Note: Intro -- Prologue -- Contents -- About the Contributors -- Part I: Overview and Policies -- Chapter 1: Introduction -- 1.1 Introduction -- 1.1.1 Singapore Education System and Education Demographics -- 1.1.2 PISA Criticism and Going Beyond -- References -- Chapter 2: Singapore Math and Science Education: The Larger Picture Beyond PISA Achievements and "Secret" Factors -- 2.1 Introduction: How Improvements Can Be Catalytic -- 2.2 The Marathon of Scaling Up Math and Science Achievements -- 2.3 Teacher Policies for Successful Teacher Factor in STEM -- 2.4 Recruitment of Quality Math and Science Teachers -- 2.5 Compensation and Incentives for Math and Science Teachers -- 2.6 Initial Teacher Preparation and Teacher Education -- 2.7 Career Development Structures -- 2.8 Professional Development and Continuous Learning -- 2.9 Accountability, Performance Management and Evaluation -- 2.10 School Leadership -- 2.11 Teacher Symbolism -- 2.12 Policy Integration, Alignment and Coherence -- 2.13 Future Orientations: Teaching Roles in the Twenty-First Century -- 2.14 Conclusion -- References -- Chapter 3: STEM Education in Singapore -- 3.1 PISA and TIMSS: Strong Foundations and Rising Challenges -- 3.2 The STEM Education Landscape in Singapore -- 3.2.1 meriSTEM@NIE -- 3.2.1.1 Research-Informed Curriculum Work at meriSTEM@NIE -- 3.2.2 STEM Inc. and MOE STEM Applied Learning Programme (ALP) -- 3.2.3 STEM-Focused Schools for Gifted and Talented Students -- 3.3 Key Challenges and Directions for Future Research -- References -- Chapter 4: A Look at Singapore Mathematics Education Through the PISA and TIMSS Lenses -- 4.1 Introduction -- 4.2 Singapore's Participation in TIMSS and PISA -- 4.2.1 An Overview of Singapore's Participation in TIMSS -- 4.2.2 An Overview of Singapore's Participation in PISA. , 4.3 Impact of TIMSS and PISA on the Teaching and Learning of Mathematics -- 4.3.1 National Level Outcomes Arising from Participation in TIMSS and PISA -- 4.3.1.1 Alignment of Content with International Trend -- 4.3.1.2 Developing Future Ready Citizens -- 4.3.1.3 Belief that Very Child Can Achieve! -- 4.3.1.4 The Sky's the Limit! -- 4.3.2 International Level Outcomes Arising from Participation in TIMSS and PISA -- 4.3.2.1 Adoption and Adaptation of Singapore Mathematics Textbooks -- 4.3.2.2 Singapore as an International Systemic Benchmark -- 4.4 Conclusion -- References -- Chapter 5: Policy Innovations in Singapore Mathematics -- 5.1 Introduction -- 5.2 The Development of the Mathematics Curriculum in Singapore -- 5.2.1 Drivers of Change in Mathematics Education in Singapore -- 5.3 Policy Innovation in Mathematics Education -- 5.3.1 Problems in Real-World Contexts (PRWC) -- 5.3.1.1 What Is This Policy Innovation For? -- 5.3.1.2 How Does It Work? -- 5.3.1.3 Discussion on PRWC -- 5.4 Learning Support for Mathematics (LSM) and Improving Confidence and Achievement in Numeracy (ICAN) -- 5.4.1 Learning Support for Mathematics (LSM) -- 5.4.1.1 What Is This Innovation for? -- 5.4.1.2 How Does It Work? -- 5.4.2 Improving Confidence and Achievement in Numeracy (ICAN) -- 5.4.2.1 What Is This Innovation for? -- 5.4.2.2 How Does It Work? -- 5.4.2.3 Discussion on LSM and ICAN -- 5.5 Discussion and Conclusion -- References -- Chapter 6: Science Education in Singapore -- 6.1 Introduction -- 6.2 History of Science Education in Singapore -- 6.3 Survival-Driven Phase (1965-1978) -- 6.4 Efficiency-Driven Phase: 1979-1997 -- 6.5 Ability-Driven Phase: 1997-2011 -- 6.6 Student-Centric, Values-Driven Phase: 2011-2018 -- 6.7 Empowering Individuals, Nurturing the Joy of Learning Phase: 2018-Present -- 6.8 Promising Future Directions in Science Education. , 6.8.1 Responsiveness and Adaptability -- 6.8.2 Fidelity of Implementation -- 6.8.3 Industry and Research Partnerships -- 6.9 Conclusion -- References -- Part II: Curriculum and Instructions -- Chapter 7: K-12 School Mathematics Curriculum: Insights on Development, Renewal and Future Orientation -- 7.1 Introduction -- 7.2 Shifts in Singapore School Mathematics Curricula -- 7.2.1 Curriculum Ideologies Briefly Explained -- 7.2.2 Major Changes in Singapore Education Landscape and Their Impact on Mathematics Education Through the Lens of Curriculum Ideologies -- 7.3 Commonalities Between PISA Assessment Dimensions and the Components of Singapore School Mathematics Curriculum Framework -- 7.3.1 PISA Assessment Dimensions for Mathematics Literacy -- 7.3.2 Matching PISA Model for Mathematics Literacy with the Singapore Mathematics Curriculum Framework -- 7.4 Twenty-First-Century Competency Skills: PISA 2021 and the Future of Mathematics