THE IMPLEMENTATION OF THE SINGAPORE MATHEMATICS CURRICULUM IN SOUTH AFRICA: CHALLENGES FACED BY FOUNDATION PHASE TEACHERS

As a possible consequence of Singapore's excellent international test results, many schools are implementing the Singapore mathematics curriculum (SMC) in an attempt to improve learner achievement scores [30]. In the participating school, the SMC was chosen based on its sustained high ranking on the Trends in International Maths and Science Study (TIMSS) [13]. This paper reports on the challenges faced by six Foundation phase teachers in South Africa implementing the Singapore mathematics curriculum that is premised on a problem solving and a constructivist approach. The study found from interviews with the teachers (triangulated with data from lesson observations and subsequent debriefing sessions), that they struggled to implement a problem solving approach. We elaborate on their conceptions about problem solving and their reflections on their own shortcomings. This paper also highlights the challenges associated with implementing the SMC simultaneously in all grades, the challenges that learners with barriers to learning experienced with the SMC, and the challenge to sustain an ongoing professional development programme. This paper suggests possible intervention strategies for each of the challenges identified that could assist schools that are implementing the Singapore mathematics in South Africa.