What We Need To Know About Math Enrichment

As early as nursery, children already learn math. They learn how to count and they learn about the basic operations as well. However, as a child advances his/her grade level, the level of math also advances. Some children might have difficulties with understanding several formulas or concepts that is why some of them are taking extra classes which could help them comprehend. Enrichment classes for toddlers Singapore are very common. These classes help to bridge the gap between the children’s differing learning abilities.

Wai Fi Yeng

Conceptions of Mathematics Enrichment

Despite the increasing amount of activity taking place under its label, mathematics enrichment is under-theorised and currently lacks a coherent framework of organising ideas. The term enrichment itself is often used commonsensically, its meaning taken as shared (Feng, 2005). This paper reports on a project which is developing a framework for understanding mathematics enrichment in the UK. Beginning with a summary of the conflicting views of mathematics enrichment found in the educational literature, this paper then presents a four-strand model for organising enrichment ideas. By way of illustration, the model is then applied to map a selection of mathematics enrichment provisions currently available in the UK. This paper ends by posing questions regarding the future of enrichment and its relationship with formal education in the light of current educational concerns and anticipated curriculum development in the UK.

Conflicting Views of Mathematics Enrichment

Conceptions of mathematics enrichment have been influenced by many of the wider debates in education ever since enrichment first began to receive attention some eighty years ago. Such debates include ones which pertain to the relative merits of special versus inclusive education, the intrinsic value of mathematics versus its utility in the modern society, as well as discussions about who should have access to what kind of mathematics education and why. Read more here.

So now we have a better understanding of why enrichment is needed, who should be enriched, where and when should enrichment take place, and if all learning can be enriched. Enrichment, though effective, should not be overdone, else it might backfire. On a different note, let us now see how M.A.T.H. workshop differs with math instruction. These two may sound like they do the same thing but let us see how they differ from each other. Core Inspiration by Laura Santos will tell us more about this.

Differentiate Math Instruction With M.A.T.H. Workshop

Differentiating instruction is one of the greatest challenges for self-contained classroom teachers. Gone are the days of whole group lessons, and assigning the same activities to the entire class. We now teach in a student-centered environment where personalized learning is key.

Fortunately, our students are more engaged and successful than with the former instructional model. Unfortunately, teachers often feel swamped by the prep, coordination, and organization required to maintain quality differentiation. The key to keeping overwhelm at bay is the use of consistent routines and frameworks like math workshop, daily 5, reader’s workshop, and writer’s workshop throughout the day.

What Is M.A.T.H. Workshop?

M.A.T.H. workshop is a framework that allows students to learn new math content each day, practice math strategies in a variety of ways, and reflect on learning through verbal or written sharing. The predictable structure of math workshop makes it easier for students to participate in differentiated activities. Read more here.

            M.A.T.H. workshop lets students learn new math concepts each day, practice math strategies in different ways, and reflect on learning through verbal or written sharing. So basically, there is a warm-up, mini lessons, a short practice, and then sharing. This routine is effective in ensuring that children understand the concepts that are taught.

Now, let us read about an article by Raffaella Nathan Charles which is about Singapore winning at the International Mathematics and Science Olympiad.

Team Singapore wins big at International Mathematics and Science Olympiad held here

SINGAPORE – Move over Joseph Schooling, there are two new sheriffs in town.

St. Hilda’s Primary School’s Drew Michael Terren Ramirez, 11, bagged a gold medal and was Best Overall in Mathematics at the five-day International Mathematics and Science Olympiad (IMSO). Team Singapore’s Lim Yu Tong was Best Overall in Science, winning a gold medal as well.

The competition, held in Singapore for the first time from Nov 20 to 24, saw Team Singapore enter its biggest team yet with 24 students, and winning one bronze, seven silver and 16 gold medals in total.

Sure, Drew and Yu Tong are pint-sized but the competition was no less intense with 309 of the brightest 10 to 12 year olds from 21 countries and regions battling it out to demonstrate their knowledge of mathematics and scientific concepts.

The first two days of the annual competition, now into its 14th iteration, saw participants diving into rigorous practice papers in Suntec City. Read more here.

Garnering one bronze, seven silver and 16 gold medals is already a very impressing achievement. Out of 309 students, they were able to beat them take home those medals. It just proves that Singapore has a very special way of teaching science and math which makes their students very good at it. Many people say that math is a very complicated subject but just look at these students, they were able to do it. We just have to identify the right way of learning math and then maybe, we could be just like these students, or at least we would be able to understand several math topics we don’t get before.