Mathematics Education in Singapore

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Mathematics Education in Singapore

• Soh Cheow Kian
• Assistant Director, Sciences
• Ministry of Education, Singapore

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Useful References

• Documents on education system and syllabus
  documents are available at the following web
  sites
• www.moe.gov.sg
• www.seab.gov.sg

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Outline of Presentation

• Education System in Singapore
• Mathematics Education in Singapore
• Curriculum Review
• Support and Implementation
• Assessment and Examinations
• Challenges

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Education System

• A changing education landscape
• Nation Building (1960s)
• Industrialisation (1980s)
• Globalisation (late 1990s)

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Education System

• A changing education landscape
• Diversity and flexibility
• Multiple pathways and options
• Innovative and Enterprising spirit
• Teach Less, Learn More

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Mathematics Education in Singapore

• Policy objectives
• Overview of Mathematics Education
• Mathematics Curriculum Framework
• Differentiated Approach
• Curriculum Time

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Policy Objectives

• To equip all students with a broad and firm
  foundation in mathematics so that they can
  develop numeracy and mathematical habits of mind,
  and understand and appreciate the role of maths
  in everyday life

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Policy Objectives

• To equip students who have the aptitude and
  interest with more in-depth knowledge and skills
  in mathematics, so that they can make meaningful
  contributions in specialised fields later on in
  life

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Overview of Mathematics Education

• Formal instruction begins at Primary 1
• Compulsory part of the school curriculum up to
  the end of Secondary education (about 10 years)
• Centrally planned, with flexible implementation
• Options and electives at higher levels

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Mathematics Curriculum Framework

• To set the directions and emphasis for the
  mathematics curriculum
• To develop an effective mathematics curriculum
• To communicate the directions and emphasis of the
  mathematics curriculum

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Mathematics Curriculum Framework
Beliefs, Interest, Appreciation, Confidence,
Perseverance
Monitoring of ones own thinking, Self-regulation
of learning
Numerical calculation, Algebraic manipulation,
Spatial visualisation, Data analysis,
Measurement, Use of mathematical tools, Estimation
Reasoning, communication and connections,
Thinking skills and heuristics, Applications and
modelling
Numerical, Geometrical, Algebraic, Statistical,
Probabilistic, Analytical
2003 Revised
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Differentiated Approach

• Common foundation years (P1-4)
• Two streams in the orientation years (P5-6)
• Three courses (Express, Normal (Academic)
  Normal (Technical) at Secondary
• Two or three-year pre-university course

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Differentiated Approach

• Different syllabuses with different focus and
  demand, and flexibility within course
• Common mathematics syllabus for P1-4
• Two different syllabuses from P5-6
• Three different syllabuses from S1-S4/5
• Additional Mathematics as an elective at S3-4/5
• Three syllabuses at pre-university

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Differentiated Approach
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Curriculum Review

• Factors affecting review
• Key Design Considerations
• Review committee and the work of the Curriculum
  Planning and Development Division
• Feedback Consultation

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Factors Affecting Review

• Changes and emphasis in education system
• Global trends and development in mathematics
  education
• Feedback from schools

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Key Design Considerations

• Content and approach
• Meeting needs and abilities of target groups and
  levels
• Meaningful applications and contexts
• Coherence and continuity within and across levels
  and syllabuses
• Achievable within the curriculum time

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Review Committee

• A single committee led by MOE, comprising
• Representatives from schools at all levels
  (primary to pre-university)
• Post-secondary sectors (polytechnics and
  institutes of technical education)
• Mathematicians and mathematics educators
• Representatives from other divisions within MOE
• Representatives from Exams board

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Feedback Consultation

• An iterative process involving
• Teachers and Heads of Departments from Focused
  Group Discussion
• Examiners from Cambridge International
  Examinations (CIE)
• Academics and educators in specialised areas

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Support Implementation

• Communications with schools
• Training and Sharing for Teachers
• Resources and Instructional Materials

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Communications

• Some of the communications channels
• Biennial meetings with Heads of Departments
• Visits to schools
• Focus group discussions
• Web site and emails

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Training Sharing

• Dissemination Workshops
• Curriculum Planning Development Division
• Pre-service and In-service Trainings
• National Institutes of Education (NIE)
• Tertiary institutions

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Resources Materials

• New curriculum, new textbooks
• Commercialisation of textbook publications
• Quality, Affordability and Variety
• Textbook Authorisation Process
• Additional resources and materials

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Assessment and Examinations

• School based assessment and examinations
• Formative assessments at regular interval within
  an academic year
• Summative assessment at year end
• Range of assessment tools used
• National Examinations

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Challenges

• Beyond system and structure,
• Bringing differentiation into the classroom
• Support and Opportunities
• Making mathematics relevant meaningful to all
• Assessment for learning, not learning for
  assessment

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Thank you