MATHEMATICALLY SPEAKING…

What does the learning of

Mathematics mean to you?

https://www.mentimeter.com/s/2c577783e2a408928445f9f3c08059e8/7932cbc5f7fc

MYTHS OR FACTS?

Math gene – some people have it, while others just

don’t!

It is all about drill and practice - the more Math you

do, the better you’ll be!

It is either right or wrong - there is only 1 acceptable

answer for every Math problem.

There is not much use/application for Mathematics in

real life since we can depend on calculators and

computers to help us handle data.

BRIEFING OUTLINE:

MOE’s Focus and Directions 2020 and

beyond

Singapore Primary Mathematics Curriculum

PGPS Mathematics Department Key Focus

Department Key Programmes

Establishing strong home-school partnership

Learn for Life Movement:

Moving away from over-emphasis on exams

and grades

• Changes to PSLE scoring to reduce fine differentiation

• Reduction of school-based assessments

Promoting joy of learning

• Joy comes from curiosity, purposefulness, ownership

of learning, fulfilment after hard work and doing

something challenging

• Need to break out of the exam mindset

Singapore Primary Mathematics

Curriculum:

Follows a spiral progression in building up

content across the levels

Lays a strong foundation for students to

acquire mathematical concepts and skills for

everyday use

Develops thinking, reasoning,

communication, application and

metacognitive skills

Builds confidence and foster interest in

Mathematics

Singapore Mathematics Framework

• Specific to Math• Important in the learning

and applications of Math• Incorporation of ICT

• Deal with ambiguity • Make connections • Select and apply skills and concepts • Make decisions

• Thinking about one’s own thinking

• Selection and use of problem solving strategies

• Shaped by learning experiences

• More ownership of learning

Overview of Primary One syllabus:

Number and

Algebra

Measurement and

Geometry

Statistics

• Number Bonds• Numbers to 10• Numbers to 20• Numbers to 40• Numbers to 100• Addition and

Subtraction• Multiplication and

Division

• Length • Mass• Time • Money• Shapes and Patterns

• Picture Graphs

Mathematical Processes:

Reasoning, Communication, Connections, Applications,

Thinking Skills, Heuristics

Phases of Learning:

Learning

Readiness

EngagementMastery

Considerations:

• Prior knowledge

• Motivating contexts

• Conducive learning

environment

Teaching strategies:

• Activity-based

lessons

• Teacher’s inquiry

Extension of learning:

• Motivated practice

• Reflective review

• Extended activities

for application of

learning

Department Vision:

Every PGPS student, a self-directedproblem solver with a positive learning attitude, grounded in Mathematical concepts and skills.

Department Mission:

• To ignite joy of learning Mathematics

• To empower learners with strong

Mathematical concepts, reasoning and communication skills

• To nurture confident problem solvers with effective 21st century

competencies

Key Directive In the Mathematics classroom…

Joy of learning(Arouse curiosity of

students)

• Use of meaningful, authentic settingsto show students relevance of Mathematics in everyday life

• Use of manipulatives • Conduct of hands-on learning

experiences

Joy of learning(Ownership of learning)

• Opportunities for discussions(pair/group/class)

• Safe environment for students to ask when in doubt

Department Focus:

Key Directive In the Mathematics classroom…

Joy of learning(Self-directedness)

• Students set learning goals, keep track of their own learning, reflecting upon feedback given to close learning gaps

• Use of online platforms where self-directed learning can take place E,g. Student Learning Space (SLS)

Joy of learning(Doing things that are of

the right amount of challenge)

• Development of Mathematical resilience to attempt Mathematical challenges

• Tasks may be differentiated to cater to students’ readiness

• Scaffolding is provided in the form of questions more than answers

Department Focus:

Key Directive In the Mathematics classroom…

Empower students with strong Mathematical

concepts, reasoning and communication skills

• Mastery of basic Mathematical facts• Focus on problem solving process, not

just pure recall of procedures to arrive at answers

• Use of appropriate Mathematical language for students to explain their thoughts, how they arrive at their solutions

Department Focus:

Key Directive In the Mathematics classroom…

Nurture confident problem solvers with effective 21st century

competencies

• Opportunities to students to engage in group work

• Teacher to facilitate collaborative group work (E.g. face to face collaborations, or virtual ones using ICT tools/platforms such as SLS)

Department Focus:

Department Focus:

