Unnamed: BIL LINK Pengarang TITLE

1 Der-Ching Yang ; A Comparison of Geometry

Yi-Kuan Tseng ; Problems in Middle-Grade
Tzu-Ling Wang Mathematics Textbooks
from Taiwan, Singapore,
Finland, and the United
States

2 Dario Cvencek ; Math Achievement,

Manu Kapur ; Stereotypes, and Math
Andrew N. Self-Concepts Among
Meltzoff Elementary-School
Students in Singapore

3 Nahid Mehrjoo ; A Comparative Study of

Mohammad Mathematics Curriculum in
Nourian ; Dariush Primary Schools of Iran and
Norouzi ; Singapore
Mahmoud Abai
Kopai
1 Ministry of Primary Mathematics
Education Syllabus (P1-6) 2021
Singapore
2 Lindorff et al. Investigating a Singapore
Based Mathematics
Textbook and Teaching
Approach
 A touchstone of Finnish
curriculum thought and
Hakala, L. & core curriculum for basic
1 Kujala, T. education
 The assessment culture of
Nieminen, J. H. & mathematics in Finland: a
2 Atjonen, P. student perspective
 ABSTRACT Tahun Negara

This study analyzes geometry problems in middle-grade mathematics 2017 Taiwan ;

textbooks from Taiwan, Singapore, Finland, and the United States using a Singapore ;
three-dimensional framework (representation forms, contextual features, Finland ; USA
response types) to infer students’ opportunities to learn.

A correlational study of Singaporean elementary-school children 2015 Singapore

examining links between math achievement, gender identity, math–
gender stereotypes, and math self-concepts using both implicit (IAT) and
explicit measures.

A qualitative comparative analysis of primary school mathematics 2022 Iran ; Singapore

curricula in Iran and Singapore focusing on objectives, content, teaching
methods, and assessment, using Bereday’s four-step method and Mill’s
agreement/disagreement logic.
Official syllabus outlining aims: acquire concepts/skills; develop thinking, 2024 Singapore
reasoning, communication, application, metacognition; build confidence
and interest.
Research on mastery approach, variation theory, textbook use and 2019 Singapore
underlying curriculum philosophy.
Conceptual paper reviewing Finnish curricular tradition (Bildung/Didaktik
vs Anglo-American curriculum), analysing the 2014 National Core
Curriculum and imagining future, crisis-responsive basic education in
Finland. 2021 Finland
National survey of Grade 6 and 9 students on how often different
assessment and feedback practices are used in mathematics and how
useful they are perceived, using the framework of assessment cultures of
learning, compliance and fear. 2023 Finland
 Metodologi curriculum aims and philosophy

Kuantitatif Comparison of types of geometry problems in middle-

grade mathematics textbooks from four countries.

Kuantitatif Finnish curriculum emphasises Bildung/Didaktik,

autonomy, ethics

Kualitatif Comparison of primary mathematics curriculum goals,

content, teaching and assessment methods in Iran and
Singapore.
Policy acquire mathematical concepts and skills for everyday use
Document and continuous learning in mathematics;
develop thinking, reasoning, communication, application
and metacognitive skills through a mathematical
approach to problem solving;
build confidence and foster interest in [Link]
explicitly describes the underlying philosophy:
mathematics is not just calculation, but thinking,
reasoning, problem-solving and metacognition
Research Study 1. Curriculum Aims & Philosophy
Although the article does not state Singapore’s curriculum
aims directly, it clearly describes the philosophical
foundations behind the Singapore-based approach
implemented in the study.
a. Mastery Philosophy
• The core philosophy emphasizes mastery learning,
where all pupils must secure understanding before
moving on.
This contrasts with curricula that prioritise content
coverage.
• Mastery derives from Carroll (1963) and Bloom
(1968), who argued that given the right conditions and
time, all learners can achieve mastery.
b. Variation Theory (Deep Conceptual Understanding)
• A key philosophical principle is variation theory,
which promotes deeper understanding by varying
representations and conditions so learners see underlying
mathematical ideas.
c. Concrete–Pictorial–Abstract (CPA) Progression
• Underlying belief: math learning progresses from
hands-on experiences, to visual models, and then
symbolic abstraction (Bruner, 1966).
d. Equity Orientation
• Mixed-ability learning reflects the philosophy that all
children can learn mathematics at high levels with
appropriate scaffolding.
 * Finland’s curriculum is rooted in **Bildung/Didaktik**,
emphasising:

* Human growth, autonomy, ethical citizenship, and

democratic participation.

* The teacher is positioned as a **curriculum theorist**,

not merely an implementer.

* The National Core Curriculum (NCC 2014) aims for:

* **Transversal competencies** (e.g., critical thinking,

cultural competence, participation, sustainability).

