The Singapore method as a strategy for improving mathematics learning

Abstract

This article presents a study whose purpose is to evaluate the consequences of applying the Singapore method as a strategy to promote the mathematics learning process in a fourth-grade class at the Trece de Abril Educational Unit in Santa Elena, Ecuador. This is a quantitative quasi-experimental design that compared a teaching group using the Concrete-Pictorial-Abstract approach with a control group taught using traditional methods. The results reflect a noticeable improvement in the academic performance of the experimental group, especially in logical reasoning, concept comprehension, and problem-solving skills. Likewise, a more favorable attitude toward mathematics, enthusiasm for the subject, and a higher level of active participation in class were observed. Errors in interpretation, calculation, and procedure decreased significantly. The perception of the instructors and th s was extremely positive. It indicates a clear contribution to lesson planning, modulation of content intensity and speed, and manifestation of the educational role as a guide. The proposed outcome is the MAMMS–2025 Model. In summary, the Singapore method is an effective teaching strategy that can be applied in public schools to improve learning outcomes and the effectiveness of the teaching experience.