The 6th Annual Singapore Math® Summer Institute

Presented in cooperation with
The 6th Annual Singapore
Math® Summer Institute
DESIGN • DIFFERENTIATE • DEVELOP
JULY 13–15, 2016 | The Edith Macy Conference Center
Westchester County, Briarcliff Manor, NY
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Welcome to the Marshall Cavendish
Education 6th Annual Singapore Math®
Summer Institute!
I’d like to personally welcome each of you to this year’s edition of our conference: DESIGN ·
DIFFERENTIATE · DEVELOP. This year we are pleased to host the Summer Institute at the
Edith Macy Conference Center in Westchester County, NY. It’s an exciting time for Marshall
Cavendish Education, especially as we witness the many changes in U.S. mathematics
education. During a period of larger nationwide and global shifts in education, it’s an honor to
bring inspired people together in forums like this, to ensure that users of Singapore Math®
remain on the cutting edge.
I’d like to give you an idea of what you can expect and what we hope to achieve over the
next few days. While there are other Singapore Math® events in the U.S., you are part of a
unique conference that brings together academics and experts in Singapore Math® from both
the U.S. and Singapore. U.S. university professors along with Singapore authors and
lecturers from the Marshall Cavendish Institute in Singapore will offer the most current views,
ideas and strategies from both the U.S. and Singaporean points of view.
Thank you for attending our conference and bringing your expertise to our event. You, as
education leaders, have the vision, knowledge, resources and experience to help us to
continue paving the way into the future. You are truly our greatest asset today and tomorrow,
and we could not accomplish what we do without your support and leadership. Throughout
this conference, I ask you to stay engaged, keep us proactive and help us shape the future of
mathematics education in this country. My personal respect and thanks goes out to all of you.
Sincerely,
Lee Knight
Assistant General Manager, Marshall Cavendish Institute
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DESIGN • DIFFERENTIATE • DEVELOP
ABOUT MARSHALL CAVENDISH EDUCATION
Marshall Cavendish Education (MCE) is an innovative, mission-driven and
experienced global provider of proven, holistic education curricula. We help
teachers become facilitators and students become critical thinkers.
MCE is fundamentally changing education in the United States. We are doing so
by providing an education curriculum that helps students discover meaning in
math, while making it engaging and accessible to students of all levels and
learning abilities. Using rigorous, high-quality quality content and globally proven
methods, and building foundation to mastery in every subject, we are helping
schools achieve excellence in education.
THEME DESCRIPTIONS
With products and materials in 11 languages, and users in more than 50 countries
—including the United States—MCE’s global network creates a synergy of fresh
ideas, different perspectives and balanced insights.
ABOUT MARSHALL CAVENDISH INSTITUTE
A great teacher can make all the difference in the quality of education a child
receives. That is why at Marshall Cavendish Institute (MCI), we want to give
teachers the support they need to become more effective educators.
As a global provider of professional development for educators, MCI is responsive
to trends in education and the changing needs of educators. Our expert academic
teams engage in educational research to develop comprehensive, research-based
teacher education programs for educators looking to improve their
classroom practice.
Our partnerships with schools allow us to provide teachers with authentic learning
situations and our academic teams with firsthand data, while our unique
partnership with MCE allows us to provide complete educational solutions for a
variety of educational needs.
MCI, led by Dr. Yeap Ban Har, has developed a Singapore Math® professional
development program designed to give teachers a firm foundation in the
fundamentals of mathematics instruction. Using Singapore’s approach to teaching
math, the program aims to equip educators with relevant knowledge and strong
pedagogical-content knowledge.
Design: MCE constantly listens to
our educators’ feedback and experts’
input to design the best methods for
our Professional Development and its
practical use in the classroom.
Differentiate: MCE caters
to different grade and learning
levels to ensure that every student
succeeds. We constantly refer to
the concept of Differentiated
Instruction and the knowledge that
every child learns in a different way.
Develop: MCE recognizes that
content is the most important part of
this Institute and is thus developed
for today’s educators. In addition to
content experts, our speakers include
engaged authors, mentorship experts
and childhood psychology specialists.
