For decades, efforts to improve math skills have driven schools to embrace one math program after another, abandoning a program when it does not work and moving on to something purportedly better. In the 1960s there was the “new math,” whose focus on abstract theories spurred a back-to-basics movement, emphasizing rote learning and drills. After that came “reform math,” whose focus on problem solving and conceptual understanding has been derided by critics as the “new new math.”

Singapore math may well be a fad, too, but supporters say it seems to address one of the difficulties in teaching math: all children learn differently. In contrast to the most common math programs in the United States, Singapore math devotes more time to fewer topics, to ensure that children master the material through detailed instruction, questions, problem solving, and visual and hands-on aids like blocks, cards and bar charts. Ideally, they do not move on until they have thoroughly learned a topic.

Principals and teachers say that slowing down the learning process gives students a solid math foundation upon which to build increasingly complex skills, and makes it less likely that they will forget and have to be retaught the same thing in later years.

And with Singapore math, the pace can accelerate by fourth and fifth grades, putting children as much as a year ahead of students in other math programs as they grasp complex problems more quickly.

“Our old program, Everyday Math, did not do that,” said Danielle Santoro, assistant principal of Public School 132 in Williamsburg, Brooklyn, which introduced Singapore math last year for all 700 students in kindergarten through fifth grade. “One day it could be money, the next day it could be time, and you would not get back to those concepts until a week later.”