Browse > Article
http://dx.doi.org/10.7468/jksmec.2017.20.3.205

An Analysis of the Elementary Mathematics Textbooks in Singapore: Focused on the Model Method  

Pang, JeongSuk (Korea National University of Education)
Kim, EunKyung (Graduate School of Korea National University of Education)
Publication Information
Education of Primary School Mathematics / v.20, no.3, 2017 , pp. 205-224 More about this Journal
Abstract
A model method has been known as the main characteristic of Singaporean elementary mathematics textbooks. However, little research has been conducted on how the model method is employed in the textbooks. In this study, we extracted contents related to the model method in the Singaporean elementary mathematics curriculum and then analyzed the characteristics of the model method applied to the textbooks. Specifically, this study investigated the units and lessons where the model method was employed, and explored how it was addressed for what purpose according to the numbers and operations. The results of this study showed that the model method was applied to the units and lessons related to operations and word problems, starting from whole numbers through fractions to decimals. The model method was systematically applied to addition, subtraction, multiplication, and division tailored by the grade levels. It was also explicitly applied to all stages of the problem solving process. Based on these results, this study described the implications of using a main model in the textbooks to demonstrate the structure of the given problem consistently and systematically.
Keywords
model method; Singaporean elementary mathematics textbooks; word problems; problem solving; algebraic thinking;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 노희정 (2016). 싱가포르의 Model Method를 활용한 수학 수업이 초등학교 2학년 학생들의 문장제 해결에 미치는 효과. 한국교원대학교 석사학위논문.(Noh, H. J. (2016). Effects of mathematical lessons using Singapore's model method on the word problem-solving ability of second graders. Master dissertation, KNUE.)
2 장혜원 (2009). 종횡비교분석을 통한 초등학교 수학의 문제해결에 대한 검토. 수학교육학연구, 19(2), 207-231.(Chang, H. W. (2009). Study on problem solving in elementary school mathematics through comparative analysis. Journal of Educational Research in Mathematics, 19(2), 207-231.)
3 정은실(2009). 싱가포르와 우리나라 교과서의 비교 분석을 통한 분수 개념 지도 방안 탐색. 수학교육학연구, 19(1), 25-43.(Jeong, E. S. (2009). An Comparative Analysis of Fraction Concept in Mathematics Textbooks of Korea and Singapore. Journal of Educational Research in Mathematics, 19(1), 25-43.)
4 황현미.방정숙 (2009). 수학 문제 해결과정에서 초등학교 6학년 학생들의 시각적 표현에 관한 연구. 초등수학교육, 12(2), 81-97.(Hwang, H. M. & Pang, J. S. (2009). A study on the 6th graders' use of visual representations in mathematical problem solving. Education of primary school mathematics, 12(2), 81-97.)
5 Cai, J., & Knuth, E. J. (2005). The development of students' algebraic thinking in earlier grades from curricular, instructional and learning perspectives. Zentralblatt fur Didaktik der Mathemaik, 37(1), 1-4.   DOI
6 Cai, J., Lew, H. C., Morris, A., Moyer, J. C., Ng, S. F., & Schmittau, J. (2005). The development of students' algebraic thinking in earlier grades: a cross-cultural comparative perspective. Zentralblatt fur Didaktik der Mathemaik, 37(1), 5-15.   DOI
7 Cai, J., Ng, S. F., & Moyer, J. C. (2011). Developing students' algebraic thinking in earlier grades: Lessons from China and Singapore. In J. Cai, & E. Knuth (Eds.), Early algebraization (pp. 25-41). New York: Springer.
8 Carpenter, T. P., Franke, M. L., & Levi, L. (2003). Thinking mathematically: Intergrating arithmetic and algebra in elementary school. Pertsmouth, NH: Heinemann.
9 Carraher, D. W., & Schliemann, A. D. (2007). Early algebra and algebraic reasoning. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 669-705). Reston, VA: NCTM.
