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Page 1
Until the 1980s, Singapore students performed poorly in school in general.1970s 1980s 1990s 2000s
500s JapanHong Kong
JapanKorea
Hong KongJapanKorea
Singapore
Hong KongJapanKorea
Singapore
400s ThailandPhilippinesSingaporeThailand
MalaysiaThailand
MalaysiaThailand
300sIndonesiaPhilippines
IndonesiaPhilippines
Source: Hanusek, Jamison, Jamison & Woessmann, 2008
In particular, students were not doing well in mathematics. Back then, rote memorization, rote procedures and tedious computations were the bane of mathematics learning in Singapore and the rest of Southeast Asia. The low performance was the impetus for a reform in mathematics teaching and learning in Singapore.
In the 1980s, what is now called Singapore Mathematics was researched by the Curriculum Development Institute of Singapore (CDIS) and piloted in Singapore schools. It was formally introduced to the system in 1992 and has since been revised in 2001, 2007 and 2013.
The Singapore system has come a long way. In the most recent TIMSS (Trends in International Mathematics and Science Study), an international benchmarking study, the proportion of Grade 4 and Grade 8 students in the so-called Advanced International Benchmark was way above the international average.
Lecture
Dr Yeap Ban Har
TELS 2017
Strengthen the Education Base for the Best Outcomes
in the Age of Innovation
Page 2
Selected results for TIMSS 2015 are included in the following tables.
Grade 4 Mean Advanced High Intermediate Low
Singapore 618 50 80 93 99Northern Ireland 570 27 61 86 97
England 546 17 49 80 95Finland 539 8 43 82 97
USA 535 14 47 79 95Indonesia 397 0 3 20 50
International 500 6 36 75 93Source: Mullis, Martin, Foy & Arora, 2016
Grade 8 Mean Advanced High Intermediate Low
Singapore 621 54 81 94 99Russia 538 14 46 78 95
England 518 10 37 70 91USA 518 10 36 69 93
Malaysia 465 3 18 45 76Thailand 431 3 10 29 62
International 500 5 26 62 84Source: Mullis, Martin, Foy & Arora, 2016
In TIMSS 2015, the m e d i a n s c o r e o f Singapore students in Grade 8 was 621. The 10th percentiles core was 505 (international median was 500) and the 90th percentile score was 715.
Grade 8 Mean 10th 90th
Singapore 621 505 715Malaysia 465 353 580Thailand 431 322 549
Source: Mullis, Martin, Foy & Arora, 2016
Grade 8 Mean 10th 90th
Singapore 621 505 715Taiwan 599 459 714
Hong Kong 594 489 686Japan 586 470 699Korea 606 491 711
Source: Mullis, Martin, Foy & Arora, 2016
Grade 8 Mean 10th 90th
Singapore 621 505 715Australia 505 397 610Canada 527 352 557England 518 414 624Ireland 523 426 612
New Zealand 493 378 605USA 518 408 624
Source: Mullis, Martin, Foy & Arora, 2016
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Selected results for PISA 2015 are included in the following tables.
Below Level 1 (< 360) Level 1 (< 420) Level 5 (> 600) Level 6 (> 660)
Indonesia 38 31 0.6 0.1Malaysia 14 24 2 0.2Singapore 2 6 22 13Thailand 24 30 1 0.2Vietnam 5 15 7 2
EU 8 14 9 2Source: OECD, 2016
Below Level 1 (< 360) Level 1 (< 420) Level 5 (> 600) Level 6 (> 660)
China 6 10 17 9Hong Kong 3 6 19 8
Macau 1 5 17 5Taiwan 4 8 18 10Korea 3 8 15 5Japan 5 10 14 7
EU 8 14 9 2Singapore 2 6 22 13
Source: OECD, 2016
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In this lecture, we focus on critical learning experiences that students should have in order for the quality of learning to be high.
Quality of learning must be high if we want to strengthen the education base for the best outcomes in the age of innovation.
We use mathematics, a core academic school subject, as a basis for discussion.
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Source: Primary Mathematics Textbook 6A • Chapter 3 - Lesson 15 • Page 144
Case Study 1
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Case Study 1Source: Primary Mathematics Textbook 6A • Chapter 3 - Lesson 15 • Page 145
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Case Study 1Source: Primary Mathematics Textbook 6A • Chapter 3 - Lesson 15 • Page 146
Page 8
Source: Primary Mathematics Textbook 6A • Mind Workout • Page 151
Case Study 2
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Source: Primary Mathematics Textbook 6A • Mind Workout • Page 233
Case Study 3
In this lecture, the implications for teacher education and professional development and curriculum resources are discussed.
Model of Teacher Learning
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Teachers as Learners
Teachers as Observers of Learning
Teachers as Reflective Practitioners
for students
• a tool for reflection
• a tool to learn mathematical communication
• a tool for collaboration
for teachers
• a tool to learn pedagogical-content knowledge• a tool for substantive lesson planning
for administrators• a tool for quality control
Role of Curriculum Resources