ABOUT THE EDITH MACY CONFERENCE CENTER
At Edith Macy, you’ll feel connected with the environment—never confined. And
this connection to the peaceful woods and hills of this remarkable facility, situated
on 405 acres just 45 minutes from Manhattan, will bring new meaning to the
expression “serene retreat.” Here, ideas seem clearer, discussions more stimulating.
The 6th Annual Singapore Math® Summer Institute
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General Information
Location: The Summer Institute will be conducted in the Conference
Center ( on the map below).
Registration: Wednesday, July 13, 7:15 am–8:00 am
Program: Wednesday, July 13–Friday, July 15, 8:00 am–3:30 pm
Accommodations: Guest rooms are located in the North, West and
South Buildings ( on the map below). Breakfast and lunch are included.
Beverage service will be available throughout the day.
Map of Edith Macy Conference Center
*For your safety, please stay on the dry pavement.
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Program Schedule
DAY 1: July 13, 2016
TIME
SESSION
LOCATION
7:30 am—9:00 am
BREAKFAST: American Breakfast Buffet
Commons
9:00 am—10:00 am
PLENARY SESSION
Teaching and Better Practices: Implementing
the Practice Standards
Andy Clark
Auditorium
10:00 am—10:15 am
BREAK
Commons
BREAKOUT SESSIONS (Choose 1 of 5)
ROOMS
Interpreting Singapore Textbooks for Lesson Planning
Dr. Lee Ngan Hoe
Oak
Lesson Design: Models for Effective Instruction
Andy Clark
Maple
Teaching Mathematics through Problem-Solving
(a Japanese Model)
Dr. Tad Watanabe
Birch
Singapore Classroom Lesson Planning in Primary
(Elementary)
Dr. Ng Kit Ee Dawn
Hickory/Dogwood
Improving The Lesson Structure of Math Lessons
for Beginners
Chris Coyne
Spruce
12:15 pm—1:45 pm
LUNCH: All-American Outdoor BBQ
Outdoor Patio
1:45 pm—3:45 pm
BREAKOUT SESSIONS (Continued)
Repeat of the morning sessions.
2:45 pm—3:00 pm
BREAK
3:45 pm
End of Day 1
4:15 pm—5:15 pm
Scavenger Hunt
10:15 am—12:15 pm
Commons
Commons
program schedule continued ...
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Program Schedule
DAY 2: July 14, 2016
TIME
SESSION
LOCATION
7:30 am—9:00 am
BREAKFAST: American Breakfast Buffet
Commons
9:00 am—10:00 am
PLENARY SESSION
Connectedness in Singapore Mathematics
Curriculum
Dr. Lee Ngan Hoe
Auditorium
10:00 am—10:15 am
BREAK
BREAKOUT SESSIONS (Choose 1 of 5)
ROOMS
Addressing Diversity in Singapore Textbooks
Dr. Lee Ngan Hoe
Oak
Lessons Learned from Singapore on Differentiation
Andy Clark
Maple
Content Development through the Common Core
Dr. Tad Watanabe
Birch
Differentiation through Formative Assessment
Dr. Ng Kit Ee Dawn
Hickory/Dogwood
Questioning Techniques to Reach All Students
Hoover Herrera
Spruce
12:15 pm—1:15 pm
LUNCH
Commons
1:20 pm—3:20 pm
BREAKOUT SESSIONS (Continued)
Repeat of the morning sessions.
2:45 pm—3:00 pm
BREAK
3:20 pm
End of Day 2
3:30 pm—5:00 pm
Self-guided walking tour
10:15 am—12:15 pm
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Commons
Trails
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Program Schedule
DAY 3: July 15, 2016
TIME
SESSION
LOCATION
7:30 am—9:00 am
BREAKFAST: American Breakfast Buffet
Commons
9:00 am—10:00 am
PLENARY SESSION
Improving Teaching through Reflecting on Teaching
Dr. Tad Watanabe
Auditorium
10:00 am—10:15 am
BREAK
BREAKOUT SESSIONS (Choose 1 of 5)
ROOMS
Assessment Literacy for the Singapore
Classroom: Developing Understanding, Mastery
and Independent Learning
Dr. Lee Ngan Hoe
Oak
Big Ideas in the K–5 Curriculum: Equivalence and
Comparison
Andy Clark
Maple
Developing Visual Reasoning Tools in K–5
Dr. Tad Watanabe
Birch
Teacher Development in Incorporating ProblemSolving in the K–5 Mathematics Classroom
Dr. Ng Kit Ee Dawn
Hickory/Dogwood
Problem-Solving Using the Bar Model Method
Dr. Joyce Lindstrom
Spruce
12:15 pm—1:15 pm
LUNCH
Commons
1:20 pm—3:20 pm
BREAKOUT SESSIONS (Continued)
Repeat of the morning sessions.
