Do these five maths challenges fill you with dread or do they seem less scary than the ones you remember from your school days?

看看下面這五道數(shù)學(xué)題，你的心里是充滿了恐懼，還是覺(jué)得它們比上學(xué)時(shí)的題更簡(jiǎn)單了呢？

If you sailed through them with full marks, it's because they are from the new Asian-style maths teaching techniques that are designed to be simpler and make children sharper, with many British schools starting to weave them into their own lesson plans.

如果你滿分通過(guò)了，也不奇怪，因?yàn)檫@些從亞洲最新的數(shù)學(xué)教學(xué)法引進(jìn)的題目本來(lái)就設(shè)計(jì)得更簡(jiǎn)單，從而能讓孩子更聰明。許多英國(guó)學(xué)校正準(zhǔn)備將這些數(shù)學(xué)題納入自己的教學(xué)計(jì)劃。

The approach focuses on deepening understanding by using physical objects and pictures to explore traditional maths symbols, as well as spending more lesson time developing reasoning and problem-solving skills.

這種方法借助實(shí)物和圖片來(lái)探索傳統(tǒng)的數(shù)學(xué)符號(hào)，注重的是加深理解，以及將更多課堂時(shí)間分配到提高推理能力和解決問(wèn)題的能力上。

Tes has launched a collection of maths education resources to help more schools looking to use the Shanghai and Singapore approach.

Tes網(wǎng)站已經(jīng)發(fā)布了一系列數(shù)學(xué)教學(xué)資源，幫助更多學(xué)校借鑒上海和新加坡的教學(xué)方法。

Discussing the new techniques, Laura Beeson, Assistant Head Teacher at Primrose Hill Primary School in London, said: 'We are still on the start of our mastery journey.

談到這個(gè)新方法，倫敦櫻草山小學(xué)的校長(zhǎng)助理勞拉?比森說(shuō)：“我們對(duì)精熟教學(xué)法的學(xué)習(xí)還在起步階段。”

'It is important that we don't see the Shanghai approach as simply a method that we can pick up and use in our own school settings.

“我們不應(yīng)該只把上海教學(xué)法看成一個(gè)能照搬到自己學(xué)校的方法，這一點(diǎn)非常重要。”

'The differences both within our school systems and culture are vast. It is up to us as practitioners to look at the fundamental values of the approach and see how they can be implemented in our own UK school settings.

“無(wú)論是學(xué)校體制還是文化間的差異都很大。作為方法實(shí)踐者，我們應(yīng)該看到這個(gè)方法的基本價(jià)值，并思考如何才能將這種基本價(jià)值應(yīng)用在英國(guó)的學(xué)校中。”

'As a school we have started by focusing on three of the main aspects of mastery teaching: taking slow steps and dedicating more time to concepts before moving on, the use of models and images to support understanding and the importance of variation - seeing the same concept in many different ways.

“我們學(xué)校已經(jīng)開(kāi)始實(shí)施，并把重點(diǎn)放在了精熟教學(xué)法的三個(gè)要點(diǎn)上：放慢節(jié)奏，往下講之前多花時(shí)間講解概念；使用模型和圖片幫助學(xué)生理解；重視題目變體，以不同的方式講解同一概念。”

'Finding resources that contain that variation of the same concept is one of the main barriers for our teachers. The Tes primary maths mastery space is a central place to look for this - giving teachers a starting point.'

“我們老師遇到的主要障礙之一就是找不到同一概念的題目變體。而Tes網(wǎng)站的小學(xué)數(shù)學(xué)精熟教學(xué)版塊則成為了查找題目變體的中心場(chǎng)所--這為精熟教學(xué)法的實(shí)施找到了起點(diǎn)。”

Do these five maths challenges fill you with dread or do they seem less scary than the ones you remember from your school days?

看看下面這五道數(shù)學(xué)題，你的心里是充滿了恐懼，還是覺(jué)得它們比上學(xué)時(shí)的題更簡(jiǎn)單了呢？

If you sailed through them with full marks, it's because they are from the new Asian-style maths teaching techniques that are designed to be simpler and make children sharper, with many British schools starting to weave them into their own lesson plans.

如果你滿分通過(guò)了，也不奇怪，因?yàn)檫@些從亞洲最新的數(shù)學(xué)教學(xué)法引進(jìn)的題目本來(lái)就設(shè)計(jì)得更簡(jiǎn)單，從而能讓孩子更聰明。許多英國(guó)學(xué)校正準(zhǔn)備將這些數(shù)學(xué)題納入自己的教學(xué)計(jì)劃。

The approach focuses on deepening understanding by using physical objects and pictures to explore traditional maths symbols, as well as spending more lesson time developing reasoning and problem-solving skills.

這種方法借助實(shí)物和圖片來(lái)探索傳統(tǒng)的數(shù)學(xué)符號(hào)，注重的是加深理解，以及將更多課堂時(shí)間分配到提高推理能力和解決問(wèn)題的能力上。

Tes has launched a collection of maths education resources to help more schools looking to use the Shanghai and Singapore approach.

Tes網(wǎng)站已經(jīng)發(fā)布了一系列數(shù)學(xué)教學(xué)資源，幫助更多學(xué)校借鑒上海和新加坡的教學(xué)方法。

Discussing the new techniques, Laura Beeson, Assistant Head Teacher at Primrose Hill Primary School in London, said: 'We are still on the start of our mastery journey.

談到這個(gè)新方法，倫敦櫻草山小學(xué)的校長(zhǎng)助理勞拉?比森說(shuō)：“我們對(duì)精熟教學(xué)法的學(xué)習(xí)還在起步階段。”

'It is important that we don't see the Shanghai approach as simply a method that we can pick up and use in our own school settings.

“我們不應(yīng)該只把上海教學(xué)法看成一個(gè)能照搬到自己學(xué)校的方法，這一點(diǎn)非常重要。”

'The differences both within our school systems and culture are vast. It is up to us as practitioners to look at the fundamental values of the approach and see how they can be implemented in our own UK school settings.

“無(wú)論是學(xué)校體制還是文化間的差異都很大。作為方法實(shí)踐者，我們應(yīng)該看到這個(gè)方法的基本價(jià)值，并思考如何才能將這種基本價(jià)值應(yīng)用在英國(guó)的學(xué)校中。”

'As a school we have started by focusing on three of the main aspects of mastery teaching: taking slow steps and dedicating more time to concepts before moving on, the use of models and images to support understanding and the importance of variation - seeing the same concept in many different ways.

“我們學(xué)校已經(jīng)開(kāi)始實(shí)施，并把重點(diǎn)放在了精熟教學(xué)法的三個(gè)要點(diǎn)上：放慢節(jié)奏，往下講之前多花時(shí)間講解概念；使用模型和圖片幫助學(xué)生理解；重視題目變體，以不同的方式講解同一概念。”

'Finding resources that contain that variation of the same concept is one of the main barriers for our teachers. The Tes primary maths mastery space is a central place to look for this - giving teachers a starting point.'

“我們老師遇到的主要障礙之一就是找不到同一概念的題目變體。而Tes網(wǎng)站的小學(xué)數(shù)學(xué)精熟教學(xué)版塊則成為了查找題目變體的中心場(chǎng)所--這為精熟教學(xué)法的實(shí)施找到了起點(diǎn)。”