This book provides a one-stop resource for mathematics educators, policy makers and all who are interested in learning more about the why, what and how of mathematics education in Singapore. The content is organized according to three significant and closely interrelated components: the Singapore mathematics curriculum, mathematics teacher education and professional development, and learners in Singapore mathematics classrooms. Written by leading researchers with an intimate understanding of Singapore mathematics education, this up-to-date book reports the latest trends in Singapore mathematics classrooms, including mathematical modelling and problem solving in the real-world context.

Provides an overview of Singapore's education system, and milestones in the development of the system and school mathematics curriculum Offers snapshots of significant data and findings on Singapore's participation in benchmark studies such as PISA and TIMSS Describes how Singapore teachers use various approaches to help low-attaining students learn mathematics

Autorentext
TOH Tin Lam is an Associate Professor and currently the Deputy Head of the Mathematics and Mathematics Education Academic Group at the National Institute of Education, Nanyang Technological University of Singapore. He obtained his PhD from the National University of Singapore in 2001. He continues to pursue research in mathematics as well as mathematics education and has published papers in international scientific journals in both areas.

Berinderjeet KAUR is a Professor of Mathematics Education at the National Institute of Education in Singapore. She holds a PhD in Mathematics Education from Monash University in Australia. She has been with the Institute for the last 30 years and is one of the leading figures of Mathematics Education in Singapore. In 2010, she became the first full professor of Mathematics Education in Singapore. She has been involved in numerous international studies on mathematics education and was the Mathematics Consultant to TIMSS 2011. She was also a core member of the MEG (Mathematics Expert Group) for PISA 2015. She is passionate about the development of mathematics teachers and in turn the learning of mathematics by children in schools.

TAY Eng Guan is an Associate Professor and Head in the Mathematics and Mathematics Education Academic Group of the National Institute of Education at Nanyang Technological University, Singapore. Dr Tay obtained his PhD in the area of Graph Theory from the National University of Singapore. He has continued his research in Graph Theory and Mathematics Education and has published papers in international scientific journals in both areas. He is co-author of the books Counting, Graph Theory: Undergraduate Mathematics, and Making Mathematics Practical. Dr Tay has taught in Singapore junior colleges and served a stint in the Ministry of Education. He is active in local and international mathematics education activities and was a core member of the Mathematics Strategic Advisory Group for PISA 2021.

Inhalt
1 Surprising Singapore: Introduction.- Section 1: The Singapore School Mathematics Curriculum.- 2 Overview of Singapore's education system and milestones in the development of the system and school mathematics curriculum.- 3 The intended school mathematics curriculum.- 4 The enacted school mathematics curriculum.- 5 Beyond school mathematics.- 6 Singapore's participants in international benchmark studies: TIMSS, PISA and TEDS-M.- Section 2: Teaching and Learning Practices in Singapore Mathematics Classrooms.- 7 Problem solving in the Singapore school mathematics curriculum.- 8 Innovative pedagogical practices.- 9 Problems in real-world context and mathematical modelling.- 10 Patterns across the years: Singapore learners' epistemology.- 11 Metacognition in the teaching and learning of mathematics.- 12 Students' perspectives of good mathematics lessons, homework and how their teachers facilitate learning of mathematics.- 13 Low attainers and learning of mathematics.- 14 Use of technologyin mathematics education.- Section 3: Teacher Education and Professional Development.- 15 The National Institute of Education and mathematics teacher education: Evolution of pre-service and graduate mathematics teacher education.- 16 Exemplary practices of mathematics teachers.- 17 Continuing from pre-service: Towards a professional development framework for mathematics teachers in the 21st century.- 18 Models of teacher professional development.- 19 Teaching simultaneous linear equations: A case of realistic ambitious pedagogy.- 20 Productive teacher noticing: Implications for improving teaching.- 21 Reviewing the past, striving in the present and moving towards a future-ready Mathematics Education.