Singapore Tops TIMSS 2015!

The 2015 Trends in Math and Science Study (TIMSS) results were recently published. Students in fourth and eighth grades from more than 40 countries worldwide participated in the most recent test. This test marks a 20-year span of comparative mathematics and science achievement data collected and once again East Asian countries topped the charts.

What does the TIMSS test?

The TIMSS tests students’ math and science knowledge. For the sake of this post, we are going to focus on mathematics. Both content domains (Number, Geometry, and Data) and cognitive domains (Knowing, Applying and Reasoning) are tested every four years.  Student achievement is then compared to other participating countries.  Singapore’s students once again ranked number one in the world, marking the fifth time Singapore has scored highest on the TIMSS  since the country first participated in 1995.  Students in the United States trail students in Singapore by 79 points for fourth grade and 103 points for eighth grade.

TIMSS Results for Select Countries – Fourth Grade Mathematics

1995 2003 2007 2011 2015
         
Singapore 625 (1) 594 (1) 599 (2) 606 (1) 618 (1)
Hong Kong-SAR 587 (4) 575 (2) 607 (1) 602 (3) 615 (2)
Republic of Korea 611 (2) 605 (2) 608 (3)
Chinese Taipei 564 (4) 576 (3) 591 (4) 597 (4)
Japan 597 (3) 565 (3) 568 (4) 585 (5) 593 (5)
Russian Federation 532 (9) 544 (6) 542 (9) 564 (7)
England 513 (16) 531 (10) 541 (7) 542 (9) 546 (10)
United States 545 (11) 518 (12) 529 (11) 541 (11) 539 (14)
Average* 529 545 500 500 500

* International Average in 1995 and 2003, Scale Average since 2007

How challenging are the questions?

The questions on the TIMSS can be broken down into four levels, or benchmarks; Advanced, High, Intermediate and Low. The examples below are from fourth-grade problems.

A low-level question tests basic mathematical knowledge:

Percentage of students able to answer a low-level question: 99% Singapore, 98% U.S.

 

An intermediate level question tests the ability to apply basic mathematical knowledge in simple situations:

Percentage of students able to answer an intermediate level question: 93% Singapore, 79% U.S.

 

A high-level question tests the ability to apply mathematical knowledge and understanding to solve problems:

Percentage of students able to answer a high-level question: 80% Singapore, 47% U.S.

 

An advanced level question tests the ability to apply knowledge and understanding in a variety of relatively complex situation and to explain mathematical reasoning:

Percentage of students able to answer an advanced level question: 50% Singapore, 14% U.S.

To sum it up, students in the U.S. are really good at solving basic computation questions but struggle with applying their knowledge to solve problems in high and advanced level questions.

For more information about the TIMSS and a complete report, visit http://timssandpirls.bc.edu/timss2015/.

How does Singapore do it?

In a nutshell, a Singapore Math curriculum focuses on deep conceptual understanding and problem-solving with an emphasis on the “why” over the “how” of math.  Concepts are introduced, practiced to mastery and immediately applied to solve both familiar and novel problems. Students are given ample time to grapple with problems to find multiple solutions which develops flexibility with numbers and logical thinking.

In contrast, traditional curricula in the U.S. has tended to focus on memorization and procedures. “Ours is not to reason why; just invert and multiply.”  Math has been taught as a series of steps to follow to tackle what appear to be unrelated concepts. Many concepts are taught per grade level with little time to practice and master before moving on to the next concept; often referred to as a spiraling curriculum. This limits deep mathematical understanding.

What can we do?

There’s still hope. There are a few curricula in the U.S. that follow the Singapore math approach to deepening mathematical understanding and problem-solving.  You can read more about Primary Mathematics and Math in Focus here.

If you are not in a position to change your curriculum, you can integrate some of the best strategies from Singapore into your current curriculum.  Take time to teach basic concepts to mastery, focus on developing number sense with mental math activities and help students to visualize word problems with bar modeling.

Each year more and more schools, school districts and home-schooling parents are making the switch, but just buying new textbooks is not enough. Professional development and teacher training is an often overlooked piece of the puzzle. (That’s where Math Champions comes in. For information on how we can help you use Singapore Mathematics,  please complete the form or send us an email.)

