Mathematics MattersName: Lee Ngan HoeTitle: Singapore’s achievement in international benchmarking studies – Some Insight and Reflections

#MathsMatters

Source: Singapore Department of Statistics - http://www.singstat.gov.sg/

Founded in : 1819Gained independence in : 1965

People : Mainly migrantsNational Language : Malay

Official /Working Language : English

The Singapore Mathematics Curriculum –

Basically a national curriculum:

Textbooks must be approved before being adopted in schools.

Context

• The Ministry of Education Primary Mathematics Syllabus Document (Year of implementation – 2007) (http://www.moe.edu.sg/education/syllabuses/sciences/files/maths-primary-2007.pdf)

• The Ministry of Education Primary Mathematics Syllabus Document (Year of implementation – 2013) (http://www.moe.edu.sg/education/syllabuses/sciences/files/maths-primary-2013.pdf)

• Framework – What to address?• Approaches – How to address?

Lee, N.H. (2008a). Nation Building Initiative: Impact on Singapore Mathematics Curriculum. In Niss, M. (Ed.) 10th International Congress on Mathematical Education Proceedings (CD). Copenhagen: Roskilde University.

The Framework for the Singapore Mathematics Curriculum, developed in 1990, for example, survived, with minor modification, the major curriculum review for the 2000 syllabuses which took into account the three new Initiatives. One of the key reasons for the Framework’s survival is its rigour and robustness in presenting the philosophy and principles underlying decisions made about what mathematics education should equip our students with.

Mathematical knowledge PerformanceSense-making Connection

Facts AutomaticityProcedures FluencyApplications Flexibility

Problem SolvingTeaching for Problem SolvingTeaching of Problem Solving

Teaching through Problem Solving

Promotion OfEffectiveness

EfficiencyElegance

Each topic is revisited and introduced in increasing depth from one level to the next to enable students to consolidate the concepts and skills learned and to develop these concept and skills further.

It is not just about representing an idea in different forms, it is about connecting the various representation to make sense of the mathematics to be learnt

• Eclectic approach towards teaching and learning of mathematics in a centralised system• Consistency-based and integrated approach

towards curriculum changes

• Value on education and mathematics• Exposure to eclecticism, striking for balance,

strive for unity

• Size• East or West?

• Every school is a good school concept: Raising the average• National examinations

• Economically• Educationally

Education is embedded in a social context. Curriculum development should be approached from a integrative rather than additive manner. International benchmark studies is but just one way to better understand the gaps that exist in curriculum, teaching and learning. A balanced and holistic approach is needed for curriculum development.

Email: nganhoe.lee@nie.edu.sg

orLeeNganH@sau.edu