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My Math Path 1–8Bringing Singapore Math to Ontario Classrooms ThroughCurriculum-Aligned ResourcesREPORTMy Math Path — Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned Resources1Singapore Math is a trademark owned by Singapore Math Inc. and Marshall Cavendish Education Pte. Ltd
ContentsWhat is Singapore Math ? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Why was Singapore Math created?. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 What is Nelson’s My Math Path? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4International Singapore Math achievement results . . . . . . . . . . . . . . . . . 5 TIMSS 2015 results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 PISA 2018 results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 EQAO 2019 results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Singapore Math demonstrates proven efficacyin improving mathematics achievement. . . . . . . . . . . . . . . . . . . . . . . 8 Overall findings from Math in Focus efficacy studies . . . . . . . . . . . 8 Overall finding from Inspire Maths efficacy study. . . . . . . . . . . . . . 8How can Nelson’s My Math Path transformmathematics education in Ontario?. . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Builds strong foundations to achieve mastery . . . . . . . . . . . . . . . . . . 9 A unique approach to problem solving. . . . . . . . . . . . . . . . . . . . . . . . 10 Supports understanding through theConcrete–Pictorial –Abstract framework. . . . . . . . . . . . . . . . . . . . . . 12 Promotes positive attitudes toward mathematics. . . . . . . . . . . . . . 13 Builds teacher capacity and confidence. . . . . . . . . . . . . . . . . . . . . . . 14 Prepares students for their best future . . . . . . . . . . . . . . . . . . . . . . . 14Nelson’s My Math Path brings proven efficacyto the Ontario classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Further Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16My Math Path — Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned Resources3
What is Singapore Math ?Why was Singapore Math created?Singapore Math incorporates proven educationalBefore the 1980s, Singapore imported its mathematicstheories and pedagogical techniques from all overresources from other countries, and its students werethe world—with a strong emphasis on mathematicalranked in the lower half of countries in mathematics.problem solving and a focus on visualization andStarting in 1980, Singapore began to take a newcritical thinking. Students advance from concrete toapproach. In order to improve economic growth, thepictorial and then to abstract (symbolic) representationscountry recognized the need to better educate andto solve problems.train its workforce and to prioritize the development ofSingapore Math also promotes positive attitudesa strong education system.toward mathematics—while focusing on studentTo develop its outstanding mathematics program,development of skills, concepts, processes, andSingapore studied and incorporated the best practicesmetacognition. Students are encouraged to reflect onand research from around the world. This resultedtheir thinking and learn how to self-regulate so thatin the creation of a unique approach that uses athey can apply these skills to varied problem-solvingpurposeful sequence of topics, engaging visual models,activities.and an emphasis on problem solving to build themastery of mathematical concepts and skills and thepositive attitudes and confidence critical for success inthe 21st century.What is Nelson’s My Math Path?Singapore’s exceptional mathematics achievementresults have attracted worldwide interest in the Singaporeapproach. Working closely with the Ministry of Educationin Singapore, Marshall Cavendish Education begandeveloping customized Singapore Math programsaligned with local curriculum requirements. In 2009,with Houghton Mifflin Harcourt, they produced the Mathin Focus program, aligned with the US Common CoreState Standards. In 2015, with Oxford University Press,they published the Inspire Maths program, alignedto the National Curriculum of England. Now, MarshallCavendish has partnered with Nelson to create My MathPath, Grades 1 to 8, the first ever Canadian versionof Singapore Math aligned with Ontario, BritishColumbia, and Alberta provincial curricula, supportedby an extensive teacher professional learning program.4NELSON
