My Math Path - Nelson
My Math PathBringing Singapore Math to Canadian Elementary ClassroomsThrough Curriculum-Aligned ResourcesREPORTMy Math Path—Bringing Singapore Math to Canadian Elementary Classrooms Through Curriculum-Aligned ResourcesSingapore Math is a trademark owned by Singapore Math Inc. and Marshall Cavendish Education Pte. Ltd1
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ContentsWhat is Singapore Math ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Why was Singapore Math created?. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What is Nelson’s My Math Path? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4International Singapore Math achievement results . . . . . . . . . . . . . . . . . 5 TIMSS 2015 results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 PISA 2018 results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Singapore Math demonstrates proven efficacyin improving mathematics achievement. . . . . . . . . . . . . . . . . . . . . . . 7 Overall findings from Math in Focus efficacy studies . . . . . . . . . . . 7 Overall finding from Inspire Maths efficacy study. . . . . . . . . . . . . . 7How can Nelson’s My Math Path transformmathematics education in Canada?. . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Builds strong foundations to achieve mastery . . . . . . . . . . . . . . . . . . 8 A unique approach to problem solving. . . . . . . . . . . . . . . . . . . . . . . . . 9 Supports understanding through theConcrete–Pictorial –Abstract framework. . . . . . . . . . . . . . . . . . . . . . 11 Promotes positive attitudes toward mathematics. . . . . . . . . . . . . . 12 Builds teacher capacity and confidence. . . . . . . . . . . . . . . . . . . . . . . 13 Prepares students for their best future . . . . . . . . . . . . . . . . . . . . . . . 13Nelson’s My Math Path brings proven efficacyto the Canadian classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Further Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15My Math Path—Bringing Singapore Math to Canadian Elementary Classrooms Through Curriculum-Aligned Resources3
What is Singapore Math ?Why was Singapore Math created?Singapore Math incorporates proven educationalBefore the 1980s, Singapore imported its mathematicstheories and pedagogical techniques from all overresources from other countries, and its students werethe world—with a strong emphasis on mathematicalranked in the lower half of countries in mathematics.problem solving and a focus on visualization andStarting in 1980, Singapore began to take a newcritical thinking. Students advance from concrete toapproach. In order to improve economic growth, thepictorial and then to abstract representations to solvecountry recognized the need to better educate andproblems.train its workforce and to prioritize the development ofSingapore Math also promotes positive attitudesa strong education system.toward mathematics—while focusing on studentTo develop its outstanding mathematics program,development of skills, concepts, processes, andSingapore studied and incorporated the best practicesmetacognition. Students are encouraged to reflect onand research from around the world. This resultedtheir thinking and learn how to self-regulate so thatin the creation of a unique approach that uses athey can apply these skills to varied problem-solvingpurposeful sequence of topics, engaging visual models,activities.and an emphasis on problem solving to build themastery of mathematical concepts and skills and thepositive attitudes and confidence critical for success inthe 21st century.What is Nelson’s My Math Path?Singapore’s exceptional mathematics achievementresults have attracted worldwide interest in the Singaporeapproach. Working closely with the Ministry of Educationin Singapore, Marshall Cavendish Education begandeveloping customized Singapore Math programsaligned with local curriculum requirements. In 2009,with Houghton Mifflin Harcourt, they produced the Mathin Focus program, aligned with the US Common CoreState Standards. In 2015, with Oxford University Press,they published the Inspire Maths program, alignedto the National Curriculum of England. Now, MarshallCavendish has partnered with Nelson to create My MathPath, Grades 1 to 8, the first ever Canadian versionof Singapore Math aligned with Ontario, BritishColumbia, and Alberta provincial curricula, supportedby an extensive teacher professional learning program.4
