Contents -- Introducing the Landscape of the Singapore Mathematics Education Journey Editorial Board -- References -- Part I Singapore Education and Mathematics Teacher Education -- Chapter 1 Singapore Education and Mathematics Curriculum WONG Khoon Yoong LEE Ngan Hoe -- 1 OVERVIEW OF CHAPTER -- 2 SINGAPORE: A BRIEF PROFILE -- 3 SINGAPORE EDUCATION SYSTEM -- 3.1 Education Structure -- 3.2 The School Curriculum -- 3.3 Major Initiatives -- 4 SINGAPORE MATHEMATICS EDUCATION -- 4.1 An Overview -- 4.2 Early Years -- 4.3 The Singapore "Pentagon" Framework: Problem Solving as Its Focus -- 4.4 Problem Solving and the Singapore Model Method -- 4.5 Singapore Textbooks and Resource Materials -- 5 CONCLUDING REMARKS -- References -- Chapter 2 Mathematics Teacher Education: Pre-service and In-service Programmes LIM-TEO Suat Khoh -- 1 THE CONTEXT OF TEACHER EDUCATION -- 2 PRE-SERVICE MATHEMATICS TEACHER EDUCATION -- 2.1 Pre-service Teacher Education at the National Institute of Education -- 2.2 Pre-service Preparation for Secondary Level Mathematics Teaching -- 2.2.1 The Secondary CS Mathematics Course (The Secondary Mathematics Methods Course) -- 2.2.2 Mathematics Content Knowledge for Teaching at Secondary Level -- 2.3 Pre-service Preparation for Primary Level Teaching -- 2.3.1 The Primary Mathematics Methods Course -- 2.3.2 Mathematics Content Knowledge for Primary Level Teaching -- 3 PROFESSIONAL DEVELOPMENT FOR MATHEMATICS TEACHER -- 3.1 Professional Development Infrastructure in the Singapore Education System -- 3.2 Structured Programmes and the Professional Development Continuum Model -- 3.3 Some Issues in Professional Development -- 4 RESEARCH ON MATHEMATICS TEACHING AND MATHEMATICS TEACHER EDUCATION IN SINGAPORE -- 4.1 Mathematics Pedagogical Content Knowledge of Teachers -- 4.2 Pedagogical Practices in Singapore.

4.3 Initial Teacher Preparation Programmes -- 4.4 Professional Development of Mathematics Teachers -- 5 CONCLUSION -- References -- Chapter 3 Learning Communities: Roles of Teachers Network and Zone Activities CHUA Puay Huat -- 1 TEACHER EDUCATION IN GENERAL -- 2 LEARNING COMMUNITIES -- 3 TEACHERS NETWORK AND LEARNING CIRCLES -- 3.1 Organisational Structure -- 3.2 Nature of Programmes and Activities -- 3.3 Impact of Learning Circles on Teachers' Learning -- 4 CENTRE OF EXCELLENCE (COE) FOR MATHEMATICS AT EAST ZONE -- 4.1 Organisational Structure -- 4.2 Nature of Programmes and Activities -- 4.3 Impact of COE Activities on Teachers' Learning -- 5 CONCLUDING REMARKS -- References -- Chapter 4 Lesson Study in Mathematics: Three Cases from Singapore FANG Yanping . Christine Kim-Eng LEE SHARIFAH THALHA Bte Syed Haron -- 1 INTRODUCTION -- 2 CONCEPTUAL FRAMEWORK OF THE STUDY -- 2.1 An Activity System Mediated by Tools and Communities of Practice -- 2.2 Lesson Study as a Tool for Building an Activity System for Professional Learning in Schools -- 2.3 Continuous Cycles of Improvement across Cycles and beyond Research Lessons -- 2.4 Methodology -- 2.4.1 Design Experiment -- 2.4.2 Training and Implementation -- 2.4.3 Research on the Design and Implementation -- 3 THREE MATHEMATICS RESEARCH LESSONS -- 3.1 Case 1- Developing Teachers' Pedagogical Content Knowledge through Research Lessons and Videos of Teaching: Primary 3 Lesson on Long Division in Cycle 1 -- 3.2 Case 2 - Lesson Study as a Site for Mentoring New Teachers: Primary 4 Lesson on Area of Rectangles in Cycle 3 -- 3.3 Case 3 - Continuous Improvement in Using Manipulatives: Primary 3 Equivalent Fraction Lessons in Cycle 2 and Cycle 4 -- 4 CONCLUSION -- References -- Chapter 5 Teacher Change in an Informal Professional Development Programme: The 4-I Model YEAP Ban Har HO Siew Yin -- 1 INTRODUCTION.

