Implementing Singapore Math in Elementary Schools by gzn12524

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									Implementing Singapore
  Math in Elementary
       Schools
           James Badger
           Dianna Spence
           Gregg Velatini


 Georgia Mathematics Conference 2009
          Friday, October 16
              Agenda
• Singapore Math Overview & Examples
  – Dianna
• Our Research: “What, Why, How”
 &
 Findings: Surveys, Observations, Interviews
  – James
• Findings: Student Performance (CRCT/ITBS)
  – Gregg
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 (2nd Ed.)
    – 1999: reduced content (3rd Ed.)
    – 2001 & forward:
      adapted for U.S.
  Why Singapore Math?
Trends in International Math/Science Study

• Singapore   4th       TIMSS: Mean Score, 4th Grade Math
                        COUNTRY         1995      2003
  graders               Singapore
                        Hong Kong
                                        590
                                        557
                                                  594
                                                  575
  consistently          Japan           567       565
                        Netherlands 549           540
  outperforming         Latvia          499       533

  4th graders in
                        England         484       531
                        Hungary         521       529
  other countries       U.S.
                        Cyprus
                                        518
                                        475
                                                  518
                                                  510
                        Australia       495       499
                        New Zealand 469           496
                        Scotland        493       490
                        Slovenia        462       479
                        Norway          476       451
                        Source: http://nces.ed.gov/timss
     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”
  Hallmark Strategies of
      Singapore Math    9


• Number bonds                      2      7

  – operations and part-whole relationships
• Mental math              6,325 + 400 = 6,725
  – leverages and reinforces place value
• Bar models
  – helps conceptualize arithmetic operations,
    fractions, ratios, algebraic thinking
                                   “12 of Jack’s
                                   marbles are red,
                                   which is 2/9 of
                                   his collection…”
 Example:                                  537
 Place Value Disks                       + 184
Thousands   Hundreds           Tens                     Ones .
            100    100   100   10             10        1       1       1
                                     10             1               1
                  100 100                                   1           1


                               10        10
                                    10        10    1               1
                   100                                      1           1

                   7                                        1
                               10        10



                   100
                                     2
                                    10
                                               10




                                     10
Example:
Bar Modeling
 “12 of Jake’s marbles are red, and
 these make up 2/9 of his collection.
 How many marbles in Jake’s
 collection are not red?”
  12        6 x 7 = 42

 6 6 6 6 6 6 6 6 6

       Whole collection
Classroom Best Practices
• Concrete  Pictorial  Abstract
             3   +   4




             3           4

• Emphasis on place value, mental math
• Conceptual approach, not rule-based
       • Spiral approach to topics
       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
    1. Survey Results
• Teachers, Kindergarten in particular,
  indicated a stronger affinity for and liked
  teaching mathematics at the end of the
  2008-2009 school year than they had
  previously reported.
• Content knowledge of mathematics is
  important for effective teaching: teachers
  report some degree of understanding and
  confidence in teaching mathematics.
    Survey Results, cont.
• A degree of satisfaction with the
  training and resources for
  mathematics teaching in 2009 – i.e.
  Singapore Math training and mentoring
  initiatives were apparently noticed and
  appreciated by many teachers.
  – Echoed in interview and journal data
   2. Interview Results
• A fluid integration of the new
  curriculum: a consequence of the
  training provided by the county and
  ongoing support delivered by school
  administration
• Teachers reported manipulatives
  frequently integrated in the classroom
    - value discs and number bonds cited as
      fostering learning
 Interview Results, cont.
• Teachers report students possessed
  a deeper understanding of
  mathematical concepts with the
  Singapore Math curriculum.
• Teachers claimed that they have
  higher expectations of students in
  Singapore Math.
 Interview Results, cont.
• Parents’ reactions to Singapore Math
  ranged from enthusiasm to
  frustration.
     3. Journal Results
• Teachers wrote that students liked
  using place value disks
  – a helpful hands-on manipulative to assist
    students grasp the concept of place value.
• Teachers wrote that students enjoyed
  activities, games, and manipulatives.
    - the students showed enthusiasm in class.
    - Students described these parts of math
      class as “fun”.
4. Classroom Observation