2:45 pm—3:00 pm
BREAK
3:20 pm
End of Conference
10:15 am—12:15 pm
Commons
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Plenary & Breakout Session Descriptions
Format: 1 plenary session (1 hour) followed by 5 breakout sessions (2 hours each).
Lunch break. Afternoon has 5 breakout sessions (repeats of the morning sessions).
Beverage service will be available throughout the day.
Day 1: “Design”
BREAKOUT SESSION 4:
Singapore Classroom Lesson Planning in Primary (Elementary)
PLENARY SESSION: Teaching and Better Practices:
Implementing the Practice Standards
Dr. Ng Kit Ee Dawn
Andy Clark
BREAKOUT SESSION 1:
Interpreting Singapore Textbooks for Lesson Planning
Dr. Lee Ngan Hoe
Description: How can Singapore textbooks be used to
plan? How can you use planning to understand the
intentional material in the textbook? Dr. Lee Ngan Hoe
answers these questions, shares why not all pertinent
information is not included in the Singapore textbooks and
describes how the teacher editions and student editions
integrate into lesson planning.
BREAKOUT SESSION 2:
Lesson Design: Models for Effective Instruction
Description: Dr. Ng Kit Ee Dawn will take participants through
the lens of how teachers are trained on lesson planning in
Singapore. Through examples in fractions and area &
perimeter from grades 3–5, participants will look at how
lessons are planned incorporating formative assessment.
BREAKOUT SESSION 5:
Improving the Lesson Structure of Math Lessons
for Beginners
Chris Coyne
Description: The Singapore mathematics classroom follows a
very specific progression that starts with whole group
instruction and culminates with independent student
performance. Chris Coyne will walk through the three stages of
student learning during a typical Singapore Math® lesson that
include the use of manipulatives, diagrams and technology.
Andy Clark
Description: Effective instruction starts with planning. While
the action of planning can be a passive exercise in filling out
a lesson plan template, effective instruction only comes from
a more active planning process that is more intentional and
uses that intentionality in planning to include hands-on
activities, use of manipulatives and classroom conversations.
Breakout Session 3:
Teaching Mathematics through Problem Solving
(a Japanese Model)
Dr. Tad Watanabe
Description: What kind of math students do we have? What
kind of math students do we want to develop? How do we
get there? Dr. Watanabe will discuss how presenting math
problems to the students without first demonstrating how to
solve the problems is a fundamental component of Japanese
teaching philosophy and how this design approach to
teaching helps to promote a steady improvement of teachers
and teaching.
Day 2: “Differentiate”
PLENARY SESSION: Connectedness in Singapore
Mathematics Curriculum
Dr. Lee Ngan Hoe
BREAKOUT SESSION 1:
Addressing Diversity in Singapore Textbooks
Dr. Lee Ngan Hoe
Description: The Singapore mathematics textbooks offer
different features that can be used for differentiated
instruction. Participants will learn about these features, where
they are found in the textbooks and how these different
features allow teachers to cope with students of varying
levels through different questions.
BREAKOUT SESSION 2:
Lessons Learned from Singapore on Differentiation
Andy Clark
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Description: Teaching in a uniform way does not reach
enough students. The Singapore Math® approach in its lesson
structure supports teachers in attending to student-learner
variance by allowing for routines with whole group, small group
and independent work while strategies using manipulatives
that promote learning by “doing” instead of just watching.
Description: Participants will investigate three aspects of
assessment: Assessment OF Learning, Assessment FOR
Learning and Assessment AS Learning. Learn how these
three aspects promote student metacognition and lead
students to become lifelong learners.
