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

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

5. Founded in : 1819 Gained independence in : 1965 People : Mainly migrants National Language : Malay Official /Working Language : English

6. Context The Singapore Mathematics Curriculum – Basically a national curriculum: Textbooks must be approved before being adopted in schools.

7. The Curriculum • 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)

8. Other than content … • Framework – What to address? • Approaches – How to address?

9. Singapore mathematics Curriculum Framework ... A History 2007 2013 1992 2001

10. 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. 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.

11. The Content – Multi-faceted:

12. The Pedagogy – Multi-faceted

13. The Performance – Multi-faceted

14. The KEY ApproachES: • The spiral curriculum (Curriculum Approach) • The concrete-pictorial-abstract (C-P-A) development of concepts (Pedagogical approach) • Learning experiences (2013) (Learning approach)

15. The Spiral Curriculum 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.

16. The C-P-A Development of concepts 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

18. The KEY Approaches through the curriculum, teaching, and learning – Learning is about making connections : • The spiral curriculum (Curriculum Approach) – Connecting to extend learning • The concrete-pictorial-abstract (C-P-A) development of concepts (Pedagogical approach) – Connecting to make sense of learning • Learning experiences (2013) (Learning approach) – connections to realise the curriculum

19. Some reflections …

20. Curriculum • Eclectic approach towards teaching and learning of mathematics in a centralised system • Consistency-based and integrated approach towards curriculum changes An ironic curriculum?

21. Cultural • Value on education and mathematics • Exposure to eclecticism, striking for balance, strive for unity An “rojak” curlture?

22. Geographical • Size • East or West? A blessed nation?

23. Advantages In International Benchmarking Studies • Every school is a good school concept: Raising the average • National examinations

24. Are International Benchmarking Studies Useful?

25. What have we gained? • Economically • Educationally

26. Some final words … 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.

27. Thank you. Email: nganhoe.lee@nie.edu.sg or LeeNganH@sau.edu