International Singapore Math achievement resultsTIMSS 2015 GRADE 4Singapore618Hong Kong SAR615Korea, Rep. of608Chinese Taipei597Japan593Northern Ireland570Russian Federation564Norway549achievement from students in Grades 4 and 8 acrossIreland54757 countries. It assesses not only what students haveEngland546learned but their ability to apply their knowledge inBelgium546Kazakhstan544Portugal541United States539Denmark539for both Grades 4 and 8 since 1995. Since theseLithuania535incredible results were made public, mathematicsFinland535Poland535educators have been interested in the secret ofNetherlands530Singapore’s success.Hungary529Czech Republic528Bulgaria524Cyprus523Germany522the tables here. Canada ranked 28th and 8th for GradeSlovenia5204 and Grade 8 mathematics achievement, MSS 2015 ResultsThe Trends in International Mathematics and ScienceStudy (TIMSS) is an assessment administered everyfour years to collect data on math and sciencenew situations and use it to solve problems. Singaporehas consistently placed within the top three countriesThe 2015 TIMSS scores for Grades 4 and 8 are shown ement/TIMSS 2015 GRADE 8Singapore621Korea, Rep. of606Chinese Taipei599Hong Kong SAR594Japan586Russian d athematics-achievement/My Math Path—Bringing Singapore Math to Canadian Elementary Classrooms Through Curriculum-Aligned Resources5
PISA 2018 ResultsHere are some Canadian highlights of the 2018 PISAThe Organisation for Economic Co-operation andassessment:Development (OECD) Programme for International S tudents in Quebec, Alberta, British Columbia,Student Assessment (PISA) assesses over half a millionand Ontario performed at or above the Canadian15-year-old students in 79 countries in mathematics,average in mathematics.science, and reading. These assessments are designed S tudents in Prince Edward Island, Nova Scotia,to gauge how well the students master these keyNewfoundland and Labrador, New Brunswick,subjects in order to be prepared for real-life situationsManitoba, and Saskatchewan performed below theCanadian average in mathematics.in the adult world. PISA’s aim is to provide data that willenable countries to improve their education policies C anada’s overall score has declined by 4 pointssince the 2015 PISA results.and outcomes. In 2018, PISA focused on reading,but also heavily assessed mathematics and science.PISA MATHEMATICS SCALE 2018Singapore’s mathematics score has increased sinceB-S-J-Z* (China)591Singapore569Macao558Hong Kong551Chinese oland516Switzerland515Canada512Denmark509the 2015 PISA results were published, and the countryranked within the top two for mathematics, science,and reading. The results of the PISA Mathematics Scale2018 are shown in the table.The 2021 PISA assessment will focus on mathematicsas the major domain, and reading and science as theminor domains.https://www.oecd.org/pisa/Combined Executive Summaries PISA 2018.pdf.B-S-J-Z* refers to Beijing, Shanghai, Jiangsu, and Zhejiang 5pts- 4pts
Singapore Math demonstratesproven efficacy in improvingmathematics achievementThe efficacy of Singapore Math in Singapore wasdemonstrated in the results of TIMSS and PISA, 2 018, Connecticut, Idaho, New Jersey, NewYork, nine schools, Grades 6, 7, and 8: Studentscompleted a pre-test and a post-test. The Math inFocus program was being used by teachers forthe first time. The average increases in correctscores for the total group/low-achievingstudents/high-achieving students werediscussed earlier. Efficacy studies have now been24/27/20% for Grade 6, 17/28/8% for Grade 7,conducted throughout the United States and theand 24/33/17% for Grade 8.United Kingdom, with students using two programsthat follow the Singapore Math approach: Math inFocus (US) and Inspire Maths (UK). The followingstudies span urban and rural schools, elementary andmiddle schools, and economically and culturally diversestudent populations.Overall findings from US Math in Focus efficacy studiesOverall findings from UK Inspire Mathsefficacy study 2 017 SATS (national standard attainment tests),Barncroft Primary School, Hampshire: At Key Stage1, 39% of students were working at greater depth,compared to the national average of 21%. At KeyStage 2, 12% of pupils were working at greaterdepth, an increase of 100% on the previousyear’s results. 2 012–2013, Arkansas, Grades 3, 4, and 5: Afterone year of use of Math in Focus , at all gradelevels examined, the percentage of studentsscoring proficient or higher was greater than in theprevious year; average gains exceeded 19%. 