The whole package
Executing Singapore’s math education strategy is a group of professionals at the forefront of classrooms. Budding teachers undergo a rigorous training program at the National Institute of Education that equips them with an intimate understanding of the math curriculum and pedagogy. Moreover, existing teachers attend a series of courses to remain in touch with the latest advancements in math education, such as using activity-based lessons to cater to lower secondary students struggling to keep up with their peers.
This two-pronged approach—a strong curriculum coupled with experts who deliver it—suggests that Singapore Math is not simply about the educational model, but about the mastery of teachers as well.
A 2005 study by the American Institutes for Research (AIR) implemented Singapore Math pilot programs in four US schools over two years. It found that schools which employed staff with professional training in Singapore Math produced students who fared better on math tests compared to schools with a low staff commitment.
In line with this philosophy, Singapore Math textbooks in the US are marketed alongside training programs for American educators. Companies such as SMARTTraining and SingaporeMathSupport provide instruction on the Singapore method to teachers working in kindergartens through middle school.
“Many American math teachers have a weak, procedural understanding of mathematics,” Tricia Salerno, founder of SMARTTraining, tells Asian Scientist Magazine. “Without sufficient training, the teaching of Singapore Math will remain ineffective.”
The perfect model?
While the 2005 AIR study suggested that Singapore Math in US classrooms can lead to a positive impact on students’ learning, it also revealed potential weaknesses in the Singapore model. For instance, US middle school teachers were concerned that, compared to US math, Singapore Math does not place as much emphasis on applied mathematics as well as 21st century skills such as communication.
Nevertheless, it hinted at the potential success of Singapore Math at helping US students elevate test scores. In particular, it cited how Singapore students did not rank very highly on international math assessments until the 1980s educational reform—suggesting that though culture might be a factor leading to good performance, it is likely that the education system can work independently in foreign lands to produce excellent math students.
In the UK last year, the results of the introduction of Singapore Math into a selection of primary and secondary schools for one year revealed a slight improvement in students’ academic performances. In fact, researchers of this study, by University College London and University of Cambridge, forecasted that students subjected to the Singapore Math intervention will have their earnings raised by up to £200 per year.
However, experts warned that judging from the small effect size, it is not certain that the adoption of Singapore Math will springboard UK schools to the top of international rankings. Nevertheless, Singapore Math remains a worthwhile investment and area of research for the UK education sector, they say.
In the meantime, Singapore mathematics shows no signs of stagnating in its tracks.
“In more recent years, improving local implementation of the mathematics curriculum is one of the key considerations of curriculum design,” says Ridzuan. “This has led to clearer articulations of the kind of learning experiences that we want our students to have, such as collaboration, and critical and inventive thinking.”
“After all, it is not just about what students learn in mathematics, but also how they learn.”
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Copyright: Asian Scientist Magazine; Photo: Shutterstock.
Disclaimer: This article does not necessarily reflect the views of AsianScientist or its staff.
