Mathematics Education in Singapore pp 351-383 | Cite as

# The National Institute of Education and Mathematics Teacher Education: Evolution of Pre-service and Graduate Mathematics Teacher Education

## Abstract

The National Institute of Education (NIE) is the sole teacher education institution in Singapore. This chapter considers the various kinds of knowledge that make up the knowledge base of a mathematics teacher of substance, and illustrates in detail the various programme designs which NIE implements to ensure the development of such a knowledge base in pre-service and in-service mathematics teachers. The special features of NIE, such as the symbiotic relationship of its mathematicians and mathematics educators and its adaptation of good practices from around the world, are described in some detail to cast light on how it has been generally successful in carrying out this purpose. Challenges ahead and possible future directions for improvement are also discussed.

## Keywords

Teacher education Teacher education programmes Singapore Mathematics education Teacher knowledge Pedagogical content knowledge Subject knowledge Postgraduate mathematics teacher programmes## References

- Alcock, L., & Simpson, A. (2009).
*Ideas from mathematics education: An introduction for mathematicians.*MSOR Network.Google Scholar - Arends, R., & Winitzky, N. (1996). Programme structures and learning to teach. In F. B. Murray (Ed.),
*The teacher educator’s handbook: Building a knowledge base for the preparation of teachers*. San Francisco, CA: Jossey-Bass.Google Scholar - Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special?
*Journal of Teacher Education,**59*(5), 389–407.CrossRefGoogle Scholar - Barber, M., & Mourshed, M. (2007).
*How the world’s best-performing school systems come out on top*. London: McKinsey & Co.Google Scholar - Billstein, R., Libeskind, S., & Lott, J. W. (2001).
*A problem solving approach to mathematics for elementary school teachers*(7th ed.). Boston, MA: Addison-Wesley.Google Scholar - Cai, J., Kaiser, G., Perry, B., & Wong, N. Y. (Eds.). (2009).
*Effective mathematics teaching from teachers’ perspectives: National and cross-national studies*. Rotterdam: Sense Publishers.Google Scholar - Campbell, H. E. (1970).
*The structure of Arithmetic*. New York: Meredith.Google Scholar - Chen, A. Y., & Koay, S. L. (Eds.). (2010).
*Transforming teaching, inspiring learning: 60 years of teacher education in Singapore (1950–2010)*. Singapore: National Institute of Education.Google Scholar - Chin, L. F. (2010). Staff development and professional activities. In A. Y. Chen & S. L. Koay (Eds.),
*Transforming teaching, inspiring learning: 60 years of teacher education in Singapore*(pp. 1950–2010). Singapore: National Institute of Education.Google Scholar - Gopinathan, S. (2010). “Universitising” of initial teacher education. In A. Y. Chen & S. L. Koay (Eds.),
*Transforming teaching, inspiring learning: 60 years of teacher education in Singapore*(pp. 1950–2010). Singapore: National Institute of Education.Google Scholar - Griffiths, H. B., & Hilton, P. J. (1970).
*A comprehensive textbook of classical mathematics: A contemporary interpretation*. London: Van Nostrand Reinhold.CrossRefGoogle Scholar - Grossman, P. L., Wilson, S. M., & Shulman, L. S. (1989). Teachers of substance: Subject matter knowledge for teaching. In M. C. Reynolds (Ed.),
*Knowledge base for the beginning teacher*. Oxford: Pergamon Press.Google Scholar - Gueudet, G. (2008). Investigating the secondary-tertiary transition.
*Educational Studies in Mathematics,**67*(3), 237–254.CrossRefGoogle Scholar - Ho, W. K., & Chan, P. S. (2016). On the efficacy of flipped classroom: Motivation and cognitive load. In P. C. Toh & B. Kaur (Eds.),
*Developing 21st century competencies in the mathematics classroom*(pp. 213–240). Singapore: World Scientific.CrossRefGoogle Scholar - Ho, W. K., Teo, K. M., Zhao, D., Tay, E. G., Yap, R. A., Toh, P. C., & Toh, T. L. (2017). Reading mathematics: A holistic curricular approach. In
*Proceedings of Redesigning Pedagogy International Conference 2017*.Google Scholar - Ho, W. K., Toh, P. C., Teo, K. M., Hang, K. H., & Zhao, D. (2018). Beyond school mathematics. In T. L. Toh, E. G. Tay, & B. Kaur (Eds.),
*Mathematics education in Singapore*. Singapore: Springer.Google Scholar - Ho, W. K., Toh, P. C., Toh, T. L., Leong, Y. H., Tay, E. G., & Quek, K. S. (2014). The Practical Paradigm: Teaching of the Problem Solving Process in University Mathematics. In
*Proceedings of 2014 ASAIHL Conference “Education Innovation for Knowledge-Based Economy: Curriculum, Pedagogy & Technology”*, December 3–5, 2014. Singapore: Nanyang Technological University.Google Scholar - Hunter, J., Monk, D., Blackburn, W. T., & Donald, D. (1971).
*Algebra and number systems*. Glasgow: Blackie.Google Scholar - Keedy, M. L. (1969).
*A modern introduction to basic mathematics*(2nd ed.). Reading, MA: Addison-Wesley.Google Scholar - Klein, F. (1908).