2 014–2015, Nebraska, Grades 3, 4, and 5: After oneyear of use of Math in Focus , at all grade levelsexamined, the percentage of students that met orexceeded the state level of mastery increased overthe previous year, with average gains of over 23%. 2 016–2017, Maine, Wisconsin, New York,Massachusetts, 11 schools, Grades 3, 4, and 5:Students completed a pre-test and a post-test.The Math in Focus program was being used byteachers for the first time. The average increasesin percent correct scores for the total group/low-achieving students/high-achieving studentswere 16/20/13% for Grade 3, 18/19/12% forGrade 4, and 13/16/12% for Grade 5.My Math Path—Bringing Singapore Math to Canadian Elementary Classrooms Through Curriculum-Aligned Resources7
How can Nelson’s My Math Pathtransform mathematicseducation in Canada?Builds strong foundations toachieve masteryMy Math Path is based on the Singapore Math approach, which focuses on mastery of a limitednumber of concepts at a time using a purposefulsequence of topics. Presenting each new conceptstep-by-step and in depth ensures that no keyunderstandings are missed. Closing gaps in a timelyfashion ensures that foundational skills learnedbecome permanent parts of a student’s math toolkit.My Math Path emphasizes these fundamentalmathematics concepts and skills in every grade.These align with provincial mathematics curricula thatfocus on learning math fundamentals and developingautomaticity that supports critical thinking andproblem solving. The first part of the year is devotedto working with numbers, understanding numberproperties, mastering math facts, developing mentalmath skills, and developing proficiency with operations.Then, as students progress, number concepts and skillsare practicsed, connected, and applied throughoutchapters related to Measurement, Patterns, Geometry,and Data Management and Probability.8Students need to be fluent withnumber facts in order to performmathematical calculationsefficiently and accurately, whethermentally or by applying algorithmson paper. The goal is for studentsto develop automaticity, which isthe ability to use skills or performmathematical procedures with littleor no mental effort. Automaticitywith math facts also supportsstudents in critical thinking andproblem solving.—O ntario Ministry of Education,Focusing on the Fundamentals ofMath: A Teacher’s Guide, (2018), p. 2
Delivers a unique approachto problem solvingProblem solving is at the heart of My Math Path.The framework developed by the Singapore Ministry ofEducation, shown below, emphasizes problem solvingand positive attitudes toward mathematics whilefocusing on student development of skills, concepts,processes, and metacognition.Each chapter in My Math Path contains numerousembedded problem-solving situations so that studentslearn to flexibly apply their mathematical knowledge.Non-routine, as well as routine problems are includedin every grade.A problem-solving model providesstudents with the necessary skillsto read a problem, choose from avariety of appropriate strategies,apply a strategy to solve theproblem, and then reflect on theefficiency and accuracy of thestrategy to explain the answer.—B ritish Columbia Ministry ofEducation, Mathematics, 2019My Math Path—Bringing Singapore Math to Canadian Elementary Classrooms Through Curriculum-Aligned Resources9
Each My Math Path chapter concludes with Put on YourThinking Cap!, which challenges students to solvenon-routine questions. These problems ask studentsto draw on deep prior knowledge, as well as recentlyacquired concepts, combining problem-solvingstrategies with mathematical process skills. Students are taught specific problem-solving strategiesin a carefully sequenced manner. The most effectiveof these—model drawing—is used to solve wordproblems initially, but once acquired as a skill, itbecomes useful for solving non-routine problems aswell. My Math Path teaches students several consistentvisual models that they can use to make sense ofmathematical relationships and solve problems. Theyinclude number bonds, place-value charts, arraymodels, bar models, and more. Each model is fullyintegrated into the program and carried across gradelevels, allowing students to build upon the models andunderstand increasingly complex concepts. Using bar models as a problem-solving tool isintroduced in Grade 3. Students become familiarwith this systematic way to translate complex wordproblems into mathematical equations and avoid thecommon issue of not knowing where to start.10
