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Teacher preparation for a problem-solving curriculum in Singapore

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Abstract

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.

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Notes

  1. The “model method” is a visual representation of some types of linear algebraic equations in the form of boxes or bars. For details about the model method, see Lee and Ng (2009).

  2. Foong (2009) was referring to the now well-known conceptions of teaching problem solving as proposed by Shroeder and Lester (1989): teaching mathematics for problem solving, teaching about mathematics problem solving, and teaching mathematics through problem solving.

  3. A detailed description of how the design experiment model advocated by Middleton, Gorard, Taylor, and Bannan-Ritland (2008) was adapted to our purpose is found in Quek, Dindyal, Toh, Leong, and Tay (2011).

  4. In Lesson Study practices, it is common that teams carry out their plans in the classroom first—Cycle 1—make changes to refine the plan and then try it out again in another classroom—in Cycle 2. In this study, the trainer taught the elective in Cycle 1 during Phase III and the teachers later carried out the problem solving with their students in Cycle 2.

  5. We did not collect data for the third teacher because she did not attend Phase III of the teacher development programme.

  6. Although Schoenfeld’s framework was also introduced to the students, this report that focuses on the broader-grained features of Pólya’s model will not discuss the finer-grained analysis along the lines of Schoenfeld’s components.

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Authors and Affiliations

  1. National Institute of Education, Nanyang Technological University, Singapore, Singapore

    Yew Hoong Leong, Jaguthsing Dindyal, Tin Lam Toh, Khiok Seng Quek, Eng Guan Tay & Sieu Tee Lou

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  1. Yew Hoong Leong
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  2. Jaguthsing Dindyal
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  3. Tin Lam Toh
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  4. Khiok Seng Quek
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Correspondence to Yew Hoong Leong.

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Leong, Y.H., Dindyal, J., Toh, T.L. et al. Teacher preparation for a problem-solving curriculum in Singapore. ZDM Mathematics Education 43, 819–831 (2011). https://doi.org/10.1007/s11858-011-0356-z

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