Instruction for Mathematics and Science in Primary and Lower Secondary Grades
Grade at Which Specialist Teachers for Mathematics and Science are Introduced
Currently, a majority of primary school teachers (with the exception of those specializing in one of the mother tongue languages, art, music, or physical education) are qualified through initial teacher training to teach English language, mathematics, and science, while secondary school teachers are qualified in at most two subjects. Students typically are taught by specialist mathematics and science teachers from the seventh grade. The MOE is moving toward two-subject specialization for primary school teachers in English language, mathematics, and science by providing in-service courses for content and skill development in these subjects, and reviewing the preservice training program to allow trainee teachers to specialize in two subjects.23
Instructional Materials, Equipment, and Laboratories
Following the approval of new or revised syllabi in mathematics and science, commercial publishers are invited to develop and publish textbooks and related materials, such as activity books or workbooks for use in primary and secondary schools. These materials undergo a stringent review and authorization process by the MOE, and must meet the standards and requirements of the relevant syllabi before they can be approved and placed on the approved textbook list.24 Schools select textbooks from this list that best suit the needs of their students.
Schools are allocated funds for purchasing teaching aids, manipulatives, and kits where appropriate to support the teaching and learning of mathematics and science. These resources may be stored in designated resource rooms, which also may serve as a focal point for mathematics and science activities in the school, or they may be stored and made available in each classroom.
Secondary schools are well-equipped with laboratory equipment and resources to enhance their ability to deliver the science curriculum. Teachers may use laboratories to conduct activity-based lessons, scientific investigations, and demonstrations, as well as to facilitate group work and investigative projects. Teachers also may bring science kits into the classroom to conduct demonstration lessons or engage students in hands-on learning.
Use of Technology
The Singapore Masterplan for Information & Communications Technology (ICT) in Education provides guidelines on utilizing ICT in teaching and learning. The fourth (and latest) Masterplan for ICT in Education (mp4), introduced in 2015, builds on the foundation of the first three master plans. Incorporating insights from extensive reviews and stakeholder consultations, it seeks to optimize the use of ICT in learning and in supporting the total curriculum. The master plan reflects the changing educational landscape and developments in educational technology, and the MOE’s directive to help students develop 21st century competencies and build a broad and deep foundation and lifelong love for learning.
Since 2008, electronic calculators have been introduced in Grade 5 (Primary 5). At the primary level, calculators are used in mathematics to enhance the teaching and learning process, and to allow students to focus on problem solving instead of routine computations. At the secondary level, students use a variety of mathematical tools, including calculators, graphing software, dynamic geometry software, and spreadsheets. The use of calculators and other computational tools does not diminish the emphasis on mental and manual calculations. The development of these skills remains a priority; students are expected to develop and apply number sense and estimation skills to verify the reasonableness of answers obtained using calculators.
In science at both the primary and secondary levels, the use of ICT supports the inquiry process and facilitates student collaboration and self-directed learning. ICT devices, such as data loggers, for example, are used to facilitate data collection and analysis. Online collaborative tools allow students to share and discuss their ideas or findings, and extend their learning through consultation with experts in the field. Students also explore and visualize abstract concepts using animation and simulation tools to manipulate variables and define relationships between them.
Accommodation Policies for Instruction and Testing
A range of differentiated instruction and programs is available to cater to students with different learning needs.25 There are specialized early intervention programs for lower primary students who are at risk of having difficulties in literacy and numeracy. More attention also has been given to enabling schools to better cater to students with special educational needs. Each primary and secondary school has a core group of teachers trained in special needs, Allied Educators and School Counselors, with the knowledge and skills to develop instructional plans, adapt and differentiate the curriculum, and provide targeted support to meet the needs of students with special educational needs. Special support includes provisions and resources for students with learning, sensory, and physical disabilities.
In terms of testing, access arrangements are provided where necessary depending on students’ needs. These include test format (e.g., Braille version of exam), provision of a reader or a scribe, longer test duration, and teacher facilitation.