10 Cheong, Y. K. (2002). The model method in Singapore. The Mathematics Educator, 6(2), 47-64.
11 Curriculum Planning and Development Division (2006). Mathematics syllabus(Primary). Ministry of Education, Singapore. Retrieved from https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/2007-mathematics-(primary)-syllabus.pdf
12 Curriculum Planning and Development Division (2012). Mathematics syllabus(Primary one to five). Ministry of Education, Singapore. Retrieved from https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/primary_mathematics_syllabus_pri1_to_pri5.pdf
13 Dreher, A., & Kuntze, S. (2015). Teachers' professional knowledge and noticing: The case of multiple representations in the mathematics classroom. Educational Studies in Mathematics, 88(1), 89-114.   DOI
14 Ferrucci, B. J., Kaur, B. Carter, J. A. & Yeap, B. (2008). Using a model approach to enhance algebraic thinking in the elementary school mathematics classroom. In C. E. Greenes, & R. Rubenstein (Eds.), Algebra and algebraic thinking in school mathematics seventieth yearbook (pp. 195-209). Reston, VA: NCTM.
15 Kho. T. H., Yeo, S. M., & Fan, L. (2014). Model method in Singapore primary mathematics textbooks. Retrieved from http://blog.soton.ac.uk/icmtrd2014/files/2014/10/Hong_Model-Method-in-Singapore-Primary-Mathematics-Textbooks_30Jul14.pptx
16 Kieran, C. (2004). Algebraic thinking in the early grades: What is it? The Mathematics Educators, 8(1), 139-151.
17 Kheong, F. H., Ramakrishnan, C., & Choo, M. (2014b). My pals are here! Maths 2B (3rd ed). Singapore: Marshall Cavendish Education.
18 Kieran, C. (2014). What does research tell us about fostering algebraic thinking in arithmetic? Retrieved from http://www.nctm.org/uploadedFiles/Research_and_Advocacy/research_brief_and_clips/NCTM%20Research%20Clip%20-%20Algebraic%20Thinking%20in%20School%20Arithmetic.pdf
19 Kieran, C., Pang, J., Schifter, D., & Ng, S. F. (2016). Early algebra: Research into its nature, its learning, its teaching. New York: Springer.
20 Kheong, F. H., Ramakrishnan, C., & Choo, M. (2014a). My pals are here! Maths 2A (3rd ed). Singapore: Marshall Cavendish Education.
21 Kheong, F. H., Ramakrishnan, C., & Choo, M. (2015a). My pals are here! Maths 3A (3rd ed). Singapore: Marshall Cavendish Education.
22 Kheong, F. H., Ramakrishnan, C., & Choo, M. (2015b). My pals are here! Maths 3B (3rd ed). Singapore: Marshall Cavendish Education.
23 Kheong, F. H., Ramakrishnan, C., & Wah, B. L. P. (2013a). My pals are here! Maths 1A (3rd ed). Singapore: Marshall Cavendish Education.
24 Kheong, F. H., Ramakrishnan, C., & Wah, B. L. P. (2013b). My pals are here! Maths 1B (3rd ed). Singapore: Marshall Cavendish Education.
25 Kheong, F. H., Soon, G. K., & Ramakrishnan, C. (2016a). My pals are here! Maths 4A (3rd ed). Singapore: Marshall Cavendish Education.
26 Kheong, F. H., Soon, G. K., & Ramakrishnan, C. (2016b). My pals are here! Maths 4B (3rd ed). Singapore: Marshall Cavendish Education.
27 Ministry of Education (2009). The Singapore model method for learning mathematics. Singapore: Author.
28 Ng, S. F., & Lee, K. (2009). The model method: Singapore children's tool for representing and solving algebraic word problems. Journal for Research in Mathematics Education, 40(3), 282-313.
29 Ng, S. F. (2004). Developing algebraic thinking in early grades: case study of the Singapore primary mathematics curriculum. The Mathematics Educator, 8(1), 39-59.
30 Ng, S. F. (2012). A theoretical framework for understanding the different attention resource demands of letter-symbolic versus model method. Paper presented at Topic Study Group 9 of the 12th International Congress on Mathematical Education, Seoul, Korea.