James Badger Dianna Spence North Georgia College & State University GERA Conference 2009 Friday, October 23

Agenda  Singapore Math Overview  Research: Surveys, Observations, Interviews, Student Performance (CRCT/ITBS)  Conceptual Framework & Findings

What Is Singapore Math?  Curriculum based on elementary mathematics teaching techniques used in Singapore  Initial curriculum: “Primary Mathematics” Created in 1981 Developed by CDIS (Curriculum Development Institute of Singapore)  Revisions 1992: stronger problem-solving focus (2 nd Ed.) 1999: reduced content (3 rd Ed.) 2001 & forward: adapted for U.S.

Why Singapore Math? Trends in International Math/Science Study  Singapore 4 th graders consistently outperforming 4 th graders in other countries TIMSS: Mean Score, 4 th Grade Math COUNTRY Singapore Hong Kong Japan Netherlands Latvia England Hungary U.S Cyprus Australia New Zealand Scotland Slovenia Norway Source:

Characteristics of Singapore Math  Concrete  pictorial  abstract approach for each concept  Strong emphasis on place value  Repetitive drill minimized: topics are sequenced to reinforce/apply skills  Problem solving based on conceptual approach rather than memorization of rules, “clue words”

Research Questions 1. Has the implementation of Singapore Math resulted in higher student math scores? 2. Has the implementation of Singapore Math had a positive impacted on student interest and/or confidence in mathematics? 3. Has the implementation of Singapore Math resulted in measurable changes in the teachers’ attitudes toward mathematics? 4. Is there fidelity in the implementation of the Singapore Math curriculum? 5. How do elementary teachers implement the Singapore Math curriculum?

Research Design  County-wide implementation in a school district in the south-east of the U.S.  21 (experimental) and 3 (control) elementary schools One teacher from each of the 24 schools in K- 4 volunteer to participate (first year)

Qualitative and Quantitative Data i. Interviews with teachers & students ii. Participating teachers’ journals (4 times) iii. Classroom observations iv. Teacher and student survey – fall/spring v. Video-taping of Singapore Math lesson (4 times) – analysis using TPR (Teaching Performance Record) vi. End-of-year test scores: CRCT & ITBS

Fidelity of Curriculum Implementation (O’Donnell, 2008)  Curriculum potential  Teaching  Curriculum-in-use  Adaptation  CHART CHART

Preliminary Conclusions  Teacher training and support are essential  Not a “drop-in” solution, especially at higher grades (need phased approach)  Parent “buy-in” is important  Will take time to see full impact