The following comments refer specifically to the Earlybird Kindergarten Series, Primary Mathematics Series and New Elementary Mathematics Series. Melody Hazelton - Marvin Elementary School Leonard Zeplin - Yeshiva of Flatbush John Hoven - Montgomery County Prof. Mario Borelli - University of Notre Dame, Indiana - Year 2005. On New Elementary Mathematics I have been involved in in-service (and a little
pre-service) teacher training in Mathematics for a good many years of my
professional life. I have used nationally produced materials such as SMSG, and
many of the series produced by various publishers, such as the Dolciani series
and others. Prof. Mario Borelli Melody Hazelton - Marvin Elementary School, North Carolina - Year 2004. On Primary Mathematics Series Two years ago, Linda Bell, the director of AIG (Academically/Intellectually Gifted) services for Union County, gave me a copy of the fifth grade textbook and teacher's guide for the Singapore Primary Math series. I didn't know at the time that it would be the single-most exciting and rewarding milestone in my professional development. I was in my third year of teaching fourth and fifth grade mathematics and language arts to students in the AIG program at an elementary school in Union County. Always enthusiastic about literature, I had no difficulty planning and teaching effectively in that content area. However, the math curriculum used by the school was, in my opinion, mediocre at best. The school used a fifth grade text to teach fourth grade students and a sixth grade text to teach fifth graders. The presentation of concepts was unexciting and shallow and the problem-solving component sparse. The difference between the fifth and sixth grade text was insignificant with little new material added from one grade level to the next. Although I supplemented the curriculum with outside resources and used the textbook merely as a guide, I was still dissatisfied. Looking for a curriculum that was deeper and more challenging, I picked up the Singapore materials and began to investigate them. From the moment I opened the Singapore Primary Math book, I knew I had found something unique and exciting. The presentation of concepts was clear and logically tiered as the lesson moved from concrete, pictorial, to abstract. Each lesson progressed quickly from familiar material into more difficult and unfamiliar territory and challenged the students to think about math in a different way. A poster in my classroom which quotes the famous mathematician, George Polya read, " It is better to solve one problem five different ways, than to solve five problems one way." With multiple methods offered to explain the same concept, I knew that this adoption's philosophy was consistent with my own. When I saw the challenging, multi-step word problems that concluded each unit, I had a sense that I was on the threshold of something great. At the conclusion of my third year, I transferred to a newly built school in nearby Marvin. Although it was a seemingly radical idea - adopting a math program from the island nation of Singapore - my principal agreed to purchase the Singapore Primary Math series as the sole curriculum for the AIG math students. However, given Singapore's distinguished record in international mathematics competition, perhaps it was not such a risk-taking venture after all: In the late 1990s, the Third International Mathematics and Science Study, the most comprehensive study of student achievement ever undertaken, found United States' math students far behind those of the world leader - Singapore. There are many articles and press releases regarding the accomplishments of Singapore's math students and the curriculum they use. In "Looking East for Math Techniques." an article from The Washington Post, Nora Flood, director of Madison Country Day School in Wisconsin says, "I am familiar with almost every math program there is, and I really do believe in my heart of hearts it [Singapore Primary Math] is far and above any other textbook math program." Having taught Singapore Primary Math for two years, I, too, have found it to be superior to other adoptions. It is also a perfect fit for my gifted students. Since each year is comprised of two books, one for each semester, Singapore Primary Math recommends that a class of average fourth grade students begins with the previous year's semester. Starting gifted fourth graders with the 4A textbook, instead of 3B, and gifted fifth graders with 5A, instead of 4B, presents AIG students with material at an appropriate level of difficulty for them. I find that for my fourth grade students (the grade level at which gifted services begin), and fifth graders who are new to the program, there is a definite adjustment period. They soon find that many problems cannot be solved by applying a formula or an algorithm, but require a firm mathematical foundation and sound mathematical thinking. Adopting the Singapore Primary Math series for Marvin's AIG program was a significant accomplishment in my growth as an educator. Relying on research, press reports, and my own instincts, I undertook this adventure, wondering