Singapore Primary

Mathematics Textbooks
Yeap Ban Har, Ph.D.
National Institute of Education
Nanyang Technological University
Singapore
SYNOPSIS
This presentation focuses on selected
aspects of mathematics textbooks used
in Singapore primary schools.
THINKING SCHOOLS
LEARNING NATION
The books are designed for a
system that emphasizes on
thinking and problem solving
for every student.
Singapore Mathematics Curriculum 2007
Mathematical
Problem
Solving
A
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M
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P
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Concepts
S
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Numerical
Algebraic
Geometrical
Statistical
Probabilistic
Analytical
Reasoning,
communication &
connections
Thinking skills &
heuristics
Application & modelling
Numerical calculation
Algebraic manipulation
Spatial visualization
Data analysis
Measurement
Use of mathematical tools
Estimation
Monitoring of ones own thinking
Self-regulation of learning
Beliefs
Interest
Appreciation
Confidence
Perseverance
70 cm
The figure below is made up of 2 identical squares, 4 identical
rectangles and 3 identical semi-circles. What is the area of the
figure?
STUDENTS ARE EXPECTED TO ENGAGE IN
VISUALIZATON
x
STUDENTS ARE EXPECTED TO
HANDLE CHALLENGING SITUATIONS
At first, the ratio of Shantis savings to Roys
savings was 5 : 4. After each of them
donated $60 to charity, the ratio of Shantis
savings to Roys savings became 13 : 10.
What was Shantis savings at first?
Shantis savings
Roys savings
Shantis savings
Roys savings
Shantis savings
Roys savings
Shantis savings
Roys savings
Shantis savings
Roys savings
$60
Problem-solving strategies are
shown
Problems are varied
VISUALIZATION
The books uses a lot of visual
representations to help
students construct mental
images.
Mathematics & Intellectual Competence
It is recognized that mathematics is an
excellent vehicle for the development and
improvement of a persons intellectual
competence in logical reasoning,
spatial visualization, analysis and
abstract thought
Ministry of Education Singapore 2006
PEDAGOGY
The books employ various
pedagogical tools to facilitate
learning.
The use of
appropriate
manipulatives. These
are common
manipulatives that
have inexpensive
alternatives
Focus on one key
concept what it is,
and what it is not
Definitions are
developed through
induction, starting in
an informal fashion
Opportunities to
make connections to
previously taught
concept - half
Opportunities for immediate
formative assessment
Teachers know the content that
they are assessing.
Teachers have opportunities to
learn content knowledge. The
program was designed for
teachers who do not necessarily
have strong mathematics
background.
Opportunities for the majority to
reach proficient level
.. opportunities to engage
advanced learners
Provides independent
practice
Serves as pre-test which is
integrated into instruction
Provides opportunities for
student-constructed
responses
Practice for the key concept
Moving from informal
treatment to formal treatment
of key concept
Even as a new concept is
introduced
.. learners are given practice on
recently-learnt materials
Comparing Areas (Biggest)
Comparing Areas (Smallest & Greatest)
Comparing Areas (Same Size)
Building upon previously
developed concepts
Emphasis on visual thinking
Non-standard unit Standard unit
Opportunities to develop abstract ideas
Concrete Pictorial Abstract
Encourages critical thinking
Providing
challenging
materials for
advanced learners
while the rest reach a
level of mastery for
basic materials
NON-SPECIALIST TEACHERS
Today, only about 50% of
Singapore primary teachers
are graduates.
NON-SPECIALIST TEACHERS
The textbooks were written for non-
specialists, non-graduate teachers. It
has an auto professional development
feature.
SELECTION OF PROBLEMS
The textbooks include a collection of
tasks which are carefully selected to
provide variation to strong conceptual
development.
A collection of purposeful, not
random, tasks
ROLE OF CONCRETE
MATERIALS
The textbooks are based on the
concrete pictorial abstract
approach.
MAKING CONNECTIONS
The textbooks help students related
different mathematical ideas. Students
are encouraged to engage in
synthesis all the time.
Facts are not isolated, they are
connected
STRONG FOUNDATION
The textbooks have contributed to
subsequent success in mathematics in
secondary levels.
International Benchmark Grade 4 Mathematics
Performance
38%
73%
91%
8%
33%
64%
Advanced High Intermediate
Singapore
International Average
International Benchmark Grade 8 Mathematics
Performance
44%
77%
93%
6%
24%
51%
Advanced High Intermediate
Singapore
International Average
Research Findings
Students who used the program continued to
do well in the later grade levels. This is not the
trend internationally.
Comparison between Grade 4 and Grade 8
Mathematics Performance
38%
44%
8%
6%
73%
77%
33%
24%
91%
93%
64%
51%
Grade 4 Grade 8 Grade 4 Grade 8
Singapore International
Advanced
High
Intermediate
Conclusion
Textbooks contribute significantly to
students high level of achievement and
enjoyment of mathematics, in particular, and
abstract thinking, in general. It is a tool for
the teachers to teach and to learn.