach methods courses in universities Masters in Mathematics and Science Education at Khemarak University, Cambodia  to nurture mathematics educators to teach methods courses in teacher training institutes and universities Special Programme for EARCOME 6 to be hosted by KhonKaen University, Thailand  to nurture a group of novice researchers in Laos and Cambodia between 2011 and 2013 with the goal of them attending and presenting at EARCOME 6