What can Mathematics teachers do in the classroom to promote global 21st Century Mathematics Competencies?

Abstract: The workshop will address the typical 21st competencies in Mathematics. Participants will have the opportunities to sample examples incorporating the explicit exposure of such competencies. Hands-on experience in crafting such tasks/items will also be included.

Using Rich Mathematical Tasks to Enhance the Development of 21st Century Competencies in the Lower Primary Mathematics Classroom

Abstract: If we value 21st Century Competencies then it is important that the mathematical task we use convey this message. The richness of an answer is a function of the quality of the mathematical task. If we hope that pupils will think, make connections, persevere, justify, communicate, and create mathematics, then we need to pose mathematical tasks that allow the possibility of such responses. This workshop will focus on using a range of rich mathematical tasks that are meaningful and engaging for teaching mathematics in the lower primary level. Participants will engage in a variety of rich mathematical tasks that can promote the development of 21st century competencies such as working collaboratively and thinking critically about the mathematical solution. Links will be made with the Singapore mathematics curriculum for participants to think more critically how those rich mathematical tasks achieve curriculum objectives. This workshop will also assist lower primary mathematics teachers to examine the techniques and processes of solving rich mathematical tasks for their P1 and P2 pupils.

Examining childrenʼs developing competencies for use in the mathematics classroom

Abstract: To develop 21st century competencies, many countries are striving toward improving educational policies, mathematics curriculum and classroom teaching. In Japan, MEXT has carried out the National Assessment of Academic Ability since 2007 and the results have been offering significant information to teachers concerning improvement of classroom teaching. In this workshop, participants are provided with the framework and several sample items of the Assessment and are asked to examine childrenʼs responses that show their developing competences on utilizing and/or communicating mathematical knowledge and skills. Then we discuss the ways of making use of the result of the examination in order to design tasks and organize lessons in primary school mathematics.

Teaching in the 21st Century Mathematics Classroom: Metacognitive Questioning

Abstract: The Singapore Mathematics Curriculum postulates that metacognition is one of the five key competencies for successful problem solving. Metacognitive behaviours, which involve an awareness of, monitoring of and regulating of cognitive resources during problem solving, supports the development of 21st century competencies. For students to be aware of their cognitive processes and effectively monitor and regulate these processes in learning mathematics, teachers need to provide explicit guidance and model these processes in their classrooms. This workshop focuses on the use of questions to provide opportunities for students to think aloud through an articulation of their problem-solving processes, thus making their thinking visible and creating a greater level of awareness of their own thinking. This would help students to better monitor their own cognitive activities during problem solving, and hence better able to regulate their problem solving processes. It will also discuss how a supportive classroom environment can be created to facilitate the development of such metacognitive behaviours in learning mathematics.

EXPLICIT THINKING, IMPLICIT LEARNING in Math

Abstract: A hands-on session where participants will experience mathematics thinking in an explicit manner. Activities incorporating thinking skills will enable participants to re-look at 21st century skills in problem solving. Equipped with such knowledge, skill and understanding, participants will be able to translate their experience into implicit learning in their students in the classroom.

Activities and Practices to Promote Communication in Primary Mathematics Classroom

Abstract: The common practice of getting pairs / groups of students to come to the front of the classroom to share their solutions often does not lead to significant learning, many pupils become inattentive when they have to be passive listeners. In this workshop, some tasks and classroom practices that provide opportunities for pupils to express & record their mathematical thinking and to communicate their thoughts to others including peers and teachers will be shared.