Should the U.S. Emulate Singapore's Education System to Achieve Singapore's Success in the TIMSS?

2000 ◽  
Vol 5 (6) ◽  
pp. 345-347
Author(s):  
Ramakrishnan Menon
Keyword(s):  
United States ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
Eighth Graders ◽  
The United States ◽  
Asian Countries ◽  
Mathematics Teaching And Learning ◽  
Students Success ◽  
The U.S

Since the release of the timss results, a call has been issued to emulate the curriculum, if not the educational practices, of Asian countries that have done well on the TIMSS. California has even stated that its “new” mathematics curriculum will be fashioned after the “rigorous” Singapore mathematics curriculum. Before endorsing such views, it would be instructive to look at some possible reasons that Singapore's eighth graders performed so well in the TIMSS and some possible implications. I list five possible reasons for Singapore students' success in the eighth-grade TIMSS and ask the reader to reflect on the implications to mathematics teaching and learning in the United States under “Questions to ponder.”

Review: Goals, Goals, and More Goals

1988 ◽  
Vol 19 (2) ◽  
pp. 184-188
Author(s):  
Glenda Lappan
Keyword(s):  
United States ◽  
Mathematics Education ◽  
The Netherlands ◽  
Curriculum Development ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
Mathematics Curriculum ◽  
The United States ◽  
Three Dimensions ◽  
Mathematics Teaching And Learning

In 1968 in the Netherlands, the Commission for Modernization of rhe Mathematics Curriculum started a new project—Wiskobas—whose goal was the improvement of mathematics education for ages 6–12 through instruction at reacher training colleges. Three Dimensions reviews the first 10 years of the Wiskobas effort. In particular, it focuses on an elaboration of the interplay between curriculum development at Wiskobas, mathematics education issues in Europe and the United States, and the setting of goals that guide and explain the view of mathematics teaching and learning that evolved at Wiskobas between 1968 and 1978.

The Collaboration Conundrum between School Librarians and Mathematics Teachers

Libri ◽  
2014 ◽  
Vol 64 (2) ◽  
Author(s):  
Mega M. Subramaniam ◽  
Ann Ryu Edwards
Keyword(s):  
United States ◽  
School District ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
School Librarians ◽  
Structural Support ◽  
Mathematics Teaching And Learning ◽  
And Mathematics

AbstractWith the unveiling in the United States of the Common Core State Standards for Mathematics that value inquiry, cross-curricular connections, and the use of technology in instruction, school librarians may be best positioned to collaborate with mathematics teachers to instill these practices into mathematics teaching and learning. However, the mathematics curriculum is often perceived as challenging or even impossible for librarians to connect with. Consequently, such collaboration is often not pursued by either party. This paper examines the factors that shape or hinder collaboration between school librarians and mathematics teachers. Semi-structured interviews were conducted with mathematics teachers, school librarians, and school leaders in four middle schools in a highly resourced school district in the mid Atlantic region of the United States. We find several factors that influence the nature and opportunities for collaboration, including: perception; comfort with technology; institutional structures; testing pressure; and knowledge about mathematics teaching and learning. Our analysis reveals pivotal transformations that need to take place in order to strengthen the collaborative relationship between these two domains: (1) changes in the perceptions mathematics teachers and school librarians have of each other, and of various aspects of technology integration in mathematics teaching and learning and collaborative relationships; (2) enhanced structural support at the school district level; and (3) enhanced structural support at the school level to support collaboration. By examining the connections and contexts of these emerging themes from our study, we reveal the impact that school librarians can have in mathematics learning in middle schools.