2 WAYS OF DESCRIBING TEACHER CHANGE -- 3 THINK-THINGS-THROUGH (T3) PROJECT -- 4 RESEARCH METHODOLOGY -- 5 THREE CASE STUDIES -- 5.1 The Case of Yeo -- 5.2 The Case of Boo -- 5.3 The Case of Hoe -- 6 THE 4-I MODEL OF TEACHER CHANGE -- 7 APPLICATIONS OF THE 4-I MODEL -- Acknowledgement -- References -- Chapter 6 Singapore Master Teachers in Mathematics Juliana Donna NG Chye Huat FOO Kum Fong -- 1 THE TEACHING TRACK -- 2 THE ACCREDITATION FRAMEWORK -- 2.1 The Accreditation Process for Master Teacher Appointment -- 3 ROLES OF THE MASTER TEACHER -- 4 PERSONAL JOURNEYS TO BECOME MASTER TEACHERS -- 4.1 PMTT -- 4.2 SMTT -- 5 AS TEACHER LEARDERS -- 5.1 PMTT -- 5.2 SMTT -- 6 AS A CURRICULUM LEADER -- 6.1 PMTT -- 6.2 SMTT -- 7 BUILDING A COMMUNITY OF PROFESSIONAL PRACTITIONERS -- 7.1 PMTT -- 7.2 SMTT -- 8 CONCLUSION -- References -- Part II Teaching and Learning of Mathematics -- Chapter 7 Model Method: A Visual Tool to Support Algebra Word Problem Solving at the Primary Level NG Swee Fong Kerry LEE -- 1 INTRODUCTION -- 2 EXAMPLES FROM A LOCAL TEXTBOOK -- 3 MOVING BETWEEN DIFFERENT MODES OF REPRESENTATION -- 4 FINDINGS FROM PERCEPTION STUDY: ALGEBRA 1 AND ALGEBRA 2 -- 4.1 Illustrative Examples of How Students Used the Model Method to Solve Word Problems - Algebra 1 -- 4.1.1 Good Practices as Evidenced by Correct Model Drawings -- 4.1.2 Types of Errors Evidenced by Model Drawings -- 4.2 Algebra -- 4.3 Ongoing Research: Algebra 3 and Algebar Study -- 5 CONCLUSIONS -- References -- Chapter 8 Solving Algebra Word Problems: The Roles of Working Memory and the Model Method Kerry LEE NG Swee Fong -- 1 INTRODUCTION -- 2 WORKING MEMORY AND ALGEBRAIC PROBLEM SOLVING -- 3 AN EXPERIMENTAL STUDY -- 4 THE MODEL METHOD -- 5 STUDENTS' USAGE OF MODELS -- 6 THE MODEL AND SYMBOLIC METHODS COMPARED -- 7 CONCLUSIONS -- References.