International Singapore Math achievement resultsTIMSS 2015 GRADE 4Singapore618Hong Kong SAR615Korea, Rep. of608Chinese Taipei597Japan593Northern Ireland570Russian Federation564Norway549achievement from students in Grades 4 and 8 acrossIreland54757 countries. It assesses not only what students haveEngland546learned but their ability to apply their knowledge inBelgium546Kazakhstan544Portugal541United States539Denmark539for both Grades 4 and 8 since 1995. Since theseLithuania535incredible results were made public, mathematicsFinland535Poland535educators have been interested in the secret ofNetherlands530Singapore’s success.Hungary529Czech Republic528Bulgaria524Cyprus523Germany522the tables here. Canada ranked 28th and 8th for GradeSlovenia5204 and Grade 8 mathematics achievement, MSS 2015 ResultsThe Trends in International Mathematics and ScienceStudy (TIMSS) is an assessment administered everyfour years to collect data on math and sciencenew situations and use it to solve problems. Singaporehas consistently placed within the top three countriesThe 2015 TIMSS scores for Grades 4 and 8 are shown ement/TIMSS 2015 GRADE 8Singapore621Korea, Rep. of606Chinese Taipei599Hong Kong SAR594Japan586Russian d athematics-achievement/My Math Path — Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned Resources5
PISA 2015 ResultsMore than 22,000 15-year-old Canadians from nearlyThe Organisation for Economic Co-operation and800 schools participated across the 10 provinces inDevelopment (OECD) Programme for International2018. Highlights include the following:Student Assessment (PISA) assesses over half a million A pproximately 16% of Ontario students who took the15-year-old students in 79 countries in mathematics,assessment were grouped in the lowest-performingscience, and reading. These assessments are designedcategory, matching the national average.to gauge how well the students master these key A mong Canadian provinces, only Quebec had resultssubjects in order to be prepared for real-life situationsstatistically higher than Ontario’s, with only 12% ofin the adult world. PISA’s aim is to provide data that willstudents being identified in the lowest-performingenable countries to improve their education policiescategory.and outcomes. In 2018, PISA focused on reading,but also heavily assessed mathematics and science.Singapore’s mathematics score has increased sincethe 2015 PISA results were published, and the countryranked within the top two for mathematics, science,and reading. The results of the PISA Mathematics Scale2018 are shown in the table. C anada’s national PISA scores have declined 4 pointssince the 2015 PISA results.PISA MATHEMATICS SCALE 2018B-S-J-Z* (China)591Singapore569Macao558Hong Kong551Chinese ww.oecd.org/pisa/Combined Executive Summaries PISA 2018.pdf.B-S-J-Z* refers to Beijing, Shanghai, Jiangsu, and Zhejiang6NELSON 5pts- 4pts
EQAO 2019 ResultsThe 2019 EQAO results have revealed that on average,The Education Quality and Accountability Office (EQAO)of all Grades 3, 6, and 9 students included in theassessment, only 55% like mathematics, and 54% seeassessmentsmeasure how well Ontario’s publicEQAO2019 ResultsThe 2019 EQAO results have revealed that on average,education system is developing students’ reading,The Education Quality and Accountability Office (EQAO) of all Grades 3, 6, and 9 students included in the writing andassessmathematicsBetweenandassessmentshow wellskills.Ontario’spublic2013educa-assessment, only 55% like mathematics, and 54% see themselves as good at mathematics. The researchalso revealed that for Grades 3 and 6, students’ basicknowledgeof fundamental mathematics skills is2019,the ispercentageGrade 3reading,and Grade6 students as good at mathematics. The researchstronger than their ability to apply those skills to ain mathematicsOntario who skills.achievedat or 2013abovethe2019,provincialandBetweenandthealso revealed that for Grades 3 and 6, students’ basic standard in mathematics declined.percentage of Grade 3 and Grade 6 students in Ontario knowledge of fundamental mathematics skills is who achieved at or above the provincial standard instronger than their ability to apply those skills to aproblem or think critically to determine an answer.EQAO poses some key questions to further exploreAccording to the Ministry of Education, Ontario’sregarding mathematics performance in Ontario:mathematics declined.problem or think critically to determine an answer.students are struggling to meet provincial mathstandards. The Ontario Renewed Mathematics Strategythat was published in 2016 established a goal of 75per cent of all elementary students to achieve a level 3 W hat can be done to