Introduction
Pupils in Singapore schools have consistently done well in international
comparative studies in mathematics achievement. While many have attributed this to
an array of factors, we have proposed to find a framework to synthesize and explain
these factors. The main hypothesis is that a culture of challenge has developed in
Singapore mathematics classroom. In such a culture of challenge, every pupil, and not
just the high-achievers, is expected to do challenging mathematics. The main study
aims to investigate the nature, development and management of this culture of
challenge so that all pupils can be engaged at their own pace in meaningful and
challenging mathematics. One component of the study is to investigate the kind of
mathematics pupils are expected to do. This paper reports some of the initial findings
from an investigation into challenging mathematics included in the primary school
national examination.
The main purpose of the investigation was to identify the extent and nature of
challenging mathematics included in the national examination. The first part of the
paper outlines mathematics curriculum reforms in Singapore since 1992, when a
problem-solving curriculum was introduced. Recent reforms encourage a shift from
teaching heuristics to developing habits of mind to accompany the use of heuristics.
Some examples of habits of mind include thinking creatively, thinking critically and
metacognition. The second part of the paper describes categories of heuristics used by
pupils in the study that have the potential to help many pupils, not just the
mathematically-inclined ones, solve challenging mathematics problems.