Several weeks ago when I was talking with my advisor, he suggested that I visit the math classrooms of a Singapore primary school. We had been talking about Algebra foundations and how Singapore is famous for its “Singapore Math,” which often refers to the use of blocks to represent numbers and fractions. The Singapore Math curriculum progresses from concrete representation (the connect-able blocks), to pictorial representation (rectangular pictures of the blocks), to abstract representation (number, fractions, variables, etc.). This is often called Concrete-Pictorial-Abstract or CPA. Not only do student progress through these modes of representations, but they use them concurrently while do math operations. This way of learning math is used around the world – not just in Singapore. And, it provides and excellent foundation to learning higher level math, like Algebra. I was interested in seeing how this plays out in the classroom, from Primary 1 to Primary 6.

On the same day that my advisory suggested this, the professor from my class offered to connect me to a local primary school. Her cousin is the principal of the school, so she felt comfortable reaching out to her on my behalf. It took a few weeks to arrange a date, but I was able to visit yesterday.

I saw a Primary 6 class which was working on “revision” – our way of saying review. They had finished the curriculum for the first semester, so the teacher was going over practice problems that were similar to what students would see on their semester exam, which they will have in a few weeks. These were some hard problems. I don’t know the standard math curriculum for US 6th graders, but this seemed beyond what I would assume our students are doing.

Later in the day, I saw a Primary 2 class and a Primary 1 class. I was so impressed with the level of instruction in both of the classes. And, the students were so adorable! I don’t get to see adorable kids in secondary schools (no offense to my students out there; I don’t love you any less…you’re just not *cute* anymore). The veteran teacher in the Primary 2 class not only had excellent classroom management, she had her students using the blocks to represent numbers, combining blocks to represent “more than” and then combining again to represent “altogether.” Then, the students created word problems of their own that either used the same operations or didn’t. I was impressed with the creativity of the students. They also moved smoothly from whole class discussion on the floor and the front of the room to back to their seat where they work in pairs. Everything about the class was deliberate and educational.

The Primary 1 class was just as impressive with a new-ish teacher in charge. They were using the connect-able cubes to add one digits problems like 8 + 7 and 9 + 3. First, they would make a “number train,” then they would keep the larger number intact and break up the smaller one to make 10 in the larger one. Then they would add 10 + 5 and 10 + 2.  This understanding of base 10 is crucial for more learning later. “Making 10” with the blocks translates to “add and carry” in the abstract representation of addition.

I don’t have any pictures of the Primary 1 and Primary 2 classes, but I do have a story that conveys the cuteness of the Primary 1 class. I walked over to interact with one group of six students as one student connected the blocks together.  “I think you are very pretty,” one girl said. “I think you are very pretty, too,” I said to her. “I just dropped my first tooth,” she said. “Congratulations,” I said. “Now, you are a big girl and not a little girl anymore.” She nodded sheepishly. “I’ve dropped six teeth!” “I’ve dropped 10 teeth!” Then, all six of them gave me a report on their dental changes. (“Dropping a tooth” instead of “losing a tooth” is added to the long mental list of phrases that are different here than in the US.) “Are you from the United States?” a boy asked. “Yes. Can you tell by the way I talk that I am from the US?” They all nodded. Our exchang quickly transitioned back their math problem and making the number train. They were happy to get back to work.

Another serendipitous event happened as a result of this visit too. I had a lengthy discussion with the Primary 6 teacher after he taught class. I shared with him some Desmos love and he shared other educational technology tools. I bookmarked a ton of them to see which ones I want to come back to. It was a productive, yet unplanned, sharing that seemed mutually beneficial.

Choon Shing, the teacher who coordinated my visit, was *another* example of a generous and gracious host. He created a schedule for me, gave me a useful research article on the history of the Singapore Math approach, and allowed me to peruse the resources of the school. I continue to be impressed by all the educators here. They are willing to share their practice with me – even if it’s only for a day. This whole Fulbright experience can’t be described as serendipitous, but I do consider my lucky to experience it all.