Lower Primary Block (Primary One & Two)

• Build strong fundamental skills through

CPA approach• Experience problem-solving through

meaningful learning experiences• Develop positive work habits and

attitudes

Concrete-Pictorial- Abstract approach is used to

scaffold learning and to help students make sense of their learning

Teaching Approach:

Use of manipulatives such as cubes, measuring tools

etc. that students get to handle

physically

Use of drawings, diagrams such

as models, charts and graphs

which students may draw

Equations and mathematical computations which students need to write

Learning Experiences:

Opportunities for students to

discover mathematical concepts

on their own – self-directed learning

Support development of

collaborative and communication

skills as students work in groups

Platform for development of 21st

century competencies

Help students connect learning to

real world

Hands-on activities

Journal exercises

Math trails

Math games and puzzles

Examples of Learning Experiences:

Help students make sense

of abstract mathematical

concepts

Support understanding of

underlying concepts

rather than rote learning

through memorization of

rules and procedures

Promote retention of

conceptual knowledge

Learning Experiences (Hands-on Activities):

Focus more on the process

than the solution

Allow students to articulate

their learning using

appropriate Mathematical

language

Provide insights on what a

student understand/does

not understand

Learning Experiences (Journal Exercises):

Learning Experiences (Math Trails):

Application of

Mathematical

concepts in

authentic settings

Link textbook

knowledge to

real-world context

Promote

collaborative and

communication skills

Learning Experiences (Math games and puzzles):

Age appropriate

games

Foster interest in

Mathematics

Develop

Mathematical skills

and concept

proficiencies

Promote critical and

creative thinking

Mathematics Learning Trail

Weekly recess games

Mathematics Games Galore

LSM (Learning Support for Mathematics)

programme

Department Key Programmes (P1):

Key Directive In the Mathematics classroom…

Moving away from over-emphasis of exams and

grades

• No weighted assessment for Primary One and Two levels

• Formative assessment is conducted on a daily basis through teacher’s observations, students’ daily assignments, topical reviews, performance tasks etc.

• Child’s progress is more accurately reported using the learning outcomes rather than through marks and grades

• Teacher’s feedback provided through topical checklists

Department Focus:

Timely progress updates:

WHERE IS THE

LEARNER NOW?

WHERE IS THE

LEARNER GOING?

HOW DOES THE

LEARNER GET THERE?

Topical checklists

Timely progress updates: WHERE IS THE LEARNER NOW?

WHERE IS THE LEARNER GOING?

Topical checklists

Timely progress updates:

HOW DOES THE

LEARNER GET THERE?

Make learning of

Mathematics fun and

relevant.

Link learning to real-life

context.

Do not turn Math into a

horror movie!

Tips for Home Support:

Ask open-ended

questions instead of

give solutions.

Let your child do the

thinking…

Focus on the process,

not the answer.

Tips for Home Support:

This is wrong.

The correct

method is…

Where and why are you stuck?

How have you solved similar

questions in school?

Let’s see how you arrived at the

answer.

How can we be sure that this

answer is accurate?

Is there another way to solve this?

How can we do this better?

Practise use of appropriate Mathematical

language.

Tips for Home Support:

Regrouping not borrowing!

3 + 4 = 7

Equation not number sentence!

Practise use of instructional Mathematical

language.

Tips for Home Support:

Language commonly used when giving instructions

Count and write the correct answer.

Tick the correct answer.

Complete the number bonds.

Complete the addition/subtraction equations.

Fill in the missing numbers.

Arrange the numbers from biggest to smallest. (vice versa)

Work out the answer.

Check your answer.

Show your working clearly.

Circle the correct answer.

Colour the right shape.

Draw a line to match.

Underline the correct answer.

Attend Parent-Teacher-Child

Conferences

Volunteer for learning journeys

Join PSG

Establishing strong home-school

partnership:

M : Make time for daily practice, for meaningful

activities

A : Ask questions, not give solutions

T : Talk to child using appropriate Mathematical

language

H : Have a strong home-school partnership

Establishing strong home-school

partnership:

MYTHS OR FACTS?

Math gene – some people have it, while others just

don’t!

It is all about drill and practice - the more Math you

do, the better you’ll be!

It is either right or wrong - there is only 1 acceptable

answer for every Math problem.

There is not much use/application for Mathematics in

real life since we can depend on calculators and

computers to help us handle data.