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Details
Table of Contents
Intro
Series Editors' Introduction
Foreword
Preface
Acknowledgements
Contents
Editors and Contributors
About the Editors
Contributors
1 Overview of the School System and School Mathematics Curriculum in Singapore
1.1 Introduction
1.2 The School System
1.2.1 Primary School
1.2.2 Secondary School
1.3 School Mathematics Curriculum
1.3.1 Framework of the Singapore School Mathematics Curriculum
1.3.2 Primary Mathematics Curriculum
1.3.3 Secondary Mathematics Curriculum
1.4 Concluding Remarks
References
Part IGlobal Features of Practice
2 A Study of the Enacted School Mathematics Curriculum in Singapore Secondary Schools
2.1 Introduction
2.2 Conceptual Framework
2.2.1 What Did the Findings of CORE 2 Tell Us About Mathematics Teaching and Learning in Singapore Secondary Mathematics Classrooms?
2.2.2 Curriculum Enactment Process
2.2.3 Perspectives of Mathematics Teaching
2.2.4 Summary
2.3 Research Design
2.3.1 Phase 1: Video-Segment of the Project
2.3.2 Phase II: Survey-Segment of the Project
Appendix
References
3 The Instructional Core That Drives the Enactment of the School Mathematics Curriculum in Singapore Secondary Schools
3.1 Introduction
3.2 An Instructional Core That Drives Mathematics Lessons of Experienced and Competent Teachers
3.3 What Were Mathematics Teachers' Perceptions About the Instructional Core in General?
3.4 Concluding Remarks
References
Part IIEnactment of the Intended Curriculum
4 Learning Opportunities to Promote Conceptual Understanding in Singapore Secondary School Mathematics Instruction
4.1 Introduction
4.2 Teaching Mathematics That Promotes Conceptual Understanding
4.2.1 Representations in the Learning of Mathematical Concepts
4.2.2 Attending Explicitly to Mathematical Concepts
4.3 Facilitation of Conceptual Understanding by Two Experienced and Competent Mathematics Teachers
4.4 Analysis of the Lesson for Teacher 8
4.4.1 Properties of Quadratic Equations
4.4.2 Learning Opportunities for Conceptual Understanding
4.5 Analysis of the Lesson for Teacher 26
4.5.1 Distance Between Two Points in a Cartesian Plane
4.5.2 Learning Opportunities for Conceptual Understanding
4.6 Concluding Remarks
References
5 Teaching Practices That Promote Mastery in Mathematics Learning in Singapore Secondary School Classrooms
5.1 Introduction
5.2 Mastery in Learning
5.3 Mastery in Learning and the Singapore School Mathematics Curriculum
5.3.1 Phases of Lesson
5.3.2 Worked Example and Class Practice Task Nexus
5.4 Promoting Mastery in Learning in Singapore Secondary Mathematics Classrooms
5.4.1 Phases of Lesson
5.4.2 Worked Example and Class Practice Task Nexus
5.5 Conclusion
References
Series Editors' Introduction
Foreword
Preface
Acknowledgements
Contents
Editors and Contributors
About the Editors
Contributors
1 Overview of the School System and School Mathematics Curriculum in Singapore
1.1 Introduction
1.2 The School System
1.2.1 Primary School
1.2.2 Secondary School
1.3 School Mathematics Curriculum
1.3.1 Framework of the Singapore School Mathematics Curriculum
1.3.2 Primary Mathematics Curriculum
1.3.3 Secondary Mathematics Curriculum
1.4 Concluding Remarks
References
Part IGlobal Features of Practice
2 A Study of the Enacted School Mathematics Curriculum in Singapore Secondary Schools
2.1 Introduction
2.2 Conceptual Framework
2.2.1 What Did the Findings of CORE 2 Tell Us About Mathematics Teaching and Learning in Singapore Secondary Mathematics Classrooms?
2.2.2 Curriculum Enactment Process
2.2.3 Perspectives of Mathematics Teaching
2.2.4 Summary
2.3 Research Design
2.3.1 Phase 1: Video-Segment of the Project
2.3.2 Phase II: Survey-Segment of the Project
Appendix
References
3 The Instructional Core That Drives the Enactment of the School Mathematics Curriculum in Singapore Secondary Schools
3.1 Introduction
3.2 An Instructional Core That Drives Mathematics Lessons of Experienced and Competent Teachers
3.3 What Were Mathematics Teachers' Perceptions About the Instructional Core in General?
3.4 Concluding Remarks
References
Part IIEnactment of the Intended Curriculum
4 Learning Opportunities to Promote Conceptual Understanding in Singapore Secondary School Mathematics Instruction
4.1 Introduction
4.2 Teaching Mathematics That Promotes Conceptual Understanding
4.2.1 Representations in the Learning of Mathematical Concepts
4.2.2 Attending Explicitly to Mathematical Concepts
4.3 Facilitation of Conceptual Understanding by Two Experienced and Competent Mathematics Teachers
4.4 Analysis of the Lesson for Teacher 8
4.4.1 Properties of Quadratic Equations
4.4.2 Learning Opportunities for Conceptual Understanding
4.5 Analysis of the Lesson for Teacher 26
4.5.1 Distance Between Two Points in a Cartesian Plane
4.5.2 Learning Opportunities for Conceptual Understanding
4.6 Concluding Remarks
References
5 Teaching Practices That Promote Mastery in Mathematics Learning in Singapore Secondary School Classrooms
5.1 Introduction
5.2 Mastery in Learning
5.3 Mastery in Learning and the Singapore School Mathematics Curriculum
5.3.1 Phases of Lesson
5.3.2 Worked Example and Class Practice Task Nexus
5.4 Promoting Mastery in Learning in Singapore Secondary Mathematics Classrooms
5.4.1 Phases of Lesson
5.4.2 Worked Example and Class Practice Task Nexus
5.5 Conclusion
References