Framing the Portraits of Singapore Secondary Mathematics Pedagogy: An Outsider’s Perspective

Abstract

Thirteen different research articles which report on a programmatic research on the enacted secondary school mathematics curriculum in Singapore have been perused in the preparation for this chapter. It considers the instructional practices associated with Singapore secondary mathematics teachers, and identifies possible contextual factors that facilitate these teachers’ enactment of the mathematics curriculum, framed by the Social Cognitive Theory. These factors include teachers’ content knowledge, trust in the leadership, students as disciples, societal valuing of excellence, and twenty-first century competency education. The role of teacher self-efficacy is also examined. An understanding..