• Some teachers
  – tended to emphasize low-level cognitive
    processes in their instruction
  – rarely asked students to draw
    associations to real-world contexts
    • accountability pressure and time
      constraints?
    • preponderance of teacher instruction at the
      expense of higher cognitive instruction,
      deeper questioning, and more occasions for
      cooperative student learning?
Second Year, 2009-2010
• No design changes in the second year
  of the study – i.e. same data collection
  instruments, teachers volunteer to
  participate, fifth grade classes added,
  compare first and second year data.
• Data collected in the second year will
     - Determine student comprehension and
       achievement, fidelity of curriculum
       implementation.
 Student Performance:
 Things to Keep in Mind
• Testing occurred during most teachers’
  first year using new curriculum
• Most students in higher grades (e.g.,
  3rd and 4th) had not previously been
  taught Singapore Math
• Data we are really interested in will not
  be available for 3-4 more years.
Student Performance: CRCT
School Mean Math Score by Grade

Change in CRCT Math Mean Score
            Grade 1



 Decreased                       Change in CRCT Math Mean Score
   20%
                                             Grade 2


                                   Decreased
                     Increased       15%
                        80%




                                                    Increased
                                                       85%
Student Performance: CRCT
School Mean Math Score by Grade

 Change in CRCT Math Mean Score
             Grade 3



Decreased
                                    Change in CRCT Math Mean Score
  30%                                           Grade 4



                        Increased     Decreased
                           70%          15%




                                                       Increased
                                                          85%
Student Performance: CRCT
Percent Change in Mean Math Score
                      Percent Change in Math CRCT Mean Score
                            Grade 1 - Top 5 vs. Lowest 5


                                                                 1.54%

                                                                1.35%

                                                                1.32%

                                                             1.04%

                                                             1.01%

                                                   0.03%

                                          -0.13%

                                          -0.15%

                                          -0.16%

                                       -0.62%

   -5.00%   -4.00%   -3.00%   -2.00%   -1.00%   0.00%   1.00%     2.00%   3.00%   4.00%   5.00%
                                         Mean Score Change
Student Performance: CRCT
Percent Change in Mean Math Score
                      Percent Change in Math CRCT Mean Score
                            Grade 2 - Top 5 vs. Lowest 5


                                                                              2.34%

                                                                  1.40%

                                                                1.22%

                                                              0.96%

                                                              0.83%

                                                      0.11%

                                                     0.02%

                                           -0.01%

                                          -0.13%

                                         -0.28%

   -5.00%   -4.00%   -3.00%   -2.00%   -1.00%     0.00%   1.00%       2.00%     3.00%   4.00%   5.00%
                                         Mean Score Change
Student Performance: CRCT
Percent Change in Mean Math Score
                       Percent Change in Math CRCT Mean Score
                             Grade 3 - Top 5 vs. Lowest 5


                                                                                           4.32%

                                                                         2.33%

                                                                   1.92%

                                                                  1.86%

                                                                  1.77%

                                          -0.24%

                                        -0.49%

                                        -0.51%

                                    -0.93%

                     -2.64%

   -5.00%   -4.00%    -3.00%   -2.00%   -1.00%   0.00%   1.00%   2.00%     3.00%   4.00%     5.00%
                                          Mean Score Change
Student Performance: CRCT
Percent Change in Mean Math Score
                      Percent Change in Math CRCT Mean Score
                            Grade 4 - Top 5 vs. Lowest 5


                                                                                       3.72%

                                                                               2.52%

                                                                            2.10%

                                                                    1.50%

                                                                    1.37%

                                                        0.17%

                                                       0.01%

                                           -0.30%

                                       -0.83%

                                   -0.86%

   -5.00%   -4.00%   -3.00%   -2.00%     -1.00%     0.00%   1.00%    2.00%     3.00%   4.00%   5.00%
                                           Mean Score Change
  Student Performance: CRCT
  Students Meeting Min. Requirements
   Change in Percentage of Students
Meeting CRCT Math Minimum Requirement
               Grade 1


      Decreased                      Change in Percentage of Students
        15%                       Meeting CRCT Math Minimum Requirement
                                                 Grade 2


                      Increased              Decreased
                         85%                    5%




                                                    Increased
                                                       95%
  Student Performance: CRCT
  Students Meeting Min. Requirements
   Change in Percentage of Students
Meeting CRCT Math Minimum Requirement
               Grade 3


