This edited volume explores key areas of interests in Singapore math and science education including issues on teacher education, pedagogy, curriculum, assessment, teaching practices, applied learning, ecology of learning, talent grooming, culture of science and math, vocational education and STEM. It presents to policymakers and educators a clear picture of the education scene in Singapore and insights into the role of math and science education in helping the country excel beyond international studies such as PISA, the pedagogical and curricula advancements in math and science learning, and the research and practices that give Singaporean students the competitive edge in facing the uncertain and challenging landscape of the future.

This edited volume explores key areas of interests in Singapore math and science education including issues on teacher education, pedagogy, curriculum, assessment, teaching practices, applied learning, ecology of learning, talent grooming, culture of science and math, vocational education and STEM. It presents to policymakers and educators a clear picture of the education scene in Singapore and insights into the role of math and science education in helping the country excel beyond international studies such as PISA, the pedagogical and curricula advancements in math and science learning, and the research and practices that give Singaporean students the competitive edge in facing the uncertain and challenging landscape of the future.

This title provides much food for thought and pointers to meet future challenges in mathematics education not only within Singapore, but also in other countries.

Change in education is too often a process which enthusiasts, ranging from top policy makers to groups of teachers, plan and drive forward, but in which they all find unexpected pitfalls. Every innovation depends on the commitment of schools and teachers to make it work. But often that commitment is lacking, or is less than total, or it turns to fustration as events develop. This book is based on a set of stories from teachers and education professionals in thirteen OECD countries. Twenty-three case studies of educational innovation in science, mathematics and technology have involved school teachers, inspectors, academics (both subject specialists and educational researchers), policy makers and advisors. The case studies come from Australia, Canada, France, Germany, Ireland, Japan, the Netherlands, Norway, Scotland, Spain, Switzerland and the USA. Drawing on this rich variety of material the authors concentrate on the origins and purposes of innovation within and across the science, mathematics and technology curricula. They consider the conceptions of the three subjects, along with issues of teaching, learning and assessment, and explore the involvement of both teachers and students. They reflect on the various strategies adopted to cope with or bring about change, and offer valuable insights to advisors, developers, policy makers and practitioners, both in schools and outside. The writing team includes Paul Black, King's College London; Mike Atkin, Stanford University; Raymond Duval, University of Lille; Edwyn James, Consultant, OECD; John Olson, Queen's University of Kingston, Ontario; Dieter Pevsner, Consultant, London; Senta Raizen, National Centre for Improving Science Education, Washington; Maria Saez, University of Valladolid, Spain; and Helen Simons, Southampton University. Published in association with the OECD

This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative. Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction. Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools. The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power? How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words? How do we know what ideas ought to be made real though technology and engineering? Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education. More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work. Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.

This book discusses the merits and potential shortcomings of Hong Kong STEM education from Grade 8 to Grade 12. Based on concurrent triangulated mixed-method methodology, which integrates both quantitative and qualitative procedures, it describes various change models and proposes new models that are considered compatible with Western cultures.

This monograph serves as a resource book on the Model Method. The main purpose is to make explicit how the Model Method is used to develop students' understanding of fundamental mathematics concepts and proficiency in solving basic mathematics word problems. Through the construction of a pictorial model to represent the known and unknown quantities and their relationships in a problem, students gain better understanding of the problem and develop their abilities in mathematical thinking and problem solving. This would provide a strong foundation for the learning of matheatics from the primary to secondary levels and beyond. This monograph also features the Mathematics Framework of the Singapore mathematics curriculum, and discusses the changes that it has undergone over the past two decades. These changes reflected the changing emphases, needs and challenges in the mathematics curriculum as we entered the 21s century.