 

Source: TIMSS 2015 International Results in Mathematics. Copyright © 2016 TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College, and
International Association for the Evaluation of Educational Achievement. All rights reserved.

 

 

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TIMSS 2011: Singapore Leads International Math Standings

TIMSS 2011For the past 20 years, the TIMSS (Trends in International Mathematics and Science Study) has measured mathematics and science achievement of participating students at the fourth and eighth grades. It has been conducted on a regular 4-year cycle since 1995.

For U.S. Educators, TIMSS is valuable since it compares the achievement of  American students to their peers in other countries. From the National Center for Education Statistics:

TIMSS provides reliable and timely data on the mathematics and science achievement of U.S. 4th- and 8th-grade students compared to that of students in other countries.

TIMSS 2011 truly was a global study; 52 countries and 7 education systems participated in 4th Grade, while 45 countries and 14 education systems were involved at the 8th Grade level.

Last week, TIMSS 2011 was released. Note that all scores are adjusted to a 500 scale average. The results (…drumroll please…):

For 4th Grade Math, the top scoring nations are:

1. Singapore, average score 606
2. Republic of Korea, 605
3. Hong Kong, 602
4. Chinese Taipei, 591
5. Japan, 585

11. United States, 541

The following North American jurisdictions also participated in 4th Grade Math:

North Carolina, 554
Florida, 545
Quebec, 533
Ontario, 518
Alberta, 507

For 8th Grade Math, the top scoring nations are:

1. Republic of Korea, average score 613
2. Singapore, 611
3. Chinese Taipei, 609
4. Hong Kong, 586
5. Japan, 570

9. United States, 509

The following North American jurisdictions also participated in 8th Grade Math:

Massachusetts, 561
Minnesota, 545
North Carolina, 537
Quebec, 532
Indiana, 522
Colorado, 518
Connecticut, 518
Florida, 513
Ontario, 512
Alberta, 505
California, 493
Alabama, 466

A summary of TIMMS 2011 results is available here.  Data tables with results for 4th and 8th Grade mathematics are here.

A listing of all participating entities and their TIMSS 2011 math scores for 4th and 8th Grades is reproduced below:

TIMSS 2011 4th Grade Math

TIMSS 2011 4th Grade Math

 

TIMSS 2011 8th Grade Math

TIMSS 2011 8th Grade Math

The National Center for Education Statistics is the source of Tables and other information extracted from TIMSS 2011 in this post.

 

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Singapore Math = High Scores for Monterey School

Fourth-graders, from left, Chloe Bernal, Kristofer Kimes and Emma Leamy are ready to answer a question in their math class at Santa Catalina School. The school uses a method of teaching called Singapore Math. (REG REGALADO/Herald Correspondent)

From The Herald, Monterey County:

NEW MATH = HIGH SCORES: Singapore system working at Santa Catalina
By John Sammon

It seems a small thing, concentrating on basics, making sure students master concepts before moving on, but proponents of Singapore Math say the system is dramatically improving math scores at Santa Catalina School.

“We had a good math program before, but we wanted a great math program,” said Christy Pollacci, division head at the private K-12 independent Catholic school in Monterey.

Singapore Math specialist and sixth grade teacher Bill Davidson on the Singapore Math sequence:

Davidson said a lack of emphasis on teaching basic skills in the lower grades is partly to blame for poor test results at schools nationwide. For example, students are expected to grasp algebra and geometry without having mastered fractions and ratios.

“What makes Singapore Math special is the sequence in which the skills are taught,” Davidson said. “Addition and subtraction aren’t taught as separate subjects, but simultaneously, instead of being compartmentalized.”

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Singapore Math and the Common Core State Standards

Achieve, an independent, bipartisan, non-profit education reform organization has found that Singapore’s Math Syllabus aligns well with the Common Core State Standards. They conclude:

Overall, the CCSS are well aligned to Singapore’s Mathematics Syllabus. Policymakers can be assured that in adopting the
CCSS, they will be setting learning expectations for students that are similar to those set by Singapore in terms of rigor,
coherence and focus.

Read the full document:
Comparing the Common Core State Standards and Singapore’s Mathematics Syllabus

Achieve is comparing the Common Core State Standards to Singapore’s Math Syllabus, not the Primary mathematics curriculum materials.

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