An analysis of the Singapore mastery approach in textbooks used at level 5 : a focus on Max Maths

Abstract

This dissertation examines the extent to which the Max Maths textbook series used in Maltese schools at Level 5 (Years 3 and 4) reflects principles associated with the Singapore Mastery Approach. The study focuses on Max Maths Textbooks 2, 3, and 4. Drawing on literature related to textbook analysis and the Singapore Mastery Approach, the study uses six analytical lenses: the Concrete-Pictorial-Abstract approach, spiral curriculum and cumulative learning, heuristic problem solving, mathematical language and communication, mental maths and number sense, and mastery-based progression. The analysis is organised around the five mathematics strands in the Maltese Learning Outcomes Framework: Number, Measurement, Shape and Space, Data Handling, and Mathematical Processes / Problem Solving. Due to the breadth of the curriculum, one representative topic was selected within each strand. The findings suggest that Max Maths reflects several SMA features, particularly through pictorial representation, structured sequencing, repeated practice, and model-based word problems. However, the alignment is uneven. Some principles, such as visual representation and progression through related tasks, are clearly visible in the student textbooks, while others, such as explicit concrete activity, learner explanation, and named mental strategies, are less directly developed. The study concludes that Max Maths provides a useful foundation for mastery-oriented mathematics teaching in Malta, but should not be treated as a complete enactment of the Singapore Mastery Approach on its own. Teacher mediation remains central in making concrete activity, mathematical reasoning, and strategy discussion explicit.