Since the release of the timss results, a call has been issued to emulate the curriculum, if not the educational practices, of Asian countries that have done well on the TIMSS. California has even stated that its “new” mathematics curriculum will be fashioned after the “rigorous” Singapore mathematics curriculum. Before endorsing such views, it would be instructive to look at some possible reasons that Singapore's eighth graders performed so well in the TIMSS and some possible implications. I list five possible reasons for Singapore students' success in the eighth-grade TIMSS and ask the reader to reflect on the implications to mathematics teaching and learning in the United States under “Questions to ponder.”
Menon Ramakrishnan is interested in classroom-based research that affects teaching and learning mathematics.