james badger dianna spence north georgia college & state university gera conference 2009 friday,...
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James BadgerDianna Spence
North Georgia College & State University
GERA Conference 2009GERA Conference 2009Friday, October 23Friday, October 23
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Agenda Singapore Math Overview
Research: Surveys, Observations, Interviews, Student Performance (CRCT/ITBS)
Conceptual Framework & Findings
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What Is Singapore Math? Curriculum based on elementary
mathematics teaching techniques used in Singapore
Initial curriculum: “Primary Mathematics” Created in 1981 Developed by CDIS (Curriculum
Development Institute of Singapore) Revisions
1992: stronger problem-solving focus (2nd Ed.)
1999: reduced content (3rd Ed.) 2001 & forward:
adapted for U.S.
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Why Singapore Math?Trends in International Math/Science Study
Singapore 4th graders consistently outperforming 4th graders in other countries
TIMSS: Mean Score, 4th Grade MathCOUNTRY 1995 2003Singapore 590 594Hong Kong 557 575Japan 567 565Netherlands 549 540Latvia 499 533England 484 531Hungary 521 529U.S. 518 518Cyprus 475 510Australia 495 499New Zealand 469 496Scotland 493 490Slovenia 462 479Norway 476 451Source: http://nces.ed.gov/timss
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Characteristics of Singapore Math
Concrete pictorial abstract approach for each concept
Strong emphasis on place value Repetitive drill minimized: topics are
sequenced to reinforce/apply skills Problem solving based on conceptual
approach rather than memorization of rules, “clue words”
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Research Questions1. Has the implementation of Singapore Math resulted in higher
student math scores?
2. Has the implementation of Singapore Math had a positive impacted on student interest and/or confidence in mathematics?
3. Has the implementation of Singapore Math resulted in measurable changes in the teachers’ attitudes toward mathematics?
4. Is there fidelity in the implementation of the Singapore Math curriculum?
5. How do elementary teachers implement the Singapore Math curriculum?
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Research Design County-wide implementation in a school
district in the south-east of the U.S. 21 (experimental) and 3 (control)
elementary schoolsOne teacher from each of the 24 schools in K-
4 volunteer to participate (first year)
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Qualitative and Quantitative Data
i. Interviews with teachers & students
ii. Participating teachers’ journals (4 times)
iii. Classroom observations
iv. Teacher and student survey – fall/spring
v. Video-taping of Singapore Math lesson (4 times) – analysis using TPR (Teaching Performance Record)
vi. End-of-year test scores: CRCT & ITBS
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Fidelity of Curriculum Implementation (O’Donnell, 2008)
Curriculum potential Teaching Curriculum-in-use Adaptation
CHART
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Preliminary Conclusions
Teacher training and supportare essential
Not a “drop-in” solution, especially at higher grades (need phased approach)
Parent “buy-in” is important Will take time to see full impact