Singapore local schools are back in session now after having a week-long break that separates term 1 from term 2 (or first quarter from second quarter, as most American schools would say). Since the school year starts in January here, we have just finished up the first half of the first semester. Only some of the international schools, like CIS, start in August and end in June, like US schools do. All of the local school’s school years start at the beginning of January.
My family and I started off the break with our first overseas trip from Singapore. We took a bus over the northern boarder to Malaysia to go to Legoland. (I quickly learned here that people don’t “go out of town” here; they go “overseas” because going out of town is the same as going to another country. See earlier post about finding the international terminals at the airport.) While the drive itself was only an hour, it took over two hours to get there. We had to stop at immigration in Singapore, then again about 5 minutes later after crossing the bridge in Malaysia to show our passports and get our stamps. We had to visit both again on the way back. It was worth it: Legoland was all that the girls dreamed of, if not more.
Huge Lego dudes (btw, where are the Lego Friends girls???) greeted us on the way in to the hotel. There were Legos in the main lobby and the girls got straight to work.
We enjoyed the rest of the park and water park for 2.5 days. I’m pretty sure we don’t need to go back, even if the girls would want a return visit.
While the girls went back to school on Tuesday, the rest of my week was spent working on my project – the real reason I am here! I did a deep dive into the Singapore Maths Standards and a set of textbooks which I had purchased a while ago. There are only two math books which are authorized by the MOE that can be used in Singapore schools. Both of my school attachments have used the same set of texts, one of the approved ones. I compared the content and sequencing between the standards and the textbook sections and I was stunned at the alignment between the standards and the textbooks. I’ve never seen such a close alignment.
The titles of sections in the book are the same as the standard. For instance, there is a standard in Number and Algebra: Algebraic Expressions and Formulae which reads: “addition and subtraction of algebraic fractions with with linear or quadratic denominator” with examples listed. The title of section 3.3 in the Sec2 textbook is “Addition and Subtraction of Algebraic Fractions.” The verbiage in sections of the Sec1 books are even closer to the standards themselves. This alignment between text and standard is not the only difference I’ve noted between teaching/learning math in Singapore versus the US.
The wording that is used for Singapore Mathematics Standards is simple and straightforward, while the Common Core State Standards for math are much more verbose. The Singapore Maths Standards simply states: “use of:
- (a+b)² = a²+2ab+b²
- (a-b)²= a²-2ab+b²
- a²-b²=(a+b)(a-b)”
And also: “factorisation of quadratic expressions ax²+bx+c.”
The CCSS-M states as corollary standards: “Use the structure of an expression to identify ways to re-write it. For example, see x^4 – y^4 as (x²)²-(y²)², thus recognizing it as a difference of squares that can be factored as (x²-y²)(x²+y²)….Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression…Factor a quadratic expression to reveal the zeros of the function it defines.”
While the Singapore standards plainly state what must be learned, the US standards use more words to state more generally what must be learned and how it should be applied. When the US standards say “choose and produce an equivalent form,” the Singapore standards say exactly which equivalent form it wants. While the Singapore standards stop at stating what math is to be learned, the US standards say that factoring a quadratic is “to reveal the zeros of the function it defines.” The use of the factorization is implied in the SG standards, and stated in the US standards. But the actual math is more explicit in the Singapore standard than the US standard. I’m not saying which is better, but it’s interesting to me how these standards are stated. I think that there are implications in the classroom for both of them and I am still considering what those are.
BREAKING NEWS: I get to teach tomorrow! A teacher is allowing me to teach completing the square to her 3N2 class tomorrow afternoon. We chatted for a bit about it, but it’s up to me to come up with the lesson plan. It’s been a while since I’ve been “in charge” in a classroom, so I am eager to get my teacher hat back on. And, it’s been even longer since I’ve taught this particular topic, so I’ll have to dig deep into my reserves to determine how I want to go about this. Spring Break definitely feels like it’s over now.
Necessary But Insufficient 
Martha!
I missed that you and your family had moved to Singapore for work with your Fulbright award. Not that I wouldn’t expect it from you, but I have to say that I am so impressed and excited for you at the same time! I also have to say, if your mom (Cathie) is reading this…I immediately recognized FOIL in the essay. I had a great teacher for all of my math courses at Fenwick!