    Decreased                           Change in Percentage of Students
      25%                            Meeting CRCT Math Minimum Requirement
                                                    Grade 4


                         Increased
                            75%
                                      Decreased
                                        40%

                                                                Increased
                                                                   60%
Students Meeting CRCT Math Req.’s
Change in Percentage Points
             Change in Percentage of Students
         Meeting Minimum Math CRCT Requirements
                Grade 1: Top 5 and Lowest 5


                                                           15.4

                                                          13.9

                                                       12.3

                                                    9.4

                                                    8.2

                                              2.3

                                          0.1

                                 -1.9

                                 -2.5

                                -3.1

     -40.0   -30.0   -20.0   -10.0      0.0     10.0       20.0   30.0   40.0
                             Change in Percentage
Students Meeting CRCT Math Req.’s
Change in Percentage Points
             Change in Percentage of Students
         Meeting Minimum Math CRCT Requirements
                Grade 2: Top 5 and Lowest 5


                                                               24.5

                                                  9.8

                                                  9.6

                                                  9.1

                                                  8.9

                                          0.3

                                          0.2

                                          0.2

                                          0.1

                                 -1.4

     -40.0   -30.0   -20.0   -10.0      0.0     10.0    20.0    30.0   40.0
                             Change in Percentage
Students Meeting CRCT Math Req.’s
Change in Percentage Points
             Change in Percentage of Students
         Meeting Minimum Math CRCT Requirements
                Grade 3: Top 5 and Lowest 5


                                                                         34.0

                                                                   28.4

                                                         13.9

                                                         13.7

                                                         12.8

                                     -2.8

                                 -3.5

                               -6.7

                              -8.0

              -24.0

     -40.0   -30.0    -20.0   -10.0         0.0   10.0     20.0   30.0    40.0
                              Change in Percentage
Students Meeting CRCT Math Req.’s
Change in Percentage Points
             Change in Percentage of Students
         Meeting Minimum Math CRCT Requirements
                Grade 4: Top 5 and Lowest 5


                                                              27.8

                                                              27.7

                                                      19.2

                                               11.5

                                             7.7

                              -5.4

                              -5.6

                              -6.4

                             -7.0

                             -7.9

     -40.0   -30.0   -20.0   -10.0   0.0    10.0    20.0     30.0    40.0
                             Change in Percentage
   Student Performance: ITBS
   Mean Percentile Ranking in Math
      Change in ITBS Mean                                  Change in ITBS Mean
    Percentile Ranking in Math                           Percentile Ranking in Math
              Grade 2                                              Grade 4


                                   Change in ITBS Mean           Decreased
Decreased                        Percentile Ranking in Math         0%
  30%                                      Grade 3


                         Increased       Decreased
                                                                 Increased
                            70%             0%
                                                                   100%




                                          Increased
                                            100%
Student Performance: ITBS
Change in Mean Percentile Ranking
              Change in Mean Percentile Ranking
                    on ITBS Math Scores
                 Grade 2: Top 5 and Lowest 5


                                               11.39

                                              10.32

                                             9.11

                                            8.41

                                            8.20

                                -0.86

                            -1.79

                            -2.23

                        -6.00

                        -6.35

     -30.00   -20.00   -10.00       0.00   10.00       20.00   30.00
                   Change in Mean Percentile Ranking
Student Performance: ITBS
Change in Mean Percentile Ranking
              Change in Mean Percentile Ranking
                    on ITBS Math Scores
                 Grade 3: Top 5 and Lowest 5


                                                        17.29

                                                       15.83

                                                    12.44

                                                    12.11

                                                   11.91

                                            5.70

                                          4.65

                                        2.43

                                     1.08

                                     0.98

     -30.00   -20.00   -10.00    0.00       10.00       20.00   30.00
                   Change in Mean Percentile Ranking
Student Performance: ITBS
Change in Mean Percentile Ranking
              Change in Mean Percentile Ranking
                    on ITBS Math Scores
                 Grade 4: Top 5 and Lowest 5


                                                                   29.47

                                                           21.32

                                                        18.67

                                                       17.29

                                                       16.80

                                            5.79

                                          4.37

                                        2.44

                                        1.91

                                     0.87

     -30.00   -20.00   -10.00    0.00          10.00   20.00    30.00
                   Change in Mean Percentile Ranking
       Concluding Thoughts
• 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

								
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