James BadgerDianna Spence

North Georgia College & State University

GERA Conference 2009GERA Conference 2009Friday, October 23Friday, 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

Singapore 4th graders consistently outperforming 4th graders in other countries

TIMSS: Mean Score, 4th Grade MathCOUNTRY 1995 2003Singapore 590 594Hong Kong 557 575Japan 567 565Netherlands 549 540Latvia 499 533England 484 531Hungary 521 529U.S. 518 518Cyprus 475 510Australia 495 499New Zealand 469 496Scotland 493 490Slovenia 462 479Norway 476 451Source: 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 Questions1. Has the implementation of Singapore Math resulted in higher

student math scores?

2. Has the implementation of Singapore Math had a positive impacted on student interest and/or confidence in mathematics?

3. Has the implementation of Singapore Math resulted in measurable changes in the teachers’ attitudes toward mathematics?

4. Is there fidelity in the implementation of the Singapore Math curriculum?

5. 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 schoolsOne teacher from each of the 24 schools in K-

4 volunteer to participate (first year)

Qualitative and Quantitative Data

i. 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

Fidelity of Curriculum Implementation (O’Donnell, 2008)

Curriculum potential Teaching Curriculum-in-use Adaptation

CHART

Preliminary Conclusions

Teacher training and supportare 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