Global Forum on Singapore Mathematics Paper 2

The Role of Professional Development of Mathematics Teachers

Yeap Ban HarMarshall Cavendish Institute

Singapore

Teacher Education in Singapore

The Case of Singapore: Pre-service Primary Teachers

National Institute of Education

Advanced Level

Polytechnics

Diplomas

University

Degrees

Trained Teachers

100 – 150 hours

100 – 150 hours

Mathematics Content

Mathematics

Pedagogy

General Pedagogy

Singapore

35 40 25

Taiwan 38 34 28

US 33 35 32

Relative Proportion of Time Spent on Three Key Areas

Source: TEDS-M

The Case of Singapore: In-service Primary Teachers

Non-Certificati

on

Master Degree

Trained Teachers

Bachelor Degree

Doctoral Degrees

Workshop Style Professional Development

Professional Learning

Communities: Lesson

Study

Example 1Pedagogical-Content Knowledge

Workshop

Area > 2r2

Area < 4r2

2r2 < Area < 4r2

2r2 < r2 < 4r2

Example 2Lesson Study

Grade 6 Lesson on Formula to Calculate Circumference of a Circle at Fuchun Primary School, Singapore

Task 1 Find the longest distance between two points on a circle.Fuchun Primary School, Singapore

Task 2 Measure circumference and diameter of four circles.Fuchun Primary School, Singapore

Task 3 Draw a circle given that its circumference is 6 metres.Fuchun Primary School, Singapore

Used the relationship between circumference and diameter

Did not use the relationship between circumference and diameter

Teacher Education and Development Study Mathematics (TEDS-M)

TEDS-M Findings

Performance in Content Knowledge at Primary Level

Performance in Pedagogical-Content Knowledge at Primary Level

Performance in Content Knowledge at Primary Level – Algebra, Geometry and Numbers

TIMSS 2003

Professional DevelopmentBeliefs About Mathematics

& Mathematics Teaching and Learning

Vietnam

The Anchor Problem – to make a correct division sentence using one set of digit tiles 0 to 9. Why do you think the teacher provided the restriction of not repeating any of the digits?

USA

changing mindsets

Professional DevelopmentKnowledge Construction

Singapore

Thailand

facilitate the construction of

knowledge

Professional DevelopmentEnhancing Learning Capacity

Singapore

enhance the capacity to learn

Singapore

Indonesia

Level 100 Courses Teaching (Content-Driven)Example: Teaching of Whole Numbers

Level 200 Courses Teaching (Pedagogy-Driven)Example: Learning Theories

Level 300 Courses Specialist - LeadershipExample: Designing Professional Development for Mathematics Teachers

Level 400 Courses Specialist - CurriculumExample: Curriculum Development

Level 500 Courses Specialist - ResearchExample: Research Methods in Mathematics Education

To nurture effective teachers

National Institute of Singapore Education (NISE) in the Philippines to provide platforms for schools in the Philippines to have access to quality professional development

To build capacity

Ph.D. in Mathematics Education at Rajabhat Mahasarakham University, Thailand to nurture more mathematics educators to teach methods courses in universities

Masters in Mathematics and Science Education at Khemarak University, Cambodia to nurture mathematics educators to teach methods courses in teacher training institutes and universities

Special Programme for EARCOME 6 to be hosted by Khon Kaen University, Thailand to nurture a group of novice researchers in Laos and Cambodia between 2011 and 2013 with the goal of them attending and presenting at EARCOME 6

The Role of Professional Development of Mathematics Teachers

Yeap Ban HarMarshall Cavendish Institute

Singapore