if I would succeed or fail. Finding the teacher's guide radically different from our American adoptions, and being the first to implement it in the county, I was on my own to make it a success. However, I found that even though I had no mentor to turn to for guidance or a teacher's guide to spell things out for me, the logical and sequential design of the program enabled each unit to unfold effortlessly. Singapore Primary Math isn't a perfect curriculum. The teacher's guide is not scripted, does not show a sample student page, and purposely serves only as a guide. Tests must be teacher-made and when to test is the teacher's decision. Some objectives required by the North Carolina Standard Course of Study are not included in the series, therefore, teachers must be aware of the NCSCOS objectives and supplement the text as needed. However, these are small inconveniences compared with the fundamental strength and design of the program. Incorporating fundamentally sound lessons, innovative activities, and difficult multi-step word problems, the Singapore Primary Math series has provided my gifted students with a well-rounded and relevant curriculum. It has challenged them to become problem-solvers and mathematical thinkers. Melody Hazelton, Ms Hazelton is selected as Union County's Academically/Intellectually Gifted Teacher of the Year 2004. She was also selected as a state finalist for the 2004 N.C. Outstanding Teacher of the Gifted Award. Above published with permission from the author. Yeshivah of Flatbush, Brooklyn - Year 2003. On Earlybird Kindergarten Series and Primary Mathematics Series Singapore Math is a rigorous math curriculum that is noted for its high level of math achievement. We have been piloting this innovative math program in the elementary school (K-5) for the past three years, and have noticed that this program is truly effective in making our students more intuitive in the math process. Many parents have praised their children's successes using this approach. This excellent program based on Singapore's Primary Mathematics books available in America, has been used in our school, the Yeshivah of Flatbush, in Brooklyn, New York. It was first used in to classed on each grade from one through five. It is now being used in kindergarten, all of first and second grade, and in two classes in each of the other grades. We knew that our students could be more successful in their study of mathematics. How could we get them to really love math and do well while finding it challenging, exciting and fun? After looking into many programs, Singapore Math was our answer. The primary focus of this program is teaching mental math. Students solve most problems in their heads using logical steps and often do not need to use pencil and paper. New concepts are introduced in a logical and sequential manner, simplifying the students' understanding and leading to a more conceptual thought process. All basic skills are taught, but the methodology is very different from that of a mathematics text. Mental math allows the children to think rather than memorize everything. Connections are made between mathematical operations. The students start to think logically. Every student feels that they can be good at math. With many solutions to one problem, many children are given the opportunity to share with other in the class. Singapore Math enables the student to see relationships between what is being taught and mathematics already learned. They see how to apply what they have learned to many different math problems. The Singapore program has a concise text with many clear examples and illustrations. The workbook has an abundance of examples, drill and problem solving. There are other books available for review and enrichment. The program is now available in American version which makes it even better. This version includes customary measurement, American names, and American money. Most of the program is taught with the use of manipulative materials. The children love to find solutions with materials such as counters, clocks, fraction tiles, scales and weights, place value blocks, and graphing materials. Use of concrete materials makes learning of concepts easier and lots of fun. In order to achieve the full benefits of this program, Singapore Math should be started as early as kindergarten. Working with this math program, I have found that students are more capable of higher mathematical learning at a younger age than with other math programs that I have used. Over time, my school has observed consistently higher scores on standardized tests for the students in this program. I am confident that this program will help to build better mathematicians for our future. The parents and students have been impressed with the results and are enthusiastic about the mathematical maturity being achieved at such an early age. Within a short time, it will be used in classes in grades kindergarten through five. Leonard Zeplin John Hoven - Montgomery - Year 2002. On Primary Mathematics Series Important strengths of the Singapore Math textbooks are: Above published with permission from the author. |