promote students’ positiveEQAO poses some key questions to further explore attitudes toward math?regarding mathematics performance in Ontario: I n attempts to promote engagement and What can be done to promote students’ positiveachievement,how can we further support students’attitudestoward math?or higher on provincial assessments in mathematics.There has instead been an overall decline in EQAOmathematical problem solving and critical thinking? In attempts to promote engagement andwww.eqao.com/en/about eqao/media ievement, how can we further support students’ ontario.pdfmath scores for the past four years, and this hasinformed the Ministry’s direction of implementing agreater focus on math fundamentals in Ontario.mathematical problem solving and critical thinking?www.eqao.com/en/about eqao/media ario.pdfPERCENTAGE OF GRADE 3 AND GRADE 6 STUDENTSAT OR ABOVE THE PROVINCIAL STANDARD (LEVELS 3 AND 4)100Percentage of 2017-2018484030202014-20152018-2019Assessment YearsGrade 3Grade n-docs/provincial-report-highlights-math-2019.pdf My Math Path — Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned ResourcesNELSON7
Singapore Math demonstratesproven efficacy in improvingmathematics achievementThe efficacy of Singapore Math in Singapore wasdemonstrated in the results of TIMSS and PISA, 2 018, Connecticut, Idaho, New Jersey, NewYork, nine schools, Grades 6, 7, and 8: Studentscompleted a pre-test and a post-test. The Math inFocus program was being used by teachers forthe first time. The average increases in correctscores for the total group/low-achievingstudents/high-achieving students werediscussed earlier. Efficacy studies have been conducted24/27/20% for Grade 6, 17/28/8% for Grade 7,throughout the United States and the United Kingdom,and 24/33/17% for Grade 8.with students using two programs that follow theSingapore Math approach: Math in Focus (US) andInspire Maths (UK). The following studies span urbanand rural schools, elementary and middle schools,and economically and culturally diverse studentpopulations.Overall findings from US Math in Focus efficacy studiesOverall findings from UK Inspire Maths efficacy study 2 017 SATS (national standard attainment tests),Barncroft Primary School, Hampshire: At Key Stage1, 39% of students were working at greater depth,compared to the national average of 21%. At KeyStage 2, 12% of pupils were working at greaterdepth, an increase of 100% on the previousyear’s results. 2 012–2013, Arkansas, Grades 3, 4, and 5: Afterone year of use of Math in Focus , at all gradelevels examined, the percentage of studentsscoring proficient or higher was greater than in theprevious year; average gains exceeded 19%. 2 014–2015, Nebraska, Grades 3, 4, and 5: After oneyear of use of Math in Focus , at all grade levelsexamined, the percentage of students that met orexceeded the state level of mastery increased overthe previous year, with average gains of over 23%. 2 016–2017, Maine, Wisconsin, New York,Massachusetts, 11 schools, Grades 3, 4, and 5:Students completed a pre-test and a post-test.The Math in Focus program was being used byteachers for the first time. The average increasesin percent correct scores for the total group/low-achieving students/high-achieving studentswere 16/20/13% for Grade 3, 18/19/12% forGrade 4, and 13/16/12% for Grade 5.8NELSON
How can Nelson’s My MathPath transform mathematicseducation in Ontario?Builds strong foundations to achieve masteryNelson’s My Math Path is based on the SingaporeMath approach, which focuses on mastery ofa limited number of concepts at a time using apurposeful sequence of topics. Presenting each newconcept step-by-step and in depth ensures that nokey understandings are missed. Closing gaps in atimely fashion ensures that foundational skills learnedbecome permanent parts of a student’s math toolkit.My Math Path emphasizes these fundamentalmathematics concepts and skills in every grade.These align with provincial mathematics curricula thatfocus on learning math fundamentals and developingautomaticity that supports critical thinking and problemsolving. The sequencing in My Math Path ensuresstudents have a strong foundation with Number Senseby working with numbers, understanding numberproperties, mastering math facts, developing mentalmath skills, and developing proficiency with operations.Students need to be fluent withnumber facts in order to performmathematical calculationsefficiently and accurately, whethermentally or by applying algorithmson paper. The goal is for studentsto develop automaticity, which isthe ability to use skills or performmathematical procedures with littleor no mental effort. Automaticitywith math facts also supportsstudents in critical thinking andproblem solving.—O ntario Ministry of Education,Focusing on the Fundamentals ofMath: A Teacher’s Guide, 2018, p. 2Then, as students progress, these number conceptsand skills are practised, connected, and appliedthroughout subsequent topics spanning all the strandsof mathematics.My Math Path — Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned Resources9