Conceptual / * **Holistic, ethical, and future-oriented education**,

Curriculum especially responding to global crises (e.g., climate
analysis change, pandemics).
 Typical aims of a primary mathematics curriculum (across
many countries) are to help pupils:
[Link]
+2
Ministry of Education
+2

Become fluent in core facts and procedures (e.g. number

facts, basic operations).

Develop reasoning skills: explaining, justifying, and

making logical arguments.

Build problem-solving competency for everyday and

mathematical situations.

Use appropriate mathematical language and

representations to communicate ideas.

See mathematics as meaningful, useful, and enjoyable,

fostering curiosity and confidence.

Philosophy (underlying beliefs):

Mathematics is not only about right answers but about

thinking, sense-making, and communication.
[Link]
+1

All pupils can learn mathematics with appropriate support

(growth-mindset, equity).

Learning should connect concrete experiences → visual

models → abstract symbols.

Mathematics teaching should link to real-life contexts and

other subjects (STEM, daily life).

Quantitative Digital tools can enrich learning (visualisation, exploration,

survey with practice).
cluster analysis Twinkl

Child-centred, social-pedagogical aims; mathematics

embedded in play and everyday activities to support early
mathematical literacy and positive attitudes.

Equitable comprehensive school aiming at applications,

problem solving, and real-life mathematical literacy within
flexible teacher-planned curriculum.
 content knowledge teaching and learning assessment approaches
strategies

Taiwanese and Singaporean textbooks include

more combined-form problems, whereas Finnish
and American textbooks emphasize verbal and
visual problems; most problems in all countries are
non-application and close-ended, with few real-
world and open-ended tasks.