Research, Reflection, Practice: Look Who's Talking: Differences in Math Talk between U.S. and Chinese Classrooms

2008 ◽  
Vol 15 (2) ◽  
pp. 120-124
Author(s):  
Linda Sims
Keyword(s):  
United States ◽  
Education Research ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Fifth Grade ◽  
Math Talk ◽  
The World ◽  
Mathematics Teaching And Learning

After twenty-three years of teaching, I stepped out of the classroom and into the world of education research. As part of a team of researchers comparing mathematics teaching and learning in the United States and China, I spent many hours watching videotaped mathematics lessons from fourth- and fifth-grade classrooms in both countries. It was fascinating. (To be honest, it was luxurious, since I was not also trying to grade spelling tests while I watched.) After I got past my initial reactions to the foreign setting—including bare walls, desks in rows, and over forty students per class—more substantive features of the differences between Chinese classrooms and what I was accustomed to seeing in U.S. classrooms began to capture my attention.

scholarly journals The Role of the United States and The “Asian Solution” Approach in the Malaysia-Indonesia Confrontation (1963-1966)

2020 ◽  
Author(s):  
Rohani Hj Ab Ghani ◽  
Zulhilmi Paidi
Keyword(s):  
United States ◽  
Cold War ◽  
The United States ◽  
Asian Countries ◽  
Power Struggle ◽  
Solution Approach ◽  
Major Powers ◽  
Asian Region ◽  
The U.S

The Indonesia-Malaysia confrontation between 1963-1966 was an important event attracting the attention of politicians and scholars alike as the conflict had threatened the long existing relations between the two countries. Indonesian confrontation with Malaysia was due to its refusal to accept the formation of the new federation of Malaysia, founded on 16th September 1963. Sukarno’s confrontational stand on this had broken the long-standing sentiments of regional brotherhood or “saudara serumpun” that had nurtured between the two countries for many years. The conflict also saw the involvement of major powers like the United States (U.S.), Britain, China and Russia in the midst of bipolar power struggle between the communist and the anti-communist as part of the ongoing Cold War. The three years of confrontation witnessed great attempts at peace efforts by U.S. Although U.S. involvement in the conflict was merely as a moderator for both countries it was also fueled by its efforts of containment of communism in the Southeast Asian region. The U.S. viewed that the conflict should be resolved in the context of “Asian solution” as it involved two Asian countries A settlement to the Malaysia-Indonesia confrontation was finally achieved through the Bangkok Agreement, signed in August 1966. This paper discusses the role of U.S. in its attempts at finding an amicable settle to the confrontation in the form of “Asian solution.”  

Multicultural Education: Lessons from Teaching and Learning in the U.S. and Abroad

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Xaé Alicia Reyes
Keyword(s):  
United States ◽  
Multicultural Education ◽  
Teaching And Learning ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Political Dynamics ◽  
Challenges And Opportunities ◽  
Learning Issues ◽  
Reflective Essay ◽  
The U.S

This article is a reflective essay that examines the experiences of a Multicultural Educator from a non-mainstream perspective. The author, of Latino descent, has attended schools in Puerto Rico and in the United States, and has taught at universities in both. Experiences teaching and learning within and outside of the United States are compared and contrasted. The challenges and opportunities to enrich worldviews and perspectives of students and colleagues are discussed in terms of how these experiences have shaped her teaching and learning. Issues confronted through different structural, cultural, and political dynamics at institutions of higher education are addressed.

scholarly journals South Korea and the U.S. Strategy of Free and Open Indo-Pacific

2021 ◽  
Vol 65 (8) ◽  
pp. 31-40
Author(s):  
O. Davydov
Keyword(s):  
United States ◽  
South Korea ◽  
The United States ◽  
Strategic Partnership ◽  
Republic Of Korea ◽  
Asian Countries ◽  
Regional Strategies ◽  
The Republic ◽  
The Right ◽  
The U.S

