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La Academia Chilena de Ciencias presenta la publicacion de este libro sobre el sistema educativo en Singapur como un aporte al desarrollo de su sistema educativo, que en esta etapa presenta enormes desafios para las politicas publicas. Singapur representa una experiencia tremendamente exitosa en educacion, que a traves de cambios profundos y en poco tiempo ha avanzado significativamente en la calidad de su sistema educativo. En forma sostenida ha ido moldeando un sistema que entrega educacion de calidad a todos sus ciudadanos. Esta nacion invierte fuertemente en educacion, disena planes, los ejecuta, los evalua, disena planes piloto, los escala y modifica, en una espiral ascendente, donde el logro de las metas es crucial a la hora de la evaluacion Por un lado, su analisis y estudio presenta una extraordinaria oportunidad para comprender mejor el rol de los agentes, de las relaciones que se establecen en el sistema educacional y la importancia crucial de la coordinacion y perseverancia de las politicas publicas en educacion. Por otro lado, Singapur ofrece herramientas, metodologias, ideas y resultados de investigacion que pueden ser estudiados, contrastados y en algunos casos adaptados a la realidad de Chile.

Basic Education --- Bilingual Education --- Curriculum --- Curriculum Development --- Spanish Translation

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This paper uses research from neuroscience and the psychology of mathematics to arrive at useful recommendations for teaching mathematics at primary level to poor students in developing countries. The enrollment rates of the poorer students have improved tremendously in the last decade. And the global Net Enrollment Ratio (NER) has improved since 2001 from 83.2 percent to 90-95 percent except in Sub-Saharan Africa and South Asia. Making teaching of math and other subjects efficient for the poor in developing countries is a great challenge, particularly in south Asia and Sub-Saharan Africa. Many developing countries have explored new means of teaching math and other subjects. Mongolia changed its mathematics education, aiming to build a new set of priorities and practices, given the abandonment of earlier traditions. Similar to international trends of the time, South Africa in the 1990s extensively applied the constructivist learning philosophy which relied on exploration and discovery, with little emphasis on memorization, drill, In conformity with a belief that teachers could develop their own learning programs, there was virtual absence of a national or provincial syllabus or textbooks. Students were expected to develop their own methods for arithmetic operations, but most found it impossible to progress on their own from counting to actual calculating. This study integrates pertinent research from neuroscience and the psychology of mathematics to arrive at recommendations for curricular and efficient means of mathematics instruction particularly for developing countries and poor students at primary level. Specifically, the latest research in neuroscience, cognitive science, and discussions of national benchmarks for primary school mathematics learning, form the basis of our recommendations. These recommendations have a reasonable chance of working in the situational contexts of developing countries, with their traditions and resources.

Bilingual Education --- Class Size --- Cognitive Development --- Control Groups --- Curriculum --- Decision Making --- Education --- Educational Sciences --- Enrollment Rates --- Gender --- Kindergarten --- Leadership --- Nutrition --- Primary Education --- Problem Solving --- Reading --- Schools --- Speech --- Teacher Training --- Teachers --- Textbooks --- Tutoring --- Workbooks