https://padlet.com/121767j/ul37qcxq6dfw Micole Lim, Nigel Tan en-us 2017-07-23 06:25:59 UTC 2017-07-23 06:39:10 UTC hello@padlet.com 121767j https://padlet.com/121767j/ul37qcxq6dfw/wish/179241544 1. ]]> 2017-07-23 06:28:12 UTC https://padlet.com/121767j/ul37qcxq6dfw/wish/179241544 121767j https://padlet.com/121767j/ul37qcxq6dfw/wish/179241558 1. Singapore places greater emphasis on the teachers than in USA. For example, after grade 12, all Singaporean pre-service teachers attend Singapore's only teacher training institution, the National Institute of Education (NIE), where they receive 100-150 hours of methods courses, 35 hours of mathematical content courses, 40 hours of math pedagogy (teaching methodology), and 25 hours of general pedagogy. Pedagogy, however, is always linked to content and the same professor teaches both mathematics content and pedagogy. (By contrast, in most teacher education schools in the U.S., there is little emphasis on learning mathematical content, and pedagogy and content are often taught separately.)

2. Singapore promotes rote learning more than USA. Singapore's education system places more emphasis on grades than in USA, which leads students to be extremely focused on the content tested, rather than creative and analytical skills, which are emphasised in USA's education system.

3. Comparing the differences in success between USA and Singapore in the mathematics department, analysis of these evidentiary streams finds Singaporean students more successful in mathematics than their U.S. counterparts because Singapore has a world-class mathematics system with quality components aligned to produce students who learn mathematics to mastery. These components include Singapore’s highly logical national mathematics framework, mathematically rich problem-based textbooks, challenging mathematics assessments, and highly qualified mathematics teachers whose pedagogy centers on teaching to mastery. Singapore also provides its mathematically slower students with an alternative framework and special assistance from an expert teacher.

The U.S. mathematics system does not have similar features. It lacks a centrally identified core of mathematical content that provides a focus for the rest of the system. Its traditional textbooks emphasize definitions and formulas, not mathematical understanding; its assessments are not especially challenging; and too many U.S. teachers lack sound mathematics preparation. At-risk students often receive special assistance from a teacher’s aide who lacks a college degree. As a result, the United States produces students who have learned only to mechanically apply mathematical procedures to solve routine problems and who are, therefore, not mathematically competitive with students in most other industrialized countries.]]> 2017-07-23 06:28:59 UTC https://padlet.com/121767j/ul37qcxq6dfw/wish/179241558 121767j https://padlet.com/121767j/ul37qcxq6dfw/wish/179241649 1.http://www.air.org/resource/what-united-states-can-learn-singapore%E2%80%99s-world-class-mathematics-system-exploratory-study
2. http://blogs.edweek.org/edweek/sarameads_policy_notebook/2010/07/what_can_and_cant_we_learn_from_singapore.html

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