Gifted Issues Discussion homepage Forums General Discussion Singapore Math

Well, the approach is pedagogically a bit like a VERY accelerated Montessori technique, with the 'show-instruct-do'sequence (that is, demonstrate, then offer direct instruction, then let students try it for themselves), and regards instruction as only being one part of that sequence.

It assumes mastery during progression (pyramidal or foundational) rather than the current approach in most schools, which is 'spiraling' instead, and relies on repetition at regular intervals to get the points across.

Singapore generally doesn't emphasize the memorization of much of anything. It emphasizes understanding the underlying principles and then hones them with meaningful (as opposed to "mindless") application. So instead of timed tests of math facts, a Singapore-based exercise might have students work a set of problems using embedded mathematics in more real-world style problems. The idea is that more memorable/challenging material won't NEED the repetition to make it 'stick' with students. The memorization will come on its own and therefore no real purpose is served by making it part of the instructional goals.

Hopefully that helps. Most of the concepts taught in Singapore's primary mathematics series are pretty conventional; that is, the same concepts are taught in other math programs. The big differences are in the underlying pedagogy. Singapore math is very light on the direct instruction portion of things-- which is great for autodidacts and many gifted students (for whom instruction mostly = "irritating") but for kids that LIKE direct instruction, that might be the missing bit. It could explain why your child enjoys the program at school (where presumably there is a teacher offering instruction) and not at home.


Have you tried working through the textbook yourself? If you're struggling with only one of your children, and the material seems to make perfect sense to you, it is possible that your instructional style is just not a great match with her learning style. If that is the case, perhaps another adult could try helping her for a few weeks and you could see if that improves things.