Abstract
This chapter discusses the findings from an examination of how the teaching practices demonstrated by experienced and competent secondary mathematics teachers compare with the intended Singapore School Mathematics Curriculum in developing mastery in learning. In the first section of the chapter, we examine how experienced and competent mathematics teachers provide opportunities for students to develop and gain mastery in mathematics learning. Of particular interest are the ways the phases of lesson as well as the use of worked examples and class practice tasks are structured during the lessons to promote such kind of mastery in learning. We found that experienced and competent teachers tend to employ cycle(s) of lesson development and lesson consolidation during their teaching. They also tend to explain the solution of one or a few worked example(s) before providing students with opportunities to independently put into practice their learning on other related problems. In the second section, we examine, by drawing on the survey data, how teachers across Singapore in general compare with these practices adopted by the experienced and competent teachers. It appears that teachers across Singapore generally adopt rather similar teaching approaches to promote mastery in mathematics learning.
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Lee, N.H., Safii, L. (2021). Teaching Practices That Promote Mastery in Mathematics Learning in Singapore Secondary School Classrooms. In: Kaur, B., Leong, Y.H. (eds) Mathematics Instructional Practices in Singapore Secondary Schools. Mathematics Education – An Asian Perspective. Springer, Singapore. https://doi.org/10.1007/978-981-15-8956-0_5
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