Chapter 9 Understanding of Statistical Graphs among Singapore Secondary Students WU Yingkang WONG Khoon Yoong -- 1 INTRODUCTION -- 2 THE FOUR STUDIES AND SINGAPORE STATISTICAL GRAPH TOPICS -- 3 UNDERSTANDING OF STATISTICAL GRAPHS (USG): A FRAMEWORK -- 4 GRAPH READING -- 5 GRAPH INTERPRETATION -- 6 GRAPH CONSTRUCTION -- 7 GRAPH EVALUATION -- 8 OVERALL PERFORMANCE ON GR, GI, GC, AND GE -- 9 RELATIONSHIPS BETWEEN STUDENT CHARACTERISTICS AND THEIR USG -- 10 IMPLICATIONS AND CONCLUSION -- References -- Chapter 10 Word Problems on Speed: Students' Strategies and Errors JIANG Chunlian -- 1 INTRODUCTION -- 2 WORD PROBLEMS ON SPEED IN THE MATHEMATICS CURRICULUM -- 3 THE THREE WORD PROBLEMS ON SPEED -- 4 STRATEGIES THAT CAN BE USED FOR SOLVING THE THREE PROBLEMS: A FRAMEWORK -- 5 METHOD -- 6 RESULTS -- 6.1 Relative Performance -- 6.2 Use of Strategies -- 7 DISCUSSION AND CONCLUSION -- References -- Chapter 11 Review of Research on Mathematical Problem Solving in Singapore FOONG Pui Yee -- 1 INTRODUCTION -- 2 PROBLEM SOLVING IN MATHEMATICS -- 2.1 Problem-solving Approaches and Tasks -- 2.1.1 Problem-Solving Instructions -- 2.1.2 Open-ended Approaches -- 2.1.3 Cooperative Learning and Problem Solving -- 2.1.4 Problem Posing -- 2.2 Mathematics Word Problems -- 2.2.1 The Model Method -- 2.2.2 Suspension of Sense Making in Word Problems -- 2.3 Looking Ahead -- 3 TEACHERS' BELIEFS AND PRACTICES ABOUT PROBLEM SOLVING -- 3.1 Teachers' Beliefs, Concerns and Practices -- 3.2 Teachers' Enactment of Mathematical Problem Solving in the Classroom -- 4 SINGAPORE MATHEMATICS TEXTBOOKS -- 4.1 International Comparison of Textbooks -- 5 STUDENTS' PROBLEM-SOLVING BEHAVIOURS -- 5.1 Cognitive and Metacognitive Behaviours in Problem Solving -- 5.1.1 Disposition and Metacognition -- 5.1.2 Technology as a Support in Problem Solving -- 5.2 Problem Solving as Assessment Tools.

5.2.1 Alternative Assessment -- 5.2.2 Mathematics Achievement and Problem-Solving Ability -- 5.2.3 Attitude and Problem-Solving Ability -- 6 CONCLUSIONS -- References -- Chapter 12 Use of ICT in Mathematics Education in Singapore: Review of Research NG Wee Leng LEONG Yew Hoong -- 1 INTRODUCTION -- 2 LOCAL RESEARCH ON USE OF ICT IN MATHEMATICS EDUCATION -- 3 ICT-USE AS A "BETTER" WAY FOR TEACHING MATHEMATICS -- 4 ICT-USE AS A "BETTER" WAY FOR LEARNING MATHEMATICS -- 5 ICT-USE IN RELATION TO OTHER FACTORS IN THE INSTRUCTIONAL ENVIRONMENT -- 6 CONCLUSION -- References -- Chapter 13 Mathematics Anxiety and Test Anxiety of Secondary Two Students in Singapore YEO Kai Kow Joseph -- 1 INTRODUCTION -- 2 CONCEPTS OF TEST ANXIETY AND MATHEMATICS ANXIETY -- 2.1 Test Anxiety -- 2.2 Mathematics Anxiety -- 3 LITERATURE REVIEW -- 4 METHODOLOGY -- 4.1 Research Design -- 4.2 The Sample -- 4.3 The Instruments -- 4.3.1 Fennema-Sherman Mathematics Anxiety Scale (MAS) -- 4.3.2 Test Anxiety Inventory (TAI) -- 4.4 Procedure -- 5 RESULTS AND DISCUSSION -- 6 CONCLUSIONS -- References -- Chapter 14 Positive Social Climate and Cooperative Learning in Mathematics Classrooms LUI Hah Wah Elena TOH Tin Lam CHUNG Siu Ping -- 1 INTRODUCTION -- 2 LITERATURE REVIEW -- 2.1 Individualised Instruction -- 2.2 Social Interaction and Cooperative Learning of Mathematics -- 3 PROJECT 1: POSITIVE SOCIAL CLIMATE FOR ENHANCING PUPIL'S MATHEMATICS SELF-CONCEPT -- 3.1 Phase 1 - Instrumentation -- 3.2 Phase 2 - Intervention -- 4 PROJECT 2: COOPERATIVE LEARNING FOR LOWER SECONDARY MATHEMATICS PUPILS -- 4.1 Participants -- 4.2 Procedures -- 4.3 Phase 1: Findings -- 4.3.1 Activity 1: Investigating the Properties of Linear Graphs Using Graph Plotter -- 4.3.2 Activity 2: Interpretation of Distance-Time Graphs -- 4.3.3 Activity 3: Application of Trigonometric Ratios -- 4.4 Preparation for Phase 2.

4.5 Phase 2: Findings.