BREAKOUT SESSION 3:
Content Development through the Common Core
BREAKOUT SESSION 2:
Big Ideas in the K–5 Curriculum: Equivalence
and Comparison
Dr. Tad Watanabe
Andy Clark
Description: The Common Core State Standards require the
mathematics classroom to provide challenging problems that
allow students to learn new mathematics content through
problem-solving situations. Dr. Watanabe addresses this
requirement as well as the role that the Standards for
Mathematical Practice play in the mathematics classroom.
Description: Teaching discrete unconnected skills or
concepts doesn’t enable students to transfer, connect, and
apply a variety of skills to solve problems. Connecting skills
and concepts to big ideas of mathematics, such as
equivalence and comparison, helps students to connect new
skills to previously learned ones and to apply skills in ways
that make sense.
BREAKOUT SESSION 4:
Differentiation through Formative Assessment
Dr. Ng Kit Ee Dawn
Description: Participants will look at examples of designed
tasks from teachers and teaching materials and discuss some of
the ways formative assessment is interpreted for differentiation in
mathematics learning progress in Singapore schools.
BREAKOUT SESSION 5:
Questioning Techniques to Reach All Students
Hoover Herrera
Description: Rare are the “one-size fits all” questions that
reach all students. Teachers can leverage what they know
about their students, what makes them tick and what their
strengths and weaknesses are to design very deliberate and
intentional questions for students. Participants will learn
about the three types of questions that are effective in
reaching all students, and to whom and when to ask these
questions during the mathematics class.
BREAKOUT SESSION 3:
Developing Visual Reasoning Tools in K–5
Dr. Tad Watanabe
Description: Visual models are a key and powerful tool
that can be used by all students in all aspects of problemsolving. The focus of this session is on how to enable
students to develop visualization skills through the use of
diagrams, area models and other models that aid reasoning
and problem-solving.
BREAKOUT SESSION 4:
Teacher Development in Incorporating Problem Solving
in the K–5 Mathematics Classroom
Dr. Ng Kit Ee Dawn
Description: This session will examine how Singapore teacher
education develops teachers’ facilitation of problem-solving by
incorporating problems in real-world contexts as well as thinking
skills and heuristics. Dr. Dawn will discuss how the facilitation
process could also foster metacognition in the classroom
through several examples in K–5 mathematics topics.
Day 3: “Develop”
BREAKOUT SESSION 5:
Problem-Solving Using the Bar Model Method
PLENARY SESSION: Improving Teaching through
Reflecting on Teaching
Dr. Joyce Lindstrom
Dr. Tad Watanabe
BREAKOUT SESSION 1:
Assessment Literacy for the Singapore Classroom:
Developing Understanding, Mastery and
Independent Learning
Dr. Lee Ngan Hoe
Description: As students become better at using visual
models to solve problems, teachers are also further
developing these skills. Join Dr. Lindstrom, who works with
emerging new educators, to learn more about bar modeling
as a problem-solving strategy for both students and teachers.
Dr. Lindstrom will work from a set of selected problems to
solve with participants and discuss the models used.
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Lecturer Bios
DR. LEE NGAN HOE is an Assistant Professor at the National Institute of Education (NIE),
Nanyang Technological University, Singapore. He holds a Doctor of Philosophy in Education
from the Psychological Studies and Mathematics & Mathematics Education (MME) Academic
Groups in NIE, Nanyang Technological University, Singapore. He taught mathematics and
physics in a secondary school before becoming a Gifted Education Specialist at the Ministry
of Education. At NIE, he is the Assistant Head (Mathematics Education—Teaching) from the
MME Academic Group, and teaches pre- and in-service courses as well as graduate courses
in mathematics education. He is also a co-author of the two primary mathematics series,
Shaping Maths and Maths Works, which are currently used in Singapore primary schools. He
has been invited to work with academics, curriculum planners, teachers, students, social
workers and parents both in Singapore and overseas.
ANDY CLARK is a consulting author on Math in Focus™: Singapore Math®, helping to bring
the highly successful Singapore curriculum to the United States. Mr. Clark is the former K–12
Math director for Portland Public Schools, a district of 46,000 students, which outperformed
the state and significantly closed the achievement gap in mathematics. As director, he was
principal investigator of the last Urban Systemic Grant authorized by the National Science
Foundation. He also served as Title I Coordinator for Portland Schools. He has taught at all
levels of the K–12 system and has conducted professional development in more than
40 states on Singapore Math®.
