Teacher preparation for a problem-solving curriculum in Singapore

Problem solving is at the heart of the Singapore Mathematics curriculum. However, it remains a challenge for teachers to realise this curricular goal in practice. Here, we review the efforts of Singapore mathematics teacher educators in incorporating problem-solving (teaching) competency in teacher education and PD programmes. We discuss conceptual and practical issues, actions taken and changes made in building teachers’ capacity to enact a problem-solving curriculum in a school-based design experiment project. In the project, teachers learnt problem solving, observed and then carried out lessons, using the “Mathematics Practical”—akin to the science practical—as key to instruction and assessment.

[1]  Model method: A visual tool to support algebra word problem solving at the primary level , 2009 .

[2]  Eng Guan Tay,et al.  Mathematical Problem Solving for Everyone: A Design Experiment , 2011 .

[3]  D. Schifter,et al.  A research companion to Principles and standards for school mathematics , 2003 .

[4]  K. Ramatlapana.  Provision of in-service training of mathematics and science teachers in Botswana: teachers’ perspectives , 2009 .

[5]  Thiam Seng Koh,et al.  Integration of information technology in the Singapore school mathematics curriculum , 2006 .

[6]  A. Schoenfeld.  Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics (Reprint) , 2009 .

[7]  Pui Yee Foong,et al.  Teachers' concerns about the revised mathematics curriculum , 1996 .

[8]  Pui Yee Foong.  Engaging Mathematics Curriculum: Some Exemplary Practices in Singapore Primary Schools , 2004 .

[9]  Albert P. Shulte,et al.  New Directions for Elementary School Mathematics. 1989 Yearbook. , 1989 .

[10]  J. Stigler,et al.  The Teaching Gap: Best Ideas from the World's Teachers for Improving Education in the Classroom , 1999 .

[11]  Luan Eng. Ng.  Representation of problem solving in Singaporean primary mathematics textbooks with respect to types, Polya's model and heuristics , 2002 .

[12]  Siew Yin Ho.  Visualization in primary school mathematics : its processes and roles in mathematical problem solving , 2009 .

[13]  Mike Thomas,et al.  Research on Mathematical Proof , 2002 .

[14]  Masami Isoda,et al.  Japanese lesson study in mathematics: Its impact, diversity and potential for educational improvement , 2007 .

[15]  Frank K. Lester,et al.  Musings about Mathematical Problem-Solving Research: 1970-1994. , 1994 .

[16]  Michael Halliday.  Language As Social Semiotic , 1978 .

[17]  Douglas A. Grouws,et al.  Handbook of research on mathematics teaching and learning , 1992 .

[18]  Alan H. Schoenfeld,et al.  Mathematical Problem Solving , 1985 .

[19]  John G. Hedberg,et al.  Teachers' pedagogies and their impact on students' mathematical problem solving , 2005 .

[20]  Douglas T. Owens.  Research Ideas for the Classroom: Middle Grades Mathematics. , 1993 .

[21]  James A. Middleton,et al.  The "compleat" design experiment: from soup to nuts , 2008 .

[22]  Alan H. Schoenfeld,et al.  Problem solving in the United States, 1970–2008: research and theory, practice and politics , 2007 .

[23]  Agnes Shook Cheong Chang,et al.  An exploratory analysis of current pedagogical practices in primary mathematics classrooms , 2001 .

[24]  Stephen Krulik,et al.  Problem Solving: A Handbook for Teachers , 1987 .

[25]  Yeap Ban Har,et al.  Mathematical Problem Solving in Singapore Schools , 2009 .

[26]  Lianghuo Fan,et al.  From convergence to divergence: the development of mathematical problem solving in research, curriculum, and classroom practice in Singapore , 2007 .