What and how much math elementary school students learn, with the Singapore method: Evaluation of impact and incident factors on learning, with an emphasis on the gender gap.

Abstract

One of the most prevalent issues in math education in Chile is low achievement on national and international evaluations. It is partially explained by the traditional teaching methods, which are focused on very specific procedures instead of developing mathematical reasoning in all of its diverse aspects and meanings. Moreover, the test results show a significant gender gap in this area. Considering the need to correct this situation, this team, from The University of Santiago, is developing a consulting program for schools on the Singapore math method. This experience allowed the gathering of enough evidence to conduct a study that may provide information on its potential effectiveness. The results show a positive impact on student learning, along with significantly shrinking the gender gap, at the schools which used this method. Similarly, the method's textbooks are consistent and coherent with the national curriculum, covering most of the material. Teachers' capacity and an institutional organization aligned with the method's demands are relevant factors that favor its' appropriation. The resistance to change in the teaching paradigm presents one of the greatest obstacles.