ORIGINAL ARTICLE Teacher preparation for a problem-solving curriculum in Singapore Yew Hoong Leong • Jaguthsing Dindyal • Tin Lam Toh • Khiok Seng Quek • Eng Guan Tay • Sieu Tee Lou Accepted: 15 July 2011 / Published online: 31 July 2011 Ó FIZ Karlsruhe 2011 Abstract Problem solving is at the heart of the Singapore Mathematics curriculum. However, it remains a challenge for teachers to realise this curricular goal in practice. Here, we review the efforts of Singapore mathematics teacher educators in incorporating problem-solving (teaching) competency in teacher education and PD programmes. We discuss conceptual and practical issues, actions taken and changes made in building teachers’ capacity to enact a problem-solving curriculum in a school-based design experiment project. In the project, teachers learnt problem solving, observed and then carried out lessons, using the ‘‘Mathematics Practical’’—akin to the science practical— as key to instruction and assessment. Keywords Mathematics teacher education Á Problem solving Á Singapore mathematics curriculum Á Mathematics Practical 1 Overview of mathematics teacher education in Singapore Mathematics teachers in Singapore begin their professional journey at the National Institute of Education (NIE)—the sole institute for pre-service teacher education in Singa- pore—and continue to have in-service development opportunities throughout their career. The Ministry of Education (MOE) encourages teachers to participate in up to 100 h of PD (PD) activities each year (Lim-Teo, 2009) and generous funding is provided to support this scheme. Teachers can utilise this provision in a number of ways: take up short courses relevant to their practice; return to NIE to do a graduate programme; attend local or overseas education conferences; or participate in school-based or district-based teacher development activities (Chong & Fong, 2000). The pre-service programme focuses on equipping beginning mathematics teachers with core competencies in the areas of subject matter knowledge, pedagogical content knowledge, other kinds of pedagogical knowledge about the sociocultural context of education and the psychology of learners, and the integration of these strands of knowl- edge into actual classroom practice. PD activities for practising mathematics teachers are more diverse. Traditionally, teachers think of in-service courses offered by institutions (such as NIE) and other professional bodies as the main avenue of teacher devel- opment. Recently, teachers have increasingly gained ownership of their own development. Manifestations of this phenomenon include schools crafting their customised training plans, inter-school sharing by teachers within the district and setting up of within-school professional com- munities to exchange ideas for instructional improvement (Koh & Koh, 2006). 2 Singapore teacher education for mathematics problem solving In Singapore, the mathematics curriculum in the schools is centrally determined by the MOE. All grade levels in the primary and secondary schools adhere to this common curriculum. The curriculum spells out the content coverage and the assessment standards required at each grade level. Y. H. Leong (&) Á J. Dindyal Á T. L. Toh Á K. S. Quek Á E. G. Tay Á S. T. Lou National Institute of Education, Nanyang Technological University, Singapore, Singapore e-mail: yewhoong.leong@nie.edu.sg 123 ZDM Mathematics Education (2011) 43:819–831 DOI 10.1007/s11858-011-0356-z