Abstract
The high mathematics performance of pupils in Singapore on international assessments has prompted educational initiatives in other countries – such as the UK and the USA – to adopt Singapore-based approaches in an attempt to raise mathematics achievement. Empirical evidence to support the transferability of such approaches beyond the Singaporean context, however, is limited. This article reports findings from a mixed methods Cluster Randomized Controlled Trial (mmCRCT) evaluating the use of a primary mathematics textbook series and teaching approach in England based on a textbook and teaching approach from Singapore. Main features of the intervention included textbook use, mixed-ability groups, use of manipulatives, and emphasis on mastery (i.e. ensuring all pupils grasp core concepts before proceeding to new topics). A delayed treatment experimental design was used within the mmCRCT, with 12 schools randomly allocated into two groups. The experimental group used the textbooks and teaching approach from September 2015. The delayed treatment control group proceeded with “business as usual” until January 2016, then started using the textbooks and teaching approach. Data were collected (in the first, second and third terms of one school year) on pupils’ mathematics knowledge and skills, pupils’ attitudes towards mathematics, classroom practice (based on structured observation schedules and qualitative field notes), teacher perspectives (from semi-structured interviews), and intervention-specific professional development (in July 2015 for the experimental group, December 2015 for the delayed treatment control group, observed by researchers and followed by focus-group interviews). Results showed a small but significant positive effect by Term 3 of using the mastery-oriented materials and approach from September on pupils’ subsequent mathematics knowledge and skills, but no persistent difference between groups across terms on their attitudes. Differences in classroom practice between the two groups were observed in the first term but insignificant by the third term. Qualitative findings elaborate on and illustrate these first-term differences, teachers’ perspectives on their practice, variations in textbook use and teaching approach implementation, and considerations of fidelity to intervention. Implications are drawn for policy and practice in mathematics teaching and for research using mixed methods experimental designs to evaluate a combination of processes, perspectives and outcomes.
Highlights
High-profile international assessments such as PISA and TIMSS have drawn considerable attention from policymakers across the globe
While the results presented below are particular to this set of materials and the teaching approach used in classrooms alongside it, which heavily emphasized textbook use and mixed-ability grouping alongside the CPA approach, the findings contribute to the broader evidence base on the use of Singaporean approaches to mathematics teaching in settings outside of Singapore
The sample as a whole was performing somewhat below average based on their Standard Age Scores across all time points (SAS; M = 89.15, SD = 12.83 in Term 1; M = 95.08, SD = 12.46 in Term 2; M = 96.81, SD = 12.94 in Term 3; where 100 represents national average performance)
Summary
High-profile international assessments such as PISA and TIMSS have drawn considerable attention from policymakers across the globe. The high mathematics performance of pupils in Singapore in particular (e.g., OECD, 2016) has prompted initiatives in other countries with comparatively lower performance on the same assessments—such as the UK and the USA—attempting to implement approaches to teaching mathematics that are based on those used in Singapore, with the hope that this will raise pupils’ mathematics achievement. Bloom (1968) built upon and applied this conceptualization to classroom instruction, focusing on “how individual differences in learners can be related to the learning and teaching process” (p.2) to provide the conditions for more pupils to master a subject, with the underlying principle that all or most pupils can achieve mastery given the right conditions to support their learning. Mastery learning theory built on Carroll’s (1963) “Model of School Learning,” which conceptualized aptitude in terms of time to learn and time needed, identifying learners as “fast” or “slow” rather than possessed of some absolute level of ability. Bloom (1968) built upon and applied this conceptualization to classroom instruction, focusing on “how individual differences in learners can be related to the learning and teaching process” (p.2) to provide the conditions for more pupils to master a subject, with the underlying principle that all or most pupils can achieve mastery given the right conditions to support their learning. Guskey (1980) extended the theoretical notion of mastery to consider practical implementation, attending to teacher development and pedagogy as well as curriculum and teaching materials, finding indications that mastery instruction (if properly implemented) could facilitate pupil progress as well as improve pupils’ attitudes toward learning
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