Focus on transversal competences, subject content

linked

Teacher autonomy, Low-stakes, formative

formative approaches, focus but exams still
dialogic practices common
Both countries emphasise thinking skills, but
Singapore’s curriculum is more coherent, problem-
solving oriented, attentive to individual differences
and metacognition, whereas Iran’s curriculum
shows weak links to real life, limited integration
with other subjects, and imbalance across goal
domains; reforms are recommended for Iran.
It includes the big-ideas
(e.g., abstraction &
application, representation
& communication) and
emphasises how the
curriculum supports 21st-
century competencies.
 ability groups rather than
grouping by performance.
Grouping varied by class:
some fixed, some flexible,
2. Content Knowledge (What Mathematical some highly . Assessment Approaches
Knowledge the Approach Emphasises) The heterogeneous. c. Use of a. Standardised
textbook series used (Inspire Maths / My Pals Are Manipulatives & Bar Mathematics Tests
Here!) covers common Singapore primary topics: Modelling (CPA
Number to 100, Addition, Subtraction, The study used Progress
Multiplication, Division Money, Time, Approach) Heavy Test in Mathematics (PTM)
Measurement Picture graphs, Shapes & Patterns emphasis on to measure content
The philosophical emphasis is on: a. Deep manipulatives, visual knowledge and reasoning.
conceptual knowledge rather than procedural models, and gradual These tests:
memorisation Supported by CPA and variation movement to abstraction.
theory. b. Progressive complexity through are age-standardised,
structured problem sets Different values and d. Structured Questioning
representations help pupils generalize Techniques Teachers used measure content
mathematical principles. targeted questioning to knowledge + reasoning,
differentiate and extend
learning, helping pupils track progress over time.
make conceptual links. b. Formative Assessment
Example: challenging Through Textbooks’ Built-In
pupils to generate number Tasks
trains with constraints. e.
Immediate Intervention & Not explicitly quantified in
the article, but implied
In-Class Support Some from:
teachers pulled small
groups for additional Textbook structure,
support during lessons—
showing responsive, Observations showing
teachers using questioning
formative support. f. and in-lesson interventions.
Emphasis on Whole-Class
Instruction for Core c. Attitude Questionnaire
Concepts Core teaching (Affective Assessment)
occurred as a whole-class
activity before group work Used to measure pupils’
enjoyment and emotional
began. response toward
mathematics.
 Although the article
Teaching and Learning mentions assessment
Strategies Finnish curriculum briefly, it describes the
encourages teacher-led, overall principles of the
student-centered, ethical, Finnish curriculum:
and integrated pedagogy.
Key Teaching Approaches Assessment Principles
Teacher autonomy: Teachers
design learning based on Formative focus:
student needs and interpret Assessment aims to
the curriculum using support learning—not
professional judgement. compare or rank students.
Inquiry-based and reflective
teaching: Teaching Aligned with objectives:
encourages interpretation, Assessment follows the
critical reflection, and objectives and
examination of societal competencies defined in
issues. Multidisciplinary & the subject-specific
integrative learning: curriculum.
Teachers collaborate across
Content Knowledge (What the curriculum subjects to design learning Holistic evaluation:
emphasizes) While the article does not list specific modules around real-world Students are evaluated on:
subject content, it explains how Finland structures themes. Ethical and
its curriculum knowledge: Content Structure Two democratic teaching: Academic growth
parts: General part – Values, mission, broad Strategies include:
competencies. Subject-specific part – Objectives, Encouraging students’ voice Social and ethical
key content areas, and evaluation criteria. Key and participation Discussing development
Directions for Content Transversal Competencies ethical dilemmas Supporting
integrated into subjects: Every subject must students in constructing Transversal competencies
promote critical thinking, communication, cultural their worldview Learner-
literacy, and sustainability. Multidisciplinary centered distance learning No high-stakes national
learning modules: Content organised around (during COVID-19): Teachers testing: Unlike Anglo-
themes such as: Ecosocial sustainability Global quickly adapted to digital American models, Finland
citizenship Cultural identity Greater emphasis on teaching in 2020, showing: avoids test-driven
ethical and global issues: Subjects (e.g., PE example Care-based pedagogy accountability.
in the article) must move beyond traditional Flexible online practices
content to incorporate: Equality Ecological Regular contact and support Teacher professional
responsibility Cultural diversity Shift from fixed Teacher Role Not a mere judgement: Assessment
content toward applied, meaningful knowledge: implementer but a relies on teacher-created
Knowledge should be educative, relevant to curriculum designer, criteria and authentic
students’ real lives and ethical dilemmas. interpreter, and theorist. evaluation tasks.
+3 Encourage multiple (before learning)
Australian Curriculum strategies (draw a diagram,
+3 make a table, guess-and- Quick pre-tests, interviews,
check, etc.). or tasks to find out what
Number & Algebra pupils already know and
Concrete–Pictorial–Abstract where gaps are.
Counting, place value, whole numbers, the four (CPA)
operations. Formative assessment
Start with manipulatives (during learning,
Fractions, decimals (upper primary), simple ratios (counters, base-ten blocks), “assessment for learning”)
and patterns. then drawings/diagrams,
then symbols. Questioning, exit tickets,
Measurement mini-whiteboards,
Mathematical talk and observation of group work.
Length, mass, time, capacity, area, perimeter, collaboration
money. Feedback that is timely and
Pair/group work, “think-pair- specific; used to adjust
Geometry/Space share”, math discussions; teaching and give pupils
pupils explain and justify next steps.
2D and 3D shapes, symmetry, position and their thinking.
direction, simple transformations. Self- and peer-assessment
Use of representations (e.g. checking strategies,
Statistics & Probability / Data using success criteria).
Number lines, bar models,
Collecting, organising, and interpreting data arrays, graphs, tables to Summative assessment
(tables, charts); basic chance ideas. show relationships. (after learning,
“assessment of learning”)
Problem solving & mathematical processes Differentiation & support
(sometimes a separate strand) End-of-unit tests, school
Scaffolds for struggling exams, national
Reasoning, representing, connecting ideas, using learners (step-by-step assessments.
strategies to solve routine and non-routine questions, guided practice).
problems. Used to report progress
Ministry of Education Extension tasks for higher- and plan longer-term
+1 attaining pupils (open-ended support or extension.
problems, investigations).
Progression principle: Variety of formats
Integration of digital tools
Content is taught in a spiral manner: key topics Written tasks,
(e.g. number, fractions, measurement) are Use apps/online platforms practical/mental activities,
revisited at increasing complexity across the for practice, visualisation, performance tasks,
primary years. simulations, and feedback. projects, oral explanations.

Active teacher participation, Informal, observation-

play-based learning, indirect based assessment to
Focus on early number, counting, and broad introduction through monitor development and
mathematical literacy; emphasis on conceptual everyday situations and identify children needing
understanding though no formal standards. exploration. support; no formal tests.

Student-centred, inclusive Teacher-based assessment

instruction with highly with low-stakes system;
qualified teachers; gradual movement from formal
Common core content with emphasis on shift toward active learning, exams to portfolios, self-
applications and problem solving enabling use of discussion, and assessment, and varied
concepts in authentic contexts. communication. methods.
discussion
Why this is useful for your thematic analysis:It
connects with accountability: the curriculum’s
aims include ongoing learning and everyday
use, showing responsibility for broad learner
[Link] connects with communication &
decision-making: by emphasising reasoning,
communication and metacognition, it speaks to
how the curriculum expects students and
teachers to think about how they [Link]-
management: although less explicit, the
emphasis on thinking, reasoning and
metacognition suggests a philosophy that goes
beyond simple drill and invites richer
classroom time use (your theme of time
management could pick up how “thinking
time” is built in).