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  • 1.
    Jansson, Björn
    et al.
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Sekayise, Nathalie
    Linnaeus University, Faculty of Technology, Department of Mathematics.
    Singaporemodellen: -en inkluderande modell?2019Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study departs from the Singapore model's teaching method in a Swedish context in relation to the term “A school for all”, focusing on the inclusion of all students in mathematics education. The purpose of the study was to use video observations to examine the Singapore model's inclusive approach in practice based on the three concepts of inclusion: dynamic inclusion, content inclusion and participatory inclusion.

    The study departed from three research questions: What does the organisation of teaching look like from an inclusion perspective in mathematics lessons based on the Singapore model? How is the mathematical content represented and processed from an inclusion perspective in mathematics lessons based on the Singapore model? What does participation look like from an inclusion perspective in mathematics lessons based on the Singapore model?

    The study begins with an account of the term “A school for all”, followed by a general description of the concept of inclusion. This is followed by a description of various aspects of inclusion in mathematics education and a description of the Singapore model. Furthermore, cultural differences between Singapore and the western world are described and discussed.

    The observations included three school classes in grades 1-3. Based on the observations, the study found that the Singapore model places great importance in verbal teaching with the support of concrete and visual presentations. The study concludes that the Singapore model can be assumed from the inclusion of all students in mathematics education, but that further solutions outside the framework of the Singapore model may be needed in order to meet the needs of all students. Another conclusion is that the teacher's ability to capture students' interest plays a significant role for the Singapore model as an inclusive model.

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