Article · January 013 citations reads 5,355 author

Methodology 
Data Collection 
Determining the fidelity of the Singapore 
Math curriculum implementation was measured 
through multiple measures rather than relying on 
a single indicator (Ormundson et al., 2012): 
teacher surveys and journals, teacher and student 
interviews, end-of-year state criterion-referenced 
test (CRT) and Iowa Test of Basic Skills (ITBS) 
student achievement scores, and classroom 
observations.
One teacher in each of the 21 schools from 
Kindergarten to Grade 4 volunteered to 
participate in the first year of the study after 
receiving a description by the principal or 
assistant principal in a staff meeting. There 
were, therefore, 105 teachers in the first year. 
Participating teachers each received a $100.00 
stipend at the conclusion of the school year for 
their contributions to the study. The educators 
agreed to journal four times over the course of 
the school year and allow classroom 
observations. The first-year teachers were 
invited to return to participate at the start of the 
second year, and others volunteered to replace 
five teachers who did not to return in the second 
year. Five teachers withdrew after the first year 
because of pregnancy, change in work 
assignment, growing school commitments, and 
inability to maintain the journaling and 
classroom video-recording requirements. In the 
second year of the study, Grade 5 was 
implemented by the county and also included in 
the research design, increasing the number to 
127 participating teachers. There were no design 
changes in the second year of the study. 
Surveys 
The development of online teacher surveys 
was informed by the research questions of this 
investigation, pilot-testing the surveys in 2008, 
and a review of literature on teachers’ 
perceptions of mathematics (Luppescu & Hart, 
2005; Tapia & Marsh, 2004; Wisconsin Center 
for Education Research, 2004). Results collected 
from the same survey disseminated over two 
years were produced in an Excel file and data 
disaggregated by grade level and school.
Journals
Teachers’ journals were submitted at the 
conclusion of four data-collection periods: 
September-October, November-December, 
January-February, and March-April. To increase