Education in Singapore -- 7.5 PISA and the Singapore Mathematics Classroom -- 7.5.1 Computational Thinking -- 7.5.2 Learning Experiences Based on PRWC -- 7.5.3 Commognition as a Basis for Alternative Assessment -- 7.6 Conclusion -- References -- Chapter 8: Mathematics Education for Excellence -- 8.1 Introduction -- 8.2 Excellence in Education -- 8.3 Excellence in Mathematics Education in Singapore -- 8.4 Mathematics Competition -- 8.4.1 Identifying and Nurturing Mathematics Talents Through Mathematics Competitions -- 8.4.2 The Alignment of the Mathematics Competitions with the School Mathematics Curriculum -- 8.5 Other Competitive Mathematics Activities for Excellence -- 8.5.1 Mathematics Research Projects Competition -- 8.5.2 Real-World Collaborative Problem-Solving Tasks -- 8.6 A Systemic Approach to Identify and Nurture Talents in the Education System. , 8.7 Striving for Excellence Within the Usual School Mathematics Curriculum -- 8.7.1 Mathematics Education at the Secondary Level -- 8.7.2 Mathematics Education at the Pre-university Level -- 8.7.3 From 2006 Onwards -- 8.8 Education Transcending the Constraints of National Examinations -- 8.9 Conclusion: A Glimpse into the Future -- References -- Chapter 9: Mathematics Education Research: Impact on Classroom Practices -- 9.1 Mathematical Problem-Solving -- 9.1.1 Phoney Russian Roulette -- 9.2 MProSE -- 9.3 MProSE Theory of Action -- 9.3.1 Conjectures -- 9.3.2 Strategies -- 9.3.3 Programme -- 9.4 MProSE Impact -- 9.5 Reflections of MProSE and Zooming Out from It -- 9.5.1 Intersecting Domains of the Project -- 9.5.2 Strong Commitment to Teacher Professional Development -- 9.5.3 Development of Instructional Materials -- 9.5.4 Evidence of Success -- 9.6 Other Mathematics Education Research Programmes that Are Impactful -- 9.7 Going Forward -- References -- Chapter 10: Informal Science Education in Singapore -- 10.1 Introduction -- 10.2 Objectives of Chapter -- 10.3 Informal Science Education Sector in Singapore -- 10.3.1 Popularization of Science and Technology -- 10.3.2 Zoological Sciences -- 10.3.3 Botanical Sciences -- 10.3.4 Confluence of Plant and Animal Sciences -- 10.3.5 Miscellaneous Destinations -- 10.4 Discussion -- 10.4.1 Political Factors -- 10.4.2 Geographical Factors -- 10.4.3 Social Factors -- 10.5 Limitations -- 10.6 Conclusion -- Appendix: Brief Details of Attractions in Various Destinations for Informal Science Education -- Science Centre Singapore -- Singapore Zoological Gardens -- Jurong Bird Park -- Jurong Ecogarden -- Singapore Botanic Gardens -- Gardens by the Bay -- Bukit Timah Nature Reserve -- Sungei Buloh Wetland Reserve -- References -- Chapter 11: Innovative Science and STEM Pedagogies in Singapore. , 11.1 Inquiry as the Pedagogical Framework in the Singapore Science Curriculum -- 11.2 Image-to-Writing Approach: A Model-Based Inquiry -- 11.2.1 Purpose and Goals -- 11.2.2 Theoretical Background -- 11.2.3 Learning Process -- 11.2.4 Efficacy of Pedagogical Approach -- 11.3 Spiral Model of Collaborative Knowledge Improvement (SMCKI): An Argumentation-Based Approach -- 11.3.1 Purpose and Goals -- 11.3.2 Theoretical Background -- 11.3.3 Learning Process -- 11.3.4 Efficacy of Pedagogical Approach -- 11.4 Microbial Fuel Cell: A Design-Based Pedagogy -- 11.4.1 Purpose and Goals -- 11.4.2 Theoretical Background -- 11.4.3 Learning Process -- 11.4.4 Efficacy of Pedagogy -- 11.5 Conclusion -- References -- Part III: Teacher Education and Research-into-Practice -- Chapter 12: Paving the Way for Mathematical Literacy in the 21st Century: Pre-service Mathematics Education, Professional Development and Professional Networks -- 12.1 Current Tensions Faced by Singapore Mathematics Teacher Educators -- 12.1.1 Tensions Arising from Mathematical Literacy for the Twenty-First Century -- 12.1.2 Tensions Associated with Teacher Beliefs -- 12.1.3 Tensions Arising from Other Literacies -- 12.2 A Proposed Multi-Dimensional Framework of Mathematics Teacher Education in Singapore for the Twenty-First Century -- 12.2.1 Tripartite Collaboration Between NIE, MOE and AST -- 12.2.2 A Progression of Teacher Knowledge and Skills in Mathematics Education and Various Literacies at NIE -- 12.2.3 Current Research Outcomes Shared at Various Platforms -- 12.2.4 Professional Learning Communities and Networked Learning Communities Led by Master Teachers -- 12.3 Future Directions for Mathematics Teacher Education -- References -- Chapter 13: Science Teacher Education in Singapore: Developing Twenty-First-Century Readiness -- 13.1 Introduction. , 13.2 Pre-service Science Teacher Education at the NIE.