Singapore? Why should we care?

What’s happening in Singapore and why this is important to us?

According to the latest TIMMS study, (TIMMS 2003 International Mathematics Report) Singapore was ranked the highest scoring country in mathematics in the world. (see http://timss.bc.edu/PDF/t03_download/T03_M_Chap1.pdf) This, for me, deserves a little attention and a look into what helped them achieve this.

According to Yee (2008) Singapore’s mathematics curriculum “aligns with 21^st century reform-based visions of schooling around the world. There is a move to de-emphasize the use of routine mathematical questions that promotes basic algorithmic skills” (p.135). Yee goes on to state that mathematical problem solving was at the core of Singapore’s curriculum that included using and applying math in practical tasks and in real life problems. Yee goes on to note that Singapore’s curriculum “advocates that problems should cover a wide range of situations from routine mathematical problems to problems in unfamiliar context and open-ended investigations that make use of the relevant mathematics and thinking processes” (p.135).

Knowing that Singapore was at the top of the world in academic achievement in math and science, I wanted to know what factors contributed to their success. It is not my intent to get into the specific details, but it must be noted that according to TIMMS 2007, the curriculum is very similar, so much so that the actual content taught is the same, as is the time frame it is taught. ( http://timss.bc.edu/TIMSS2007/PDF/T07_EncV2.pdf) Perhaps one of the biggest differences between Canada and Singapore was in their belief of how learning should occur. In describing Singapore’s education system, Chin, Goh, Liu et al (2007) describe the education system as holistic, nurturing and towards a more quality education as opposed to “quantity in terms of rote learning, repetitive tests and following prescribed answers and set formulae” (p.537). Although the mathematical content is very similar, in Singapore there is a focus on strengthening primary children’s mental math skills. The calculator is introduced and taught as a part of the curriculum with the thoughts that children can focus their attention on the actual problem solving processes and not computation. Again, emphasis on the process and not the product.

So, problem solving seems to be the way to go. One must be careful on what is considered ‘problem solving’. Traditionally, some people believe problem solving should be done independently and in isolation. Other people think that problem solving means giving word problems for children to solve or having the “Problem of the Week” would satisfy the problem solving standard. There is a big difference. Teaching via problems, as Yee (2008) suggests, serves as a mean for students to construct mathematical concepts and to develop skills. It is the way to achieve the outcomes in a manner where students will understand the ideas. Having students solve problems is natural to them as they are curious by nature. Students, of all ages, enjoy investigating, exploring patterns and want to be given opportunities to actually think. Teaching math through problem solving does just this, and success relates to students’ own metacognition.

If this type of approach puts Singapore up there with the top of the world, why would it be any different for us? Why would we deny this for ourselves, and our children, when it is only steps away from becoming a reality?