The advancement and promoting by the United States of its concept of Free and Open Indo-Pacific (FOIP) has shaped many of political discussions in Asian countries in recent years. The Republic of Korea is no exception. From this perspective, the article reviews the basic aspects of the evolution of South Korea’s foreign policy course as well as new priorities in that area which have been forged with the advent of President Moon Jae-in administration. The paper shows that the complex fluctuations of the South Korea’s external policy have been defined by the need to maintain the focus on the United States, on one side, and desire to nurture strategic partnership with China, on the other side. However, finding the right balance in that political equation has been significantly complicated due to the growing confrontation between the two global powers. Special attention is given to the role and place of South Korea in the U. S. Free and Open Indo-Pacific Strategy. The article examines the main directions, some of the outcomes and the prospects of cooperation between Washington and Seoul aimed at harmonizing their regional strategies in view of the factors facilitating those interactions as well as those hampering them. President Trump highlighted that the United States – the Republic of Korea alliance remains a linchpin for security, stability and prosperity in the Indo-Pacific. However, the dialogue between the two partners has not revealed the willingness of South Korea to collaborate with the United States on that theme beyond a narrow framework of purely economic coordination. Particularly, South Korea has consistently rejected the attempts of its ally to involve the country into the activities of Quad for fear of a possible adverse effect for the Korea–China relationships. All of those questions are examined in the article in linkage with a number of bilateral problems prevailing in the ROK–USA alliance which have complicated the collaboration between the two countries on regional issues in recent times.

Japan Seen From Southeast Asia

Worldview ◽  
1977 ◽  
Vol 20 (6) ◽  
pp. 23-27
Author(s):  
Fumio Matsuo
Keyword(s):  
United States ◽  
Economic Development ◽  
Southeast Asia ◽  
The United States ◽  
Economic Viability ◽  
Asian Countries ◽  
Peaceful Coexistence ◽  
New Era ◽  
The U.S ◽  
Southeast Asian Countries

The main problem in Southeast Asia is economic development, a problem the United States and Japan are largely responsible for. Southeast Asia, the U.S., and Japan are all involved, therefore, in determining how to achieve economic viability in Southeast Asia—where a new era of peaceful coexistence has begun after decades of war.Leaders in Southeast Asian countries, including the Socialist states in Indochina, agree that the most pressing problem is how to overcoihe extreme hardships and difficulties in order to achieve economic and social development.

East Asian Models of Public Administration: Issues, Challenges, and Prospects

2021 ◽  
Author(s):  
Akira Nakamura
Keyword(s):  
United States ◽  
East Asia ◽  
Public Administration ◽  
Public Management ◽  
East Asian ◽  
The United States ◽  
Asian Countries ◽  
Single Model ◽  
The U.S

Is the Asian model of public administration (AMPA) plausible as a concept or discipline? This is one of the topics that many Asian specialists and especially those in East Asia have been interested to explore. One of the opinions considers that the idea of AMPA is difficult to ascertain because Asia is not a unified region. The area is culturally and traditionally so diverse that a single model, AMPA, would be implausible. There are, however, several leading scholars in Asia who have argued that the Asian experience in public administration has been rich in achievements and is generalizable to many other countries. In their view, the rise of Asia’s economic presence in general and China in particular highlights the importance of AMPA, which has increasingly become distinct and worthy of attention. The nature and content of AMPA would become crystalized once the characteristics of the study of public administration in the United States are juxtaposed to the Asian experience and more specifically that of the East Asian countries. AMPA stands distinct and looks salient when it is compared to the U.S. model from three essential features: the separation of administration from politics, the relationships between public and business administrations, and the inductive or deductive approaches to the study of public management. In the context of these three characteristics, AMPA essentially differs from the feature that has been studied and practiced in the United States.

Thoughts on history, tuning and the scholarship of teaching and learning in the United States

2017 ◽  
Vol 16 (4) ◽  
pp. 415-419
Author(s):  
David Pace
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Scholarship Of Teaching ◽  
Teaching History ◽  
History Learning ◽  
Potential Impact ◽  
The U.S

The Tuning Movement and the scholarship of teaching and learning have each had a significant impact on teaching history in higher education in the United States. But the isolation of these initiatives from each other has lessened their potential impact. Interactions between the two might bring together the intellectual exploration of scholarship of teaching and learning and the activist engagement with practical challenges present in the U.S. Tuning Movement. The work of groups, such as the History Learning Project, could facilitate such interactions.

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