Abstract
Singapore has a history of having a national mathematics curriculum, which is produced and disseminated by the Ministry of Education, exemplifying a deductive approach towards mathematical curriculum development (Olivia, Developing the curriculum, 2009). This Chapter presents, through three case studies of school-based curriculum innovations, how the development of mathematics curriculum in Singapore has evolved from a deductive to containing elements of both the deductive and inductive approaches—a mixed model approach. Through the eyes of the three case-studies, advantages to such a mixed model approach towards mathematics curriculum development will be presented. Key contributing factors for the success of such a mixed model approach will be elicited through an analysis of these case studies as well.
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Notes
- 1.
According to Cohen (1988, pp. 284–288), SMD=0.10 is a small effect size, SMD=0.25 is a medium effect size, and SMD=0.40 or larger is a large effect size.
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Lee, N.H. (2014). The Singapore Mathematics Curriculum Development—A Mixed Model Approach. In: Li, Y., Lappan, G. (eds) Mathematics Curriculum in School Education. Advances in Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7560-2_14
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