Transcript Slide 1

James Badger
Dianna Spence
North Georgia College & State University
GERA Conference 2009
Friday, October 23
Agenda

Singapore Math Overview

Research: Surveys, Observations, Interviews,
Student Performance (CRCT/ITBS)

Conceptual Framework & Findings
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.
Why Singapore Math?
Trends in International Math/Science Study

4th
Singapore
graders
consistently
outperforming 4th
graders in other
countries
TIMSS: Mean Score, 4th Grade Math
COUNTRY
1995
2003
Singapore
590
594
Hong Kong
557
575
Japan
567
565
Netherlands 549
540
Latvia
499
533
England
484
531
Hungary
521
529
U.S.
518
518
Cyprus
475
510
Australia
495
499
New Zealand 469
496
Scotland
493
490
Slovenia
462
479
Norway
476
451
Source: http://nces.ed.gov/timss
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”

Research Questions
1.
2.
3.
4.
5.
Has the implementation of Singapore Math resulted in higher
student math scores?
Has the implementation of Singapore Math had a positive
impacted on student interest and/or confidence in
mathematics?
Has the implementation of Singapore Math resulted in
measurable changes in the teachers’ attitudes toward
mathematics?
Is there fidelity in the implementation of the Singapore Math
curriculum?
How do elementary teachers implement the Singapore Math
curriculum?
Research Design
County-wide implementation in a school
district in the south-east of the U.S.
 21 (experimental) and 3 (control)
elementary schools

 One teacher from each of the 24 schools in K-
4 volunteer to participate (first year)
Qualitative and Quantitative Data
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
i.
Fidelity of Curriculum
Implementation (O’Donnell, 2008)
Curriculum potential
 Teaching
 Curriculum-in-use
 Adaptation


CHART
Preliminary Conclusions
Teacher training and support
are 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
