From Friday's front page New York Times article:
By the time they get to kindergarten, children in this well-to-do suburb already know their numbers, so their teachers worried that a new math program was too easy when it covered just 1 and 2 — for a whole week.
...The slower pace is a cornerstone of the district’s new approach to teaching math, which is based on the national math system of Singapore and aims to emulate that country’s success by promoting a deeper understanding of numbers and math concepts. Students in Singapore have repeatedly ranked at or near the top on international math exams since the mid-1990s.
(Don't mention that, while this slower pace may characterize kindergarten-level Singapore Math, the curriculum is already significantly ahead of U.S. math by the end of first grade--especially U.S. Reform Math programs, infamous for their slow progress through actual mathematics).
Singapore math may well be a fad, too, but supporters say it seems to address one of the difficulties in teaching math: all children learn differently. In contrast to the most common math programs in the United States, Singapore math devotes more time to fewer topics, to ensure that children master the material through detailed instruction, questions, problem solving, and visual and hands-on aids like blocks, cards and bar charts.
(Don't mention that Singapore Math's hands-on aids cease after kindergarten, or shortly thereafter, while they persist further into Reform Math than any other math program used in the U.S. or elsewhere. And don't mention that it's the Reform Math programs, not Singapore Math, whose curricula are informed by empirically unfounded "learning styles" fads.)
Franklin Lakes, about 30 miles northwest of Manhattan, is one of dozens of districts, from Scarsdale, N.Y., to Lexington, Ky., that in recent years have adopted Singapore math, as it is called, amid growing concerns that too many American students lack the higher-order math skills called for in a global economy.
(Don't mention that it's the Reform Math programs, with their emphasis on calculators and other "technology," and on "real world" problems and "data analysis," that harp the most on "higher-order math skills called for in a global economy.")
Bill Jackson, one of Scarsdale’s new math coaches, scribbled notes the other day as he watched a fourth-grade math class. For nearly an hour, the students pored over a single number: 82,566 (the seats in New Meadowlands Stadium, where the Giants and Jets play football). They built it with chips on a laminated mat, diagramed it on a smart board and, finally, solved written questions.
Mr. Jackson said that students moved through a three-step learning process: concrete, pictorial, abstract. American math programs, he said, typically skip the middle step and lose students when making the jump from concrete (chips) to abstract (questions).
(Don't mention that the Singapore Math materials cover content, but not specific lesson plans, and that activities like the 4th grade investigation of the number 82,566, with its slow pace, hands-on materials, arts and crafts, and use of a smart board, are much more likely to occur in Reform Math than in Singapore Math classrooms--especially in Singapore itself.)
Singapore math’s added appeal is that it has largely skirted the math wars of recent decades over whether to teach traditional math or reform math. Indeed, Singapore math has often been described by educators and parents as a more balanced approach between the two, melding old-fashioned algorithms with visual representations and critical thinking.
Reform Math devotees don't embrace Singapore Math's visual representations and critical thinking; Reform Math critics find Reform Math's versions of visual representations and "critical thinking" seriously wanting and hardly comparable to the Singaporean approach.
It's nice to see reporters writing articles about Singapore Math The next step is for them to look at the actual curriculum.