Supports understanding through thesuch as in the model approach used in My MathConcrete – Pictorial – Abstract frameworkPath. Although not all challenging problems can beMy Math Path emphasizes conceptual understanding,tackled using the model method, it plays a significantwhich is achieved through the Concrete–Pictorial –role in helping at-level and below-level studentsAbstract framework. The most significant theory tosolve problems based on their level of thinking at theinform this framework is Jerome Bruner’s theory on theconcrete and semi-concrete operational stage.representations of mathematical concepts accordingto different levels of children’s thinking. Childrenat a certain age, in general, can only conceptualizemathematical concepts depending on their level ofmental development. Many recent studies have shownthe positive impact of the CPA framework on studentsuccess in mathematics. A list of further readings canbe found at the end of this report.At the concrete stage, students use hands-onmanipulatives to explore new concepts. From there,they move to the pictorial stage to see these ideasrepresented by diagrams and discover how modelshelp show the relationships between numbers. Theconsistent and deliberate use of visual models acrossgrade levels allows students to apply mathematicscompetently and confidently to both routine and novelResearch shows that children cannot depend too muchmathematical situations. Finally, students connect theiron concrete representation, as they need to move onconcrete experiences and pictorial representations toto the next level so that they can conceptualize abstractabstract symbols.(complicated) situations using pictorial representation,My Math Path—Bringing Singapore Math to Canadian Elementary Classrooms Through Curriculum-Aligned Resources11
Promotes positive attitudesEfficacy studies on the adaptations of Singaporetoward mathematicsMath , including Inspire Maths by Oxford UniversityIn Singapore, efforts to develop positive attitudesPress, and Math in Focus by Houghton Mifflinand to improve metacognitive skills are evident in allHarcourt, revealed exceptional improvements inaspects of mathematics learning, including classroomstudents’ mathematics proficiency but have also shownlearning materials and the information sent home toincreases in student motivation and engagement. Onestudents and families. Through professional learning,notable instance of this is a research study conductedteachers develop a greater understanding of theon Inspire Maths :methodologies used to encourage positive attitudestowards problem solving using the Concrete–Pictorial –Abstract framework. 2015–2016, 12 schools in the UK, 576 Year 1 pupils:The Inspire Maths program was evaluatedfor one school year using a randomized controlIt should not be a surprise that higher achievementtrial. The research combined child assessmentsin mathematics leads to greater confidence overall.with classroom observations and interviews withThe 2018 PISA assessment revealed that Canadianteachers. The study found significant gains inprovinces with higher average scores in mathematicsprogress after two terms’ use of the program.tended to have higher confidence intervals than didTeachers reported that the program boostedprovinces with lower average mathematics scores.students’ motivation and engagement and couldbe used creatively and flexibly. It both benefitedstudents’ math achievement and supportedStudents with positive attitudestoward learning mathematics arelikely to be motivated and preparedto learn, participate willingly inclassroom activities, persist inchallenging situations and engagein reflective practices.—A lberta Education, MathematicsKindergarten to Grade 9, 2016teachers’ professional development.The unique problem-solving approach in My Math Pathshows students, through non-routine problems, thatthere is more than one way to solve the problem athand. By giving students a variety of tools that supportevery learner, from model drawing, to scaffoldingthrough the Concrete–Pictorial –Abstract approach,students’ mathematical proficiency will improve. Inturn, they should grow in confidence in their ability toproblem solve and reason mathematically.12
