I’m going to put bits and pieces here when I find them, just for reference: much of this stuff is in subscription-only publications.

Firstly, snippets from *The Proceedings of the 12th International Congress on Mathematical Education* (2015)

Sun-Hwa Park, in the ‘National Presentation of Korea’, says that they will discuss

Three types of institutions for the gifted: schools, educationcenters, and classes. Additionally we introduce several gifted education programsthat are implemented at the elementary and secondary level schools.

In Singapore, according to Berinderjeet Kaur, Cheow Kian Soh et al., ‘Mathematics Education in Singapore’pp312-3 , the maths curriculum is structured as follows:

The content in each strand is revisited and taught with increasing depth across levels. There is differentiation in the content, pace and focus among syllabuses within the same levels to cater to different student profiles. Primary 1–4 students follow a common mathematics syllabus, covering the use of numbers in measurements, understanding of shapes and simple data analysis. At Primary 5–6, there are two syllabuses: the Standard Mathematics syllabus builds on the concepts and skills studied in Primary 1–4, whereas the Foundation Mathematicssyllabus revisits some of the important concepts and skills taught earlier. At the secondary level, there are 5 different syllabuses for students in the Express, Normal (Academic) and Normal (Technical) courses.…There are also programmes to support the slow progress students and stretch those talented in mathematics. Primary 1 students (about 5 %) who lack age- appropriate numeracy skills are given support through the Learning Support Programme for Mathematics where they are taught in small groups by specially-trained teachers. For gifted learners, there is an enriched mathematics curriculum that emphasizes problem solving, investigations, making conjectures, proofs and connections among concepts. The NUS High School of Mathematics and Science also offers mathematically talented students a broad-based 6-year programme that includes undergraduate level topics and a mathematics research component.

Clearly, neither of these systems teaches the same curriculum to all children, or expects children to ‘all move together’ as the NCETM advises schools to do here.

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