:: Volume 10 No. 2 ISSN 1656-8575

(Proceedings of the CEM Mathematics Symposium)

CONTENTS:
           
Keynote Address:
An Analysis of Mathematics Items in National Examinations in Singapore
YEAP BAN HAR, PhD

A Comparative Analysis of the Philippine and Singapore Elementary Mathematics Curricula
JASON V. MOSEROS

Error Pattern Analysis in Mathematics: A Springboard for Intervention
MA. ANGELES A. SAMPANG

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VOLUME 10  NO. 2 ABSTRACTS:

Keynote Address:
An Analysis of Mathematics Items in National Examinations in Singapore

Dr. Yeap Ban Har
Assistant Professor
National Institute of Education, Singapore

This paper is based on an analysis of mathematics items in national examinations in Singapore with the purpose of identifying key constructs which are assessed. Released items from elementary school national examination papers for the last five years were sampled for analysis along with items from the specimen paper. It was found that there is substantial emphasis on problem solving. Visualization and generalization were two constructs that feature prominently in the problem-solving items. Novelty and complexity were two characteristics found in the problem-solving items. There is an emphasis on mental strategies and number sense in both the basic and problem-solving items. The discussion is extended to items from the national examination for secondary students.

A Comparative Analysis of the Philippine and Singapore Elementary Mathematics Curricula

Jason V. Moseros
Test Specialist IV
Center for Educational Measurement, Inc.

In this paper, the 2001 Singapore Elementary Mathematics Curriculum is examined and compared with the Philippine 2002 Basic Education Curriculum, particularly on content, emphasis, and organization. Analyses include: (1) mathematical content of each grade level, (2) length of mathematical topic exposure of elementary students, and (3) elementary mathematics topics unique to each country. Curricular differences in terms of development and instructional time allocated to each subject in both countries are also discussed. Results show that the elementary mathematics content covered by the two countries is quite parallel. The basic difference lies in the inclusion of topics to be emphasized either as application or enrichment. Both countries organize topics logically; however, the Singapore curriculum does away with much overlap and has less number of expected learning outcomes than what is prescribed in the Philippine curriculum. These allow Singapore students more time to learn new topics and take up topics more thoroughly than their Philippine counterparts.

Error Pattern Analysis in Mathematics: A Springboard for Intervention

Ma. Angeles A. Sampang
Test Development Officer
Center for Educational Measurement, Inc.

Students experience many difficulties in mathematics. An examination of these difficulties can help teachers understand students better and consequently plan for remediation or intervention to facilitate students’ learning of these skills and competencies. This paper examines the patterns of errors of students’ responses to written mathematical tasks and questions involving the numbers strand: whole numbers, fractions, decimals, and percent (grades 1 to 6) and the algebra strand (first and second year). Error patterns are categorized as conceptual, comprehension, transformation, and technical. Error patterns are also examined according to topic: number concepts (whole numbers, fractions, decimals, and percent), their operations, and their applications; algebraic expressions, linear equations, and quadratic equations. Possible approaches for intervention are also discussed.

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