and proficiency in math for students, it also givesNelson’s My Math Path bringsproven efficacy to the Canadianclassroomteachers the support and tools they need to confidentlyThe ultimate objective of My Math Path is to developteach mathematics. There is evidence that many primarya program that enables students to empower theirteachers lack confidence in their own mathematicalthinking and develop skills that will help prepareability. Most educators who encounter Singapore Math them for their future. The extensive research behindfor the first time have a “light-bulb moment” wherebySingapore Math has produced resources across thethey finally “get the math.” Furthermore, they go on toworld that helps students with mathematical concepts,say how they wish they had been taught how to solveskills, problem solving, and mathematical investigations.problems using strategies inherent to the SingaporeMy Math Path brings this exceptional resource toBuilds teacher capacity and confidenceNot only does My Math Path promote positive attitudesMath approach, such as bar modeling, when they werestudents.Canadian classrooms as the first-ever provinciallyaligned version.My Math Path offers a variety of professional learningopportunities and tools—print, online, and in-person—to support teachers so they can effectively use andteach the strategies and framework integral to theSingapore Math approach. Its no surprise that thisincrease in teacher efficacy will lead to a higher degreeof student achievement and success.Prepares students for their best fut
Singapore’s exceptional mathematics achievement results have attracted worldwide interest in the Singapore approach. Working closely with the Ministry of Education in Singapore, Marshall Cavendish Education began developing customized Singapore Math prog
Nelson-Siegel-Svensson.Nelson-Siegel and Nelson-Siegel-Svensson models using Ordinary Least Squares after fixing the shape parameters to make the models linear models. A t-test conducted is conducted on the adjusted R2 of the two models and results showed that Nelson-Siegel-Svensson model fits better the yield curves of the Bank
Math 5/4, Math 6/5, Math 7/6, Math 8/7, and Algebra 1/2 Math 5/4, Math 6/5, Math 7/6, Math 8/7, and Algebra ½ form a series of courses to move students from primary grades to algebra. Each course contains a series of daily lessons covering all areas of general math. Each lesson
DAC DAC ADC ADC. X19532-062819. Figur e 2: RF-ADC Tile Structure. mX0_axis Data Path ADC VinX0 mX1_axis Data Path ADC VinX1 mX2_axisData Path ADC VinX2 mX3_axis Data Path ADCVinX3 mX3_axis mX1_axis ADC mX0_axis Data Path ADC Data Path ADC VinX_23 VinX_01 Data Path Data Path Dual RF-ADC Tile Quad RF-ADC Tile. X23275-100919. Chapter 2: Overview
MATH 110 College Algebra MATH 100 prepares students for MATH 103, and MATH 103 prepares students for MATH 110. To fulfil undergraduate General Education Core requirements, students must successfully complete either MATH 103 or the higher level MATH 110. Some academic programs, such as the BS in Business Administration, require MATH 110.
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2016 MCAS Results September 29, 2016 Page 4 8 Year Math CPI Results For State, District, and Schools Ranked by 2016 CPI School el 2009 Math MCAS 2010 Math MCAS 2011 Math MCAS 2012 Math MCAS 2013 Math MCAS 2014 Math MCAS 2015 Math MCAS 2016 Math PARCC Sewell-Anderson 1 80.0 78.7 76.7 84.2 88.3 89.0 89.3 92.5
Each node maintains distance to destination e.g. 4 hops to network XYZ, . found better E path 4. C is lowest path cost in TENT, place C in PATH, exame C's LSP, found better E path again 5. E is lowest path cost in TENT, place E in PATH, examine E's LSP (no better paths) 6. TENT is empty, terminate . TDC375 Winter 2002 John Kristoff - DePaul University Open shortest path first (OSPF) 27 .
an O. Henry Award for “A Worn Path.” Her award-winning memoir, One Writer’s Beginnings (1984), was a runaway bestseller. Despite being very articulate about her writing, sitting graciously through countless interviews, and receiving large numbers of young fans at her home, Welty remained a very private person who always maintainedFile Size: 1MBPage Count: 16Explore furtherShort Story Project: "A Worn Path" by Eudora Welty - YouTubewww.youtube.com"A Worn Path" by Eudora Welty - 584 Words Essay Exampleivypanda.comA Worn Path: Study Guide SparkNoteswww.sparknotes.comWhat is the meaning of the short story "A Worn Path" by .www.enotes.comShort Story Analysis: A Worn Path by Eudora Welty - The .sittingbee.comRecommended to you b