Delivers a unique approachto problem solvingProblem solving is at the heart of My Math Path.The framework developed by the Singapore Ministry ofEducation, shown below, emphasizes problem solvingand positive attitudes toward mathematics whilefocusing on student development of skills, concepts,processes, and metacognition.This framework also enables teachers to conveymath concepts progressively from introduction tounderstanding to fluency, by focusing on the masteryof a limited number of purposefully sequencedconcepts at a time.Each chapter in My Math Path contains numerousembedded problem-solving situations so that studentslearn to flexibly apply their mathematical knowledge.Non-routine, as well as routine problems are includedin every grade.10As educators plan studentlearning experiences, it isimportant to focus on studentunderstanding and sense making,the interconnectedness of thecategories, and the application ofskills in problem-solving contextsboth in and outside the classroom.The goal should be to provideopportunities for students tocome to recognize, informally, hownumbers and operations work.— Ontario Ministry of Education,Focusing on the Fundamentals ofMath, 2018, p. 4NELSON
Each My Math Path chapter concludes with Put on YourThinking Cap!, which challenges students to solvenon-routine questions. These problems ask studentsto draw on deep prior knowledge, as well as recentlyacquired concepts, combining problem-solvingstrategies with mathematical process skills. Students are taught specific problem-solving strategiesin a carefully sequenced manner. The most effectiveof these—model drawing—is used to solve wordproblems initially, but once acquired as a skill, itbecomes useful for solving non-routine problems aswell. My Math Path teaches students several consistentvisual models that they can use to make sense ofmathematical relationships and solve problems. Theyinclude number bonds, place-value charts, arraymodels, bar models, and more. Each model is fullyintegrated into the program and carried across gradelevels, allowing students to build upon the models andunderstand increasingly complex concepts. Using bar models as a problem-solving tool isintroduced in Grade 3. Students become familiarwith this systematic way to translate complex wordproblems into mathematical equations and avoid thecommon issue of not knowing where to start.My Math Path — Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned Resources11
Supports understanding through thesuch as in the model approach used in My MathConcrete – Pictorial – Abstract frameworkPath. Although not all challenging problems can beMy Math Path emphasizes conceptual understanding,tackled using the model method, it plays a significantwhich is achieved through the Concrete–Pictorial –role in helping at-level and below-level studentsAbstract (CPA) framework. The most significantsolve problems based on their level of thinking at thetheory to inform this framework is Jerome Bruner’sconcrete and semi-concrete operational stage.theory on the representations of mathematicalconcepts according to different levels of children’sthinking. Children at a certain age, in general, can onlyconceptualize mathematical concepts depending ontheir level of mental development. Many recent studieshave shown the positive impact of the CPA frameworkon student success in mathematics. A list of furtherreadings can be found at the end of this report.At the concrete stage, students use hands-onmanipulatives to explore new concepts. From there,they move to the pictorial stage to see these ideasrepresented by diagrams and discover how modelshelp show the relationships between numbers. Theconsistent and deliberate use of visual models acrossgrade levels allows students to apply mathematicscompetently and confidently to both routine and novelResearch shows that children cannot depend too muchmathematical situations. Finally, students connect theiron concrete representation, as they need to move onconcrete experiences and pictorial representations toto the next level so that they can conceptualize abstractabstract symbols.(complicated) situations using pictorial representation,12NELSON
