Problems Faced By Secondary School Mathematics Students In Singapore

The winning of the top rankings in the Trends in International Mathematics and Science

Study (TIMSS) the last few years have brought into limelight the mathematics curriculum and teachers training process followed in Singapore to possess a better understanding of the elements governing it. The problem solving techniques got emphasis in the Singapore curriculum in 1992. The textbooks are structured to encourage the students to think, communicate and apply the skills to the problem solving. The Singapore Ministry of Education"s website defines problem solving as its primary goal today.

"Mathematical problem solving is central to mathematics learning. It involves the acquisition and application of mathematics concepts and skills in a wide range of situations, including non-routine, open-ended and real world problems. "

Mathematical problem solving involves an intricate process starting with the student comprehending the problem, and organizing and applying his domain-specific knowledge into it to reach a solution. To enrich the problem solving skills of the students, the Singapore education ministry continues to explore the success of the current educational system to introduce enhanced measures to tackle the problems.

The various studies conducted identify the following problems in their current mathematics curriculum:

1 Having understood the simple fact that the routine problems do not make much contribution to the mental development of the students, an effort to introduce non-routine problems in mathematics got proposed. But, it was found that the students tend to be apprehensive and anxious at the sight of the non-routine problems that instills a fear in them, which makes the recollection of the procedures to be launched in the problem solving difficult. This was especially high amongst students who spent large amount of time to solve non-routine problems. When mathematical problems were placed before them, many revealed high level of stress and panic.

2 Another obstacle faced by the secondary school math students was the inability to understand the problem, absence of a solid structure of strategic and domain knowledge, and the lack of confidence and skill to employ the correct tool for problem-solving. Many students also failed to translate the problem into a mathematical form.

3 The various studies conducted also threw light over the fact that the students" anxiety, a primary obstacle, is correlated to the perception of their mathematics teachers.

4 The students also reflected a tendency to think convergent and rushed into a solution before possessing a deeper knowledge of the problem. They were found to introduce a number of operations to reach a solution on account of the absence of experience in defining and comprehending the mathematical problem.

by: Jane Yang

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