Are Large-Scale Classroom Research Findings Consequential in Changing Trends in Singapore Mathematics Teachers' Instructional Practices?

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-Research in Mathematics Education Virtual Poster Session

Abstract

This paper examines the shifts in knowledge practices in Singapore’s Grades 5 and 9 mathematics classrooms from 2004-2019. The paper draws on the classroom findings on mathematics pedagogy from a large-scale baseline research study, the CORE Research Programme (2004-Present). Findings have helped policymakers to create consequential policies that help improve teaching and learning. Furthermore, research consequences vary depending on stakeholders and the degree of generalizability of the research data. We discuss tensions between scale, consequence and stakeholder engagement as part of a critical examination of how research can impact (or not) on policies and practice. Overall, the trends in teachers’ instructional practices in Singapore education landscape are positive, however certain areas of improvement are also discussed in this paper.

Authors

• Divya Bhardwaj, National Institute of Education - Nanyang Technological University
  Presenting Author

• Hwei Ming Wong, National Institute of Education - Nanyang Technological University
  Non-Presenting Author