Parents, not enrichment centres, are key to result
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:hi5: to all of you here....Me 5!
Initially I was very annoyed with model diagrams too but I think it is a necessary evil after I picked it up myself. It is indeed a way to present algebra pictorially and would be easy for EVERYONE to learn. I think most of us here took to algebra easily when we were young, perhaps we played more then...
As for learning simultaneous equations, I remember clearly during my time, not sure same as which one of you, we had an introduction to algebra at P6, i.e. we learned about using alphabets as variables to solve problems. However for simultaneous equations, it was in lower secondary that I was exposed to it. My time was 'mata wear shorts' day so I believed syllabus could have changed to bring S.E learning to upper primary later on. -
I think the topic has shift to learning Math instead.
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Mychildren:
I think the topic has shift to learning Math instead.
I suppose when we discuss the learning of one subject in detail then we know where we are heading and why we do what we are doing. General discussions sometimes get us a bit fuzzy.
Oh we can move on to learning compo writing and why everyone needs help in it...
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Musings:
Totally agree.
Actually, we probably feel algebra and simultaneous equations are easier because those were the only stuff we were taught and familiar with. We will instinctly fall back on them to solve problems with several unknowns. Like everyone else, I was v resistant to this model thingy. But having had to re-learn all these (first during uni days when I tutor some kids), I realise that there is a beauty and logic to it - which I could never appreciate using algebra. (Algebra was great esp for humanities gal like me who hates Math and it gave me an easy formula to apply and solve problems. I could never explain the logic of it and didn't care much either.) I find this method much better for children who can visualise much better and lays a strong foundation for understanding of math concepts. With the model method, kids are 'forced' to understand the rationale and concepts.insider:
Deminc
Funz,
My first experience with models was about 17 years ago when my current 25 years old nephew was around his P2 (exactly when it was implemented was unknown). Having hard time understanding it at that time too but now it's like a breeze...(for kids' level, I feel easier for them to understand than simultaneous equations).
Even for my DS at P1 - I found it highly interesting that addition and subtraction are taught as 'mirror image' of each other. Later on, this same 'mirror image' concept is applied to multiplication and division. In my time, we were taught addition and subtraction as discrete concepts and basically kids memorised the sum of various sets of numbers for the purpose of exams. Now, kids are taught number bonds - various sets of numbers can add up to the same number.
I have read in forums of Americans who home school their kids using a set of books called SingaporeMath (i haven't found out what that is) and who praise the innovative ways math concepts are presented. The 'mirror image' of addition and subtraction was something they highlighted and that made me realise what was different between addition and subtraction now and during my school days. (Instinctly, I could tell things had changed but couldnt quite put my finger to it.)
I an reading a book published by MOE on the rationale behind the implementation of the model method in Math here and it is quite insightful. The annoying thing is...for parents to coach kids these days...it feels like going back to school all over again.
when I saw the part part whole concept , i was thinking why was this not taught to us, i had to decipher it along the way . Same for model approach, the beauty to it is understanding the problem, its a picture that says a thousand words (ok a few steps :roll: ) .
Not that I am good at it. I still fall back to algebra to work questions out but that just because my brain has been conditioned to form equations even while reading the question , ok let this be x, so x is ...instead of visualising what the problem is.
One complaint that i hear from friends is while model approach is insisted till PSLE, in sec school one is forbidden to use algebra. Just when you have mastered model. Such a waste, they feel.
IMO, definitely not. The ability to visualise a problem , understand the rough boundaries is very important.
A simplistic example is like say the question is 288+345 = ?
Child A gives the ans: 623
Child B gives the ans: 527
Both the answers are incorrect, both have made an error in adding the carry over. In my book, child B has failed to check the rough boundaries so he is more wrong than child A -
Hello all,
My boys are not in PSLE yet but i am task to coach my niece in her PSLE this year. Last year in her P5 was a struggle for her and she scored 60+ in her mid year exam. I took over and coached her and had a perfect score in her final year. But because there is no such thing as perfect score in her school, she was hence deducted -1 in her overall score. Thankfully we have finished P6 syllabus last nov and dec. So i hope my experience with my niece can say that much. Btw she does have tuition but it just didn’t work for her as her concept was already poor.
As for question in whether do we need simultaneous question, i would say "yes". I have been using the book "The Singapore Model Method" by EPB as a reference. If you look at page 131 of the book example #2. Her teacher did not specifically teach simultaneous question but they used the term algebra.