Promotes positive attitudesEfficacy studies on the adaptations of Singaporetoward mathematicsMath , including Inspire Maths by Oxford UniversityIn Singapore, efforts to develop positive attitudesPress, and Math in Focus by Houghton Mifflinand to improve metacognitive skills are evident in allHarcourt, revealed exceptional improvements inaspects of mathematics learning, including classroomstudents’ mathematics proficiency but have also shownlearning materials and the information sent home toincreases in student motivation and engagement. Onestudents and families. Through professional learning,notable instance of this is a research study conductedteachers develop a greater understanding of theon Inspire Maths :methodologies used to encourage positive attitudestowards problem solving using the Concrete–Pictorial –Abstract framework. 2015–2016, 12 schools in the UK, 576 Year 1 pupils:The Inspire Maths program was evaluatedfor one school year using a randomized controlIt should not be a surprise that higher achievementtrial. The research combined child assessmentsin mathematics leads to greater confidence overall.with classroom observations and interviews withThe 2018 PISA assessment revealed that Canadianteachers. The study found significant gains inprovinces with higher average scores in mathematicsprogress after two terms’ use of the program.tended to have higher confidence intervals than didTeachers reported that the program boostedprovinces with lower average mathematics scores.students’ motivation and engagement and couldbe used creatively and flexibly. It both benefitedstudents’ math achievement and supportedteachers’ professional development.Students’ attitudes have a significanteffect on how they approachproblem solving and how wellthey succeed in mathematics. [ ]Students need to understand that,for some mathematics problems,there may be several ways toarrive at the correct answer. Theyalso need to believe that they arecapable of finding solutions.— Ontario Ministry of Education, TheOntario Curriculum Grades 1–8,Mathematics, 2005, p. 26The unique problem-solving approach in My Math Pathshows students, through non-routine problems, thatthere is more than one way to solve the problem athand. By giving students a variety of tools that supportevery learner, from model drawing, to scaffoldingthrough the Concrete–Pictorial –Abstract approach,students’ mathematical proficiency will improve. Inturn, they should grow in confidence in their ability toproblem solve and reason mathematically.My Math Path—Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned Resources13
and proficiency in math for students, it also givesNelson’s My Math Path bringsproven efficacy to the Ontarioclassroomteachers the support and tools they need to confidentlyThe ultimate objective of My Math Path is to developteach mathematics. There is evidence that many primarya program that enables students to empower theirteachers lack confidence in their own mathematicalthinking and develop skills that will help prepareability. Most educators who encounter Singapore Math them for their future. The extensive research behindfor the first time have a “light-bulb moment” wherebySingapore Math has produced resources across thethey finally “get the math.” Furthermore, they go on toworld that helps students with mathematical concepts,say how they wish they had been taught how to solveskills, problem solving, and mathematical investigations.problems using strategies inherent to the SingaporeNelson’s My Math Path brings this exceptional resourceBuilds teacher capacity and confidenceNot only does My Math Path promote positive attitudesMath approach, such as bar modeling, when they werestudents.to Canadian classrooms as the first-ever provinciallyaligned version.My Math Path offers a variety of professional learningopportunities and tools—print, online, and in-person—to support teachers so they can effectively use andteach the strategies and framework integral to theSingapore Math approach. Its no surprise that thisincrease in teacher efficacy will lead to a higher degreeof student achievement and success.Prepares students for their best futureA strong mathematical foundation and confidence inone’s abilities is important for success in high-schoolmath and can dramatically broaden students’ careerpathways. My Math Path sets students up for successby giving them a set of essential skills for daily living,employment, and responsible citizenship in the future.14Making sure that students havea strong understanding of thefundamentals of math is one ofthe best ways to prepare them forsuccess, now and in the future. Whatstudents learn today will help bestposition them to solve everydayproblems and to increase theiremployability in tomorrow’s economy.— Ontario Ministry of Education, AParent’s Guide to the Fundamentals ofMath, Grades 1-8, (2018), p. 1NELSON