DR. TAD WATANABE is a professor of Mathematics Education at Kennesaw State University,
Georgia. He has vast experience and expertise with Japanese Lesson Study, Japanese
teaching methods and pedagogy. He has shared his perspectives in several white papers,
including “Supporting Focused and Cohesive Curricula through Visual Representations”,
“Teaching and Learning of Fractions: A Japanese Perspective” and “Anticipating Children’s
Thinking: A Japanese Approach to Instruction.” He has presented at conferences nationally at
National Council of Teachers of Mathematics, Association of Mathematics Teacher Educators,
and Florida Center for Research-STEM on topics ranging from “Challenges and Opportunities
of Common Core” to “Integrating Japanese Curriculum Materials.”
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DR. NG KIT EE DAWN became a lecturer with the Mathematics and Mathematics Education
Academic Group at the National Institute of Education after serving as a teacher in Singapore
schools. She holds a PhD in Mathematics Education from the University of Melbourne,
Australia. She is involved in pre- and in-service teacher education in the teaching and learning
of mathematics at both primary and secondary levels. In addition, Dawn has also been
working with teachers in schools on task design and assessment. Currently she mentors
masters students who share her research interests: the use of contextualized tasks (e.g.,
real-world tasks such as applications and mathematical modeling), assessment literacy of
teachers and fostering students’ mathematical reasoning and metacognition.
DR. JOYCE LINDSTROM has been teaching mathematics for over 40 years and is currently
a Mathematics professor at St. Charles Community College (SCC), where in addition to
teaching student mathematics courses, she teaches Math Class for Teachers. Dr. Lindstrom
led the college’s effort through the Missouri Department of Elementary and Secondary
Education to develop and establish the St. Charles Community College Education Program,
which she then coordinated for 20 years. Her passion for student success led to her tracking
the results on the Trends in Math and Science Study (TIMMS) test for more than 20 years and
saw how consistently Singapore students earned the highest scores in the world in Math and
Science. To help better prepare her own students in the Math Class for Teachers, Joyce took
a sabbatical to study the Singapore Math® curriculum, including spending a month in
Singapore observing classrooms and workshops for parents and teachers.
CHRISTOPHER COYNE is the National Education Consultant at Marshall Cavendish
Education. He is a veteran educator with more than 20 years of exemplary service. He has
taught math to elementary and middle school students at urban as well as suburban schools.
Mr. Coyne also has experience in building leadership, having served as principal at the
elementary level. He recently worked with teachers in the country of Brunei as they
implemented Singapore Math®, and he visited schools, classrooms and teachers in
Singapore. Chris works with public, private and charter schools to provide professional
development for teachers utilizing Singapore Math®. He presents regularly at regional and
national conferences, enthusiastically sharing Singapore Math® methods and strategies.
HOOVER HERRERA has a background in both public and private sectors, which led him to
work with New Jersey’s largest school district, Newark Public Schools, as a teacher, math tutor,
math coach, Master Teacher and coordinator for the district. For over a decade, he instructed
students in K-8 classrooms, coaching both new and veteran teachers in mathematics content
and pedagogy. He currently provides professional development and coaching as a trainer of
Singapore Math® in both English and Spanish nationwide working with hundreds of school
districts, administrators, educators and students on curriculum planning, Common Core
alignment and implementation strategies around using Singaporean teaching philosophy and
pedagogy. Through the Marshall Cavendish Institute, Mr. Herrera is also currently leading
professional development opportunities in Latin American countries such as Chile and Panama.
The 6th Annual Singapore Math® Summer Institute
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Singapore Math® Educational Solutions
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TEACHER GUIDES
FOR PRIMARY GRADES
Backed by research studies and learning
theories, Teaching to Mastery Mathematics is
a professional development series that includes
mathematical and pedagogical tasks to help
educators link content and pedagogy. Consistent
with the philosophy of Singapore Math®,
teachers are guided to enhance their classroom
practice by observing the students they teach.
Visit our online bookstore at www.mceducation.us/shop.
© 2016 Marshall Cavendish Education Pte. Ltd. Singapore Math® is a registered
trademark of Singapore Math Inc.® and Marshall Cavendish Education Pte. Ltd.
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All information is accurate at time of print.
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