Last modified on 15 July 2025
Every 4 years, the comparative study Timss measures the level of CM1 and 4th grade students in more than 50 countries on their abilities in Mathematics and Science.
Once again, the edition Timss 2019 highlights the difficulties faced by young French children, who are at the bottom of the rankings and below the European average.
Faced with this continued decline in the level of French students, the MP and mathematician Cédric Vilani, in a report submitted in February 2018, The report highlighted the need for a "reconciliation" with mathematics and the joy of learning. It also recommended that all educational partners draw inspiration from the Singapore method.
What if we told you more about this progressive and fun method for teaching and making children love math? Does that sound interesting?
What is the Singapore method?
Students in Singapore today the best in the world in mathematics whereas they were at the bottom of the rankings 40 years ago.
It was in 1965, upon Singapore's independence, that the government decided to take matters into its own hands. In 1980, educationalists synthesized best practices from mathematics education. The Singapore method was born!
This learning technique The goal of progressive learning is to encourage children to move from the concrete to the abstract and from the simple to the complex…
Etymologically, the Latin word "comprendre" (to understand) means "to grasp with," "to take hold of." We understand better when we do things ourselves. Children need to feel involved in what they are doing in order to fully understand their actions and find solutions to their problems.
From CP (first grade) to 6th grade
From the first year of primary school onwards, simple concepts and operations are studied in pairs (addition and subtraction, multiplication and division…), in depth until students understand their meaning and master them perfectly.
Progressive learning is based on the "concrete-pictorial-abstract" approach and the application of a wide variety of problems. From a very early stage, students are encouraged to use multiple problem-solving strategies.
The concrete phase (through the object)
Students are guided in their understanding of the concept through role-playing or the manipulation of concrete objects (manipulation of cubes, tokens, pieces of cake, etc.).
The pictorial representation
Objects are replaced by images: modeling. For example, in solving a problem, a stack of 5 cubes represents the number 5, then a 5-cent coin…
Abstract representation (Numbers and symbols)
The use of only mathematical symbols is the objective of this final step.
Gradually, students learn to use only numbers and symbols.
The verbalization
Verbalizing allows for a deeper understanding of the problem. It allows the child to describe and explain what helped them to reach a solution.
When a child verbalizes their thoughts and reasoning, it helps the adult see whether the method has truly been mastered. Verbalizing allows the child to put words to the problem and facilitates its resolution.
A little technique: Once the child has solved the problem, invite them to present their reasoning and solution to the class. This represents the culmination of the child's and teacher's understanding of the problem.
Why use the Singapore method?
- acquisition of solid foundations through in-depth learning; ;
- better connection between the different mathematical concepts learned; ;
- fun and engaging learning, manipulating objects is more meaningful for the child who better understands what he is doing and the purpose of mathematical operations; ;
- Improving self-confidence through a gradual approach and the various strategies that can be used to solve a problem.
How to implement the Singapore method?
To implement this method in your classroom, or with your child, we recommend that you thoroughly understand the concepts. Several resources are available online or in various textbooks.
You can use the Teacher's Guide (CP-CE1) developed by Jean-Michel Jamet, primary school teacher.
You will also find out how to approach the 4 operations from the first year of primary school and the various key concepts on the school bookstore website.
To equip you, we have selected specific equipment for you: Colourful wooden cubes with learning cards.
Maxi lot cube base number and its apprentice cards
Today, the Singapore method has proven its effectiveness and is striving to become fully integrated into the French school system. All that remains is for you to give it a try, then adapt your approach to suit each child's needs.
Our articles on the same topic
How can we develop mathematical skills from a very young age?
The 8 types of multiple intelligences
Cooperative learning: how to encourage peer tutoring?
To go further
Singapore Method Teaching Guide
The Singapore method according to Jean-Michel Jamet
What if the French became as good at math as the Singaporeans?
Sources
RTL: A study of the math skills of young French children
France Info: The level of French students in math and science
2 Commentaires
Lafon
26 August 2024 at 22h17Personally, I would never make a stack of 5 cubes… 5 cubes must be loose cubes. A stack must have 10 cubes; that's the rule of the game established from the start… Unless I'm counting in base 5. If I let them make stacks of 5 cubes, I'll have problems with base-10 numeration. I think it's better to start like that and show them later that we could indeed group them differently. Old memories… students in 5th grade and even 4th grade add in base 3 or 4… without any problem… what remains of it two years later… a mystery! The cubes in the illustration already existed more than 40 years ago… I used them.
Caroline Bretaudeau
7 November 2024 at 14h24Good morning,
Thank you for your constructive feedback! We look forward to seeing you again very soon on our blog.
We wish you a very nice day.
Caroline