Do bear in mind, sometime there are many variations in the method to a particular question. It is really up to individual on which method one would love and feel comfortable to use. -
I am spatially challenged. So it takes me longer to visualise stuff. Present the solutions to me in words and I get it faster.
However, it is true that young learners learn better through visual representations. Which I believe is the basis for this model thingy. For old fogeys like me, it takes effort. Truth is, I have yet to put in much effort to understand this models way of solving sums cos DD hasn’t really needed me to teach her yet. -
laughingcat:
I am curious about the first line in bold...strange practice, no perfect score? I thought Math is the only subject to be able to have perfect score?Hello all,
My boys are not in PSLE yet but i am task to coach my niece in her PSLE this year. Last year in her P5 was a struggle for her and she scored 60+ in her mid year exam. I took over and coached her and had a perfect score in her final year. But because there is no such thing as perfect score in her school, she was hence deducted -1 in her overall score. Thankfully we have finished P6 syllabus last nov and dec. So i hope my experience with my niece can say that much. Btw she does have tuition but it just didn't work for her as her concept was already poor.
As for question in whether do we need simultaneous question, i would say \"yes\". I have been using the book \"The Singapore Model Method\" by EPB as a reference. If you look at page 131 of the book example #2. Her teacher did not specifically teach simultaneous question but they used the term algebra.
Do take in mind, sometime there are many variations in the method to a particular question. It is really up to individual on which method one would love and feel comfortable to use.
Second line in bold....so glad you stepped in to strengthen her concept and allow her to proceed consistently well from there.
Third sentence in bold. I agree schools sometimes try to control methods too much until children do not get to practise to use whichever method they are comfortable with. Since it is MOE's guidelines to accept any methods as long as mathematically correct, the schools should be consistent with that and not mark children wrong if a prescribed method is not used. If a child can solve a problem all the time with his/her own method, there is no need to be tested only on the method taught in school. This forcing of children to comply on prescribed method used irks me as it destroys a child's natural love for Math.
Having said this, I feel it is ok for schools to use daily work to encourage children to try the method school is teaching to learn it as a backup resource but not to use tests and exams results to 'force' them to learn. -
Yes i totally agree with you that the school must not enforce the child whatever best method they would like to adopt especially when they are in P5 and P6. I have challenged my niece’s teacher on that(nicely lah). I even used the book by MOE to challenge her and that is when she stood back.
On the school acceptance on perfect score, i didn’t question her teacher. Apparently was told because she used "unorthodox" method. I guess the teacher was sore about it. But i don’t really care lah, at the end of the day i just want to brush up her skill. -
TO just touch back on hueristics , imho teaching a child a hueristic without letting child battle the problem is doing the child a disservice.
Let the child try.
(S)he then falls back on all the tools she has. Mostly they will fail. Sometimes through tedious steps they may make it .( And at times they may stumble on it or part of it - oh what joy!). Then, only then, introduce the hueristics. let them see the beauty of it , the trouble it saves. let them explore why it works,What is it capitalising on, the constraints, the assumptions. Why other heuristics fail or are too tedious.
What the brain learns while it fails when using some methods is as important as what it learns thru the new method. Every time they learn a new method you also learn something about the old methods too. This is important beause soon they are learning more and more ways of doing the same thing . Then it becomes necessary to intutively choose the better hueristic if not the best. And do so quickly. Not much time to analyze for the best method . Of course this comes with sufficient regulated practice( not the boring brain numbing practice) and a very good understanding. The practice and understanding complement each other.
Also when faced with a new kind of problem in an exam environment, they will fall back on these hueristics, then they should also know when to exit one method and try something else. Looking at a problem from different angles ( letting go of typical approaches) is a very useful skill. And knowing when to do so is more important.
Its a long deliberate process. As the path to excellance always is.
PS- I am not sure if this will work for a child who is not motivated/interested.
PS2- This is what i try to do, but not always. Sometimes i gently nudge them ( which is ok if the interest is waning), and sometimes I have been guilty of showing the whole path without letting them yearn for the solution. Bad mommy. All in the name of \"no time\" which translates into \"no patience\" :gloomy: -
Yes very true. Concept first - with maturity - then proceed to heuristic
That is what i have observed in my niece. Initially her concept was poor and that explains why her earlier tuition just not helping her. The tuition ctr just pump in loads of methods and just simply tell her to look at the set of questions and apply that particular method. Which should not be the case.
After the concept have been taught and understood, thereafter just come easy. That is my humble opinion lah. Perhaps i used the traditional method of learning as how i was taught back in my old school days.
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