CURRICLUM

1

TheSingaporean Mathematics Curriculum: Connectionsto TIMSS

Jaguthsing Dindyal

Nanyang Technological University

jdindyal@nie.edu.sg

Singaporean students’ top-level performance in the TIMSS studies in mathematics has strong connections to the mathematics curriculum in the country. While mathematics curricula tend to be somewhat similar in countries all over the world, there are some subtle differences in the Singaporean mathematics curriculum, which are worth examining. In this paper, I describe some of the important features of the intended, attained and implemented aspects of the mathematics curriculum in Singapore and how they connect to the TIMSS studies. I also briefly comment on the strengths and weaknesses of the curriculum.

Comments:

A good review of Singapore mathematics curriculum The Pentagon Model of the Singapore Mathematics Curriculum Framework (SMCF) towards Singaporean students at grade 8 level were the top-performers in the world in each of the three major studies carried out by The International Association for the Evaluation of Educational Achievement (IEA) from 1995 to 2003.

2.

Comparative Study of Secondary Mathematics Curriculum between

Malaysiaand Singapore

Zarina Bibi Ibrahim, Khairil Iskandar Othman

Institute of Mathematical Research & Department of Mathematics, Faculty of Science, Universiti Putra Malaysia

Department of Mathematics, Faculty of Computational and Mathematical Science, Universiti Teknologi MARA

Abstract

This preliminary study attempts to compare the Malaysian Secondary Mathematics (MSM) curriculum published in 2003 with the Singapore Secondary Mathematics (SSM) implemented in 2007. The study aims to examine the math content and the level at which the content is introduced between the two countries. The result from the study indicated that there is a need in Mathematics Curriculum to be revised in order to enable students to have literacy in mathematics and the ability to apply mathematics into other disciplines at higher level.

Comments:

I would like to comment that this research is significant for Malaysian educator as the research findings indicated that when comparing the Malaysian Mathematics curriculum with the Singapore math curriculum at the secondary level, our curriculum does not differ much in terms of the topics covered. The significant difference is on the depth each topic is covered and the level at which the topic is introduced. These findings are meaningful for us to reflect how to improve our educational system or mathematics curriculum. 

 3.

Multilevel analysis of achievement in mathematics of

Malaysianand Singaporean students

M. Najib Abd. Ghagar, Rohani Othman& Ebrahim Mohammadpour

Fakulty Education

, Universiti Teknologi Malaysia, 81310 Johor, Malaysia

Abstract

:

This article explored the variation in mathematics achievement of Malaysian and Singaporean eighth-graders as a function of student-and school-level differences. The data obtained from 5314 students nested within 150 schools from Malaysia, and 6018 students nested within 164 schools from Singapore who participated in the Trends in International Mathematics and Science Study (TIMSS) in the 2003. Multilevel linear modeling was employed to analyze the data. The results indicated that 57.28% of the total variance in mathematics achievement in Malaysia accounted for school-level differences. Meanwhile, the results showed that classroom-level differences contributed to 74.6% of the total variance in achievement of Singaporean students. Only 5.9% of the variance in achievement in Singapore accounted for school-level differences. At the student level, mathematics self-concept was the most influential factor on achievement of students from both countries. At the school level, school climate as perceived by the school principals was the most influential factor on achievement of students from both countries.

Comments:

I would like to comment that this research is significant for Malaysian educator as the research findings indicated the results showed that classroom-level differences contributed to 74.6% of the total variance in achievement of Singaporean students.. The significant difference is on the depth each topic is covered and the level at which the topic is introduced. These numerous findings are meaningful for us to reflect how to improve our educational system or mathematics curriculum.