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Mathematics curriculum
Competent and experienced mathematics teachers
Perceptions of students about mathematics teaching
Teacher-intended curriculum
Secondary schools
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Berinderjeet Kaur, Tay, E. G., Toh, T. L., Leong, Y. H., & Lee, N. H. (2018). A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools. Mathematics Education Research Journal, 30(1), 103-116. 10.1007/s13394-017-0205-7
A study of school mathematics curriculum enacted by competent teachers in Singapore secondary schools, is a programmatic research project at the National Institute of Education (NIE) funded by the Ministry of Education (MOE) in Singapore through the Office of Education Research (OER) at NIE. The main goal of the project is to collect a set of data that would be used by two studies to research the enacted secondary school mathematics curriculum. The project aims to examine how competent experienced secondary school teachers implement the designated curriculum prescribed by the MOE in the 2013 revision of curriculum. It does this firstly by examining the video recordings of the classroom instruction and interactions between secondary school mathematics teachers and their students, as it is these interactions that fundamentally determine the nature of the actual mathematics learning and teaching that take place in the classroom. It also examines content through the instructional materials used – their preparation, use in classroom and as homework. The project comprises a video segment and a survey segment. Approximately 630 secondary mathematics teachers and 600 students are participating in the project. The data collection for the video segment of the project is guided by the renowned complementary accounts methodology while the survey segment adopts a self-report questionnaire approach. The findings of the project will serve several purposes. They will provide timely feedback to mathematics specialists in the MOE, inform pre-service and professional development programmes for mathematics teachers at the NIE and contribute towards articulation of “Mathematics pedagogy in Singapore secondary schools” that is evidence based.
This is the final draft, after peer-review, of a manuscript published in Mathematics Education Research Journal. The published version is available online at
2211-050X (online)
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