The document discusses the evolution of mathematics education in Singapore, particularly the introduction of a problem-solving curriculum in the 1980s which significantly improved student performance. Statistics from various periods indicate a notable reduction in low performers and an increase in high achievers in mathematics compared to other countries. Case studies illustrate innovative approaches to teaching math concepts using problem-solving and visual aids.

1. Smithville R-II School District
professional development for teachers of mathematics
Presentation Slides are available at
www.banhar.blogspot.com

2. teaching math the way it
should be taught
yeap ban har
www.banhar.blogspot.com

3. High Achievement, Positive Attitude

4. Low Achievement, Desperate Economy
“Upon separation from Malaysia in 1965, Singapore
was faced with … high levels of unemployment
and poverty. Seventy percent of Singapore’s
households
lived
in
badly
overcrowded
conditions, and a third of its people squatted in
slums on the city fringes. Unemployment averaged
14%, GDP per capita was less than $2,700, and half
of the population was illiterate.”

5. Score
1960-1970s
1980s
500’s
Japan
Hong Kong
Japan
Korea
400’s
Thailand
Japan
South Korea
China
Philippines
Singapore
Thailand
Taiwan
Hong Kong
300’s
Vietnam
| Hanusek, Jamison, Jamison & Woessmann 2008
Thailand
Malaysia
Singapore
Indonesia
Philippines

6. | Hanusek, Jamison, Jamison & Woessmann 2008
In 1980’s, new approaches in teaching and learning math
were piloted in Singapore schools.

7. Score
1960-1970s
1980s
1990s
2000s
500’s
Japan
Hong Kong
Japan
Korea
Hong Kong
Japan
Korea
Singapore
Hong Kong
Japan
Korea
Singapore
400’s
Thailand
Philippines
Singapore
Thailand
Malaysia
Thailand
Malaysia
Thailand
Indonesia
Philippines
Indonesia
Philippines
300’s
| Hanusek, Jamison, Jamison & Woessmann 2008
In 1992, the problem-solving curriculum was formally
introduced in Grade 1 and Grade 7.

8. Country
% of Low
Performers
% of High
Performers
Mean
Shanghai
3.8
55.4
613
Singapore
8.3
40.0
573
Hong Kong
8.5
33.7
561
South Korea
9.1
30.9
554
Japan
11.1
23.7
536
Finland
12.3
15.3
519
OECD
23.1
12.6
494
| PISA 2012
| MacPherson Primary School, Singapore

9. Country
% of Low
Performers
% of High
Performers
Mean
Singapore
8.3
40.0
573
Vietnam
14.2
13.3
511
Thailand
49.7
2.6
427
Malaysia
51.8
1.3
421
Indonesia
75.7
0.3
375
OECD
23.1
12.6
494
| PISA 2012
| Bina Bangsa School, Indonesia

10. Country
% of High
Performers
Mean
Singapore
8.3
40.0
573
Vietnam
14.2
13.3
511
Thailand
49.7
2.6
427
Malaysia
51.8
1.3
421
Indonesia
| Nanyang Primary School, Singapore
% of Low
Performers
75.7
0.3
375
OECD
23.1
12.6
494
| PISA 2012

11. Problem-Solving Approach
Case Study: Addition of Whole Numbers

12. Addition of Whole Numbers
Grade 1 Lesson
Anchor Task
Add 6 and 8
| Seoul Foreign School
South Korea

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20. CPA Approach
Case Study: Division of Fractions

21. Division of Fractions
Grade 5 Lesson
Anchor Task
1
2
3
| Anglo Chinese Junior College, Singapore

22. Emphasis on Visuals
Case Study: Word Problems

23. National Test Item
Mr Lee baked 185 more chicken pies than tuna pies. After selling 3/5 of
the chicken pies and half of the tuna pies, he had 146 pies left.
How many pies did he sell?

24. Challenging Problems in Formal Assessment
Case Study: Division of Fractions

25. National Test Item
A fruit stall sold pears at 70 cents each and apples at 40 cents each.
Sally bought some pears and Tom bought some apples from the fruit stall.
Sally spent $1.10 more than Tom, but had 7 fruits fewer than Tom.
(a) How many pears did Sally buy?
(b) How much did Tom spend on the apples?