*************************************** From Education Week [Teaching and Learning section], May 30, 2001, Volume 20, Number 38, p. 10. See http://www.edweek.com/ew/ew_printstory.cfm?slug=38tandl.h20 *************************************** No Easy Math Answers By Jeff Archer, David J. Hoff, & Kathleen Kennedy Manzo Singapore's math curriculum is widely acclaimed as a major ingredient in helping the tiny island nation excel on international exams, but it won't be a panacea in U.S. classrooms, concludes a review by University of Washington researchers. The Asian nation's middle school curriculum does not "mesh well with American elementary-school-grade material" and has few resources to help U.S. teachers use the texts in their classrooms, according to the study produced for the National Science Foundation. "Simply adopting the middle-grades Singapore curriculum is not likely to help American students move to the top," the report says. The best way to use the Singapore curriculum, it adds, is "as supplemental and enrichment material." After Singapore 8th graders topped the world in the Third International Mathematics and Science Study in 1995, U.S. schools looked in part to the country's textbooks for answers. Several are using the books as the basis of their math curricula. ("U.S. Schools Importing Singaporean Texts," Sept. 27, 2000.) The Singapore curriculum also is popular among home-schooling families. It has proved to be so popular that Family Things, the West Linn, Ore., distributor of the products, has changed its name to SingaporeMath.com and is marketing the books through its Web site. The NSF contracted with Loyce M. Adams and several of her University of Washington colleagues in Seattle to compare the Singapore curriculum with new middle school programs designed to meet National Council of Teachers of Mathematics standards. Those programs- the Connected Mathematics Program and Contemporary Mathematics in Context-are better suited to American schools because they are in line with what is expected to be taught here, the report says. They do have a "major shortcoming," it adds, because they emphasize conceptual understanding, sometimes at the expense of ensuring that students master basic skills. The U.S. books also might fall short in getting middle school students on track for higher-level math courses, such as calculus, before they leave high school. The U.S. curricula are bound to improve since the math teachers' group altered its standards to incorporate basic skills, the report says. ************************************************** -- Jerry P.Becker Department of Curriculum & Instruction Southern Illinois University Carbondale, IL 62901-4610 USA Phone: (618) 453-4241 [O] (618) 457-8903 [H] Fax: (618) 453-4244 E-mail: [EMAIL PROTECTED] ---------------------------------------------------- This is the CPS Mathematics Teacher Discussion List. To unsubscribe, send a message to <[EMAIL PROTECTED]> For more information: <http://home.sprintmail.com/~mikelach/subscribe.html>. To search the archives: <http://www.mail-archive.com/science%40lists.csi.cps.k12.il.us/>
