Kaur, Berinderjeet

This study examined the mediational role of achievement goals between parental behaviors and learning outcomes. A sample of 1667 Singapore Secondary 3 students took the measures of parental involvement in learning, parental control, mastery approach and avoidance goals, performance approach and avoidance goals, as well as seven learning outcome variables in their math study. We conducted complex structural equation modeling analysis to take into account the hierarchical structure of the data and found a good fit for the hypothesized partial mediation model. More specifically, parental involvement in learning was associated with an adaptive learning profile (i.e., self-regulated engagement in learning activities, low anxiety, high perceived competence, and high achievement), partially or mainly through its positive relationship with mastery approach goals. Parental control predicted a maladaptive coping orientation (i.e., low persistence and high anxiety) and low achievement partially through its positive relationship with mastery and performance avoidance goals. The findings are discussed in the academic context of Singapore.

The goal of this paper is to present a succinct consolidation of the why, what and how of the ‘Model’ method as there is a lack of such documentation for researchers, practitioners and policy makers thus far. The ‘Model’ method is a tool for representing and visualising relationships when solving whole number arithmetic (WNA) word problems. The paper traces the history of the method in the Singapore school mathematics curriculum, exemplifies the three basic models of the method, explores its efficacy and assesses its role as a problem solving heuristic in the Singapore primary school mathematics curriculum. The findings show that the method, a tool for representing and visualising relationships between quantities when solving whole number arithmetic word problems, was introduced in 1983 as part of the primary school mathematics curriculum for schools in Singapore. The method comprises three basic models, namely the part-whole model, the comparison model and the change model. Past studies carried out both in Singapore and other parts of the world, related to the use of the method and its impact on student learning show that the method does help students, including those with mathematical difficulties, improve in their ability to solve whole number arithmetic word problems. Perceptions of expert primary school mathematics teachers show that they engage students in solving whole number arithmetic word problems through Polya’s framework and also Newman’s strategies. They encourage students to represent on diagrams the givens and goals of a problem as this is a necessary step in visualising and recognising relationships. To do so they may use the method. Students may also use any other heuristic to solve the whole number arithmetic word problems.

Mathematics trails may be seen as field work activities in mathematics both for primary and secondary school pupils. A mathematics trail is just like a nature trail or a fitness trail. Along a predetermined route the participant stops at a number of stops to attempt mathematical questions or challenges relating to the immediate area. The concept of producing mathematics trails has been explored as a way of developing an appreciation and enjoyment of mathematics in everyday settings and popularising mathematics among children, their teachers and parents. Despite this somewhat limited initial ambition mathematics trails seem to have created the beginning of a new philosophy and methodology for extending the teaching and learning of mathematics beyond the bounds of the classroom. In Singapore a number of mathematics trails have been designed to date by the author, inset and preservice teachers for various purposes. This paper will share with conference participants the attitudinal outcomes from such environmental activities. The author feels that mathematics trails can be both fun and stimulating. Mathematics trails also provide pupils an opportunity to use the environment to study mathematics or use mathematics to learn about the environment or use mathematics for the environment.

It is generally accepted that a pilot study precedes the main study forming an important component of a research project. In this paper we share our experiences and reflections on three pilot studies we have conducted. The main studies for which the preliminary research was undertaken fall into two realms of mathematics education often considered distinct: the affective and the cognitive domains. Both quantitative and qualitative research techniques were used in the pilot studies. Outcomes are presented and the impact on the directions of the main studies is discussed. The advantages we perceived in undertaking the pilot studies are outlined.

This study of mathematics pedagogy examined the practices of three competent Secondary 2 mathematics teachers and their classrooms. This research brief presents the findings and analysis of part of the data from the study that is related to good mathematics lessons. It examines the instructional approaches of these three teachers. It also examines their students' perceptions of the lessons they taught as well as the characteristics of good mathematics lessons. The findings of teacher practice and student perception are juxtaposed to elicit characteristics of good mathematics teaching in Singapore's Secondary 2 classrooms.

As part of the Leaner’s Perspective Study (LPS), three grade eight mathematics classrooms of competent teachers, in Singapore, were studied for periods of ten lessons each. Data were collected using the complimentary accounts methodology and data on several aspects of the teaching and learning in the three classrooms have been analysed. In this paper, three main aspects of the pedagogical flow in these classrooms, namely nature of teachers’ instructional approaches, the role of textbook, and the nature and role of homework will be presented.

As part of the Learner’s Perspective Study (LPS), three competent mathematics teachers were studied for periods of ten lessons each. Data were collected using the complimentary accounts methodology. Since teacher questions are viewed as a critical teaching tool by many researchers and educators, the different types of questions posed by the teachers during their lessons were studied. An attempt was made to link the types of questions and the teachers’ pedagogical goals. This paper will share with the participants the methodology used and respective findings.