Further ReadingsAgrawal, J., & Morin, L. L. (2016). Evidence-based practices: Applications of concrete representational abstract framework across math concepts for students with mathematics disabilities.Learning Disabilities Research & Practice, 31(1), 34–44. doi: 10.1111/ldrp.12093Bouck, E. C., Park, J., Sprick, J., Shurr, J., Bassette, L., & Whorley, A. (2017). Using the virtual-abstract instructional sequence to teach addition of fractions. Research in Developmental Disabilities, 70,163–174. doi: 10.1016/j.ridd.2017.09.002Gibbs, A. S., Hinton, V. M., & Flores, M. M. (2018). A case study using CRA to teach students with disabilities to count using flexible numbers: Applying skip counting to multiplication. PreventingSchool Failure: Alternative Education for Children and Youth, 62(1), 49–57. doi:10.1080/1045988x.2017.1342218Peltier, C., & Vannest, K. J. (2018). Using the concrete representational abstract (CRA) instructional framework for mathematics with students with emotional and behavioral disorders.Preventing School Failure: Alternative Education for Children and Youth, 62(2), 73–82. doi:10.1080/1045988x.2017.1354809Rosli, R., Goldsby, D., & Capraro, M. M. (2015). Using manipulatives in solving and posing mathematicalproblems. Creative Education, 06(16), 1718–1725. doi: 10.4236/ce.2015.616173My Math Path—Bringing Singapore Math to Ontario Classrooms15
ReferencesBruner, J. (1966). Toward a Theory of Instruction.Cambridge, MA: Belknap Press of the HarvardUniversity Press.Education Quality and Accountability Office.(2019). Highlights of the Provincial Results: Mathematics.Retrieved from pdf.Education Quality and Accountability Office.(2019). Highlights of the Provincial Results: Mathematics.Retrieved from pdf.Ho Kheong, F. (2009). Math in Focus : SingaporeMath by Marshall Cavendish The UnderpinningConcept. Retrieved from rch-results.Houghton Mifflin Harcourt. (n.d.). Problem-solving inSingapore Math. Retrieved from rch-results.Houghton Mifflin Harcourt. (n.d.). Singapore MathResearch and Efficacy Overview. Retrieved esearch-results.Ontario Ministry of Education. (2019). Focusing onthe Fundamentals of Math, Grades 1–8. Retrieved fromhttp://www.edu.gov.on.ca/eng/parents/min mathstrategy.html.Ontario Ministry of Education. (2018). Focusingon the Fundamentals of Math: A Teacher’s Guide.Retrieved from http://www.edu.gov.on.ca/eng/teachers/teacher guide math en.pdf.Ontario Ministry of Education. (2005). The OntarioCurriculum Grades 1–8: Mathematics. Retrieved tary/math18curr.pdf.O’Grady, K., Deussing, M., Scerbina, T., Tao, Y.,Fung, K., Elez, V., & Monk, J. Council of Ministers ofEducation, Canada. (2019). Measuring up: CanadianResults of the OECD PISA 2018 Study, The Performanceof Canadian 15-Year-Olds in Reading, Mathematics, andScience. Toronto: Council of Ministers of Education,Canada.Organization for Economic Co-operation andDevelopment. (2019). PISA 2018 Results, CombinedExecutive Summaries. Retrieved fromhttps://www. oecd.org/pisa/Combined ExecutiveSummaries PISA 2018.pdf.Oxford University Press. (n.d.). Barncroft PrimarySchool, Hampshire. Retrieved from ths/inspiremaths/InspireMaths case study Barncroft.pdf?region international.Statistics Canada. (2008). Student Achievement inMathematics—the roles of attitudes, perceptions andfamily background.Retrieved from 01/7836-eng.htm TIMSS & PIRLS International Study Center. (n.d.).TIMSS 2015 International Reports: Student Achievement.Retrieved from nt/.Zegarac, G. Ontario Ministry of Education. (2016).Ontario’s Renewed Mathematics Strategy. Retrieved os/april2016/dm math strategy.pdf.Ontario Ministry of Education. (2018). A Parent’sGuide to the Fundamentals of Math, Grades 1 to 8.Retrieved from http://www.edu.gov.on.ca/eng/parents/parent guide math en.pdf.ISBN-13: 978-0-17-692964-0ISBN-10: 0-17-692964-99 780176 929640@NELSONPK20nelson.com
M Math Path—Bringing Singapore Math to Canadian Classrooms Through Curriculum-Aligned Resources 1 My Math Path 1–8 Bringing Singapore Math to Ontario Classrooms Through Curriculum-Aligned Resources REPORT Singapore Math is a trademark owned by Singapore
