Enactment of school mathematics curriculum in Singapore: whither research!

Autor/in	Kaur, Berinderjeet
Titel	Enactment of school mathematics curriculum in Singapore: whither research!
Quelle	In: ZDM : mathematics education, 46 (2014) 5, S. 829-836 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704; 1863-9704/E
DOI	10.1007/s11858-014-0619-6
Schlagwörter	Forschung; Curriculum; Schulbuch; Mathematikunterricht; Einführung; Singapur
Abstract	The official curriculum for mathematics in Singapore schools is based on a framework that has mathematical problem solving as its primary goal. It is detailed and one may say that the gap between the designated curriculum and teacher intended curriculum is often very narrow. This is so as the main source of instructional materials is textbooks which are very closely aligned with the official national curriculum. There is a dearth of research on the enactment of the curriculum in Singapore schools, with the few research studies done so far appearing to cover only a narrow focus. The author's view is that, even though only a few such studies have been published, schools have always been engaged in small-scale investigations, the findings of which are necessary to guide decisions on matters related to choice of textbooks and pedagogies for improved student learning. Considering all the published research and the investigative work undertaken by educators in Singapore, it may be said that the conceptual model proposed by J. T. Remillard and D. J. Heck [ibid. 46, No. 5, 705-718 (2014; ME 2015a.00341)] is rigorous. In addition, the issues in this particular issue of ZDM offer educators, both classroom teachers and others, very good perspectives for research on the enactment of the school mathematics curriculum.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2015/3