*Elementarmathematik vom höheren Standpunkte aus, I*. Leipzig: B. G. Teubner. Quotes here refer to the English translation (1932). London: Macmilian.Google Scholar - Lee, P. Y. (Ed.). (2009).
*Teaching secondary school mathematics: A resource book*. Singapore: McGraw-Hill Publisher.Google Scholar - Lee, P. Y., & Lee, N. H. (Eds.). (2009).
*Teaching primary school mathematics: A resource book*(2nd ed.). Singapore: McGraw-Hill Education (Asia).Google Scholar - Lim-Teo, S. K. (2009). Mathematics teacher education: Pre-service and In-service Programmes. In K. Y. Wong, P. Y. Lee, B. Kaur, P. Y. Foong, & S. F. Ng (Eds.),
*Mathematics education—The Singapore journey*(pp. 48–84). Singapore: World Scientific.Google Scholar - Ma, L. (2010) [1999].
*Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental mathematics in China and the United States.*New York, NY: Routledge.Google Scholar - Mahbubani, K. (2015). Why Singapore is the world’s most successful society.
*Huffington Post*. Retrieved from http://www.huffingtonpost.com/kishore-mahbubani/singapore-world-successful-society_b_7934988.html. - McKinsey & Company. (2007). McKinsey Report: How the world’s best performing school system come out on top. Retrieved from http://www.mckinsey.com/clientservice/socialsector/resources.pdf/Worlds_School_System_Final.pdf.
- Mendelson, E. (1973).
*Number systems and the foundations of Analysis*. New York: Academic Press.Google Scholar - Ministry of Education (MOE). (2009).
*The Singapore model method for learning mathematics*. Singapore: Panpac.Google Scholar - Ministry of Education (MOE). (2012).
*Education in Singapore*. Retrieved from http://www.moe.gov.sg/about/files/moe-corporate-brochure.pdf. - Ministry of Education (MOE). (2016).
*Education Statistics Digest 2016*. Retrieved from https://www.moe.gov.sg/docs/default-source/document/publications/education-statistics-digest/esd-2016.pdf. - National Institute of Education (NIE). (2009).
*A teacher education model for the 21st century*. Singapore: National Institute of Education.Google Scholar - National Institute of Education (NIE). (2012).
*TE21: An implementation report*—*NIE’s journey from concept to realisation*—*A teacher education model for the 21st century (TE21).*Retrieved from http://hdl.handle.net/10497/15503. - Niemi, M. (2012). Teacher education for high quality professionals: An analysis from the Finnish perspective. In O. S. Tan (Ed.),
*Teacher education frontiers: International perspectives on policy and practice for building new teacher competencies*. Singapore: Cengage Learning.Google Scholar - Pòlya, G. (1971).
*How to solve it; a new aspect of mathematical method*. Princeton, N.J., Princeton University Press [1971, c1957].Google Scholar - Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching.
*Educational Researcher,**15*(2), 4–14.CrossRefGoogle Scholar - Tay, E. G., & Ho, W. K. (2016). Teaching undergraduate mathematics—Reflections on Imre Leader’s observations. In R. Göller, R. Biehler, R. Hochmuth, & H.-G. Rück (Eds.),
*Didactics of Mathematics in Higher Education as a Scientific Discipline—Conference Proceedings*(pp. 87–90). Kassel, Germany: Universitätsbibliothek Kassel.Google Scholar - Tay, E. G., Lim, S. K., Ho, W. K., & Toh, T. L. (2017). Preparing mathematics teachers in Singapore: The issue of mathematics content knowledge. In O. S. Tan, W. C. Lim, & E. L. Low (Eds.),
*Teacher Education in the 21st Century: Singapore’s Evolution and Innovation*. Singapore: Springer.Google Scholar - Thomas, M. O. J. (2008). The transition from school to university.
*Mathematics Education Research Journal,**20*(2), 1–134.CrossRefGoogle Scholar - Tyler, R. W. (1949).
*Basic principles of curriculum and instruction*. Chicago: The University of Chicago Press.Google Scholar - Winsløw, C., & Grøbæk, N. (2014). Klein’s double discontinuity revisited: What use is university mathematics to high school calculus? Unpublished note retrieved from arXiv:1307.0157.
- Wong, K. Y., Boey, K. L., Lim-Teo, S. K., & Dindyal, J. (2012). The preparation of primary mathematics teachers in Singapore: Programs and outcomes from the TEDS-M study.
*ZDM Mathematics Education,**44*(3), 293–306.CrossRefGoogle Scholar - Wong, K. Y., Lim-Teo, S. K., Lee, N. H., Boey, K. L., Koh, C., Dindyal, J., et al. (2013). Preparing teachers of mathematics in Singapore. In J. Schwille, L. Ingvarson, & R. Holdgreve-Resendez (Eds.),
*TEDS-M Encyclopedia: A Guide to Teacher Education Context, Structure, and Quality Assurance in 17 Countries: Findings from the IEA Teacher Education and Development Study in Mathematics (TEDS-M)*(pp. 195–207). Amsterdam: International Association for the Evaluation of Educational Achievement (IEA).Google Scholar - Zeichner, K. M., & Conklin, H. G. (2005). Teacher education programs. In M. Cochran-Smith & K. M. Zeichner (Eds.),
*Studying teacher education: The report of the AERA panel on research and teacher education*. Mahwah, NJ: Lawrence Erlbaum.Google Scholar