Challenging Mathematics in Primary School National Examination in Singapore
Abstract
This paper is on the culture of challenge that has developed in the Singapore
mathematics classroom. The first part provides an analysis of test items from recent
primary school national examination. It was found that a significant proportion of the
items are challenging. The second part describes a study on a typical class of pupils
(aged 11 – 12 years). Based on observations of their problem-solving efforts in pairs
and individually over a period of three months, the role of ‘big math ideas’ such as
number sense and the ability to visualize, see patterns and model situations in
handling challenging mathematics became apparent. It was also found that the
heuristics pupils used and the habits of mind they engaged in played important roles
when pupils handle challenging mathematics.