(To enlarge- Right click, open image in new tab.
For mobile device- Landscape for optimal view)
The Mathematics department aims to provide a nurturing
and diversified experience for students pursuing mathematics that focuses on
mathematical problem solving. Mathematics problem solving is central to
mathematics learning as it involves the acquisition and application of
mathematics concepts and skills in a wide range of situations, including
non-routine, open-ended and real-world situations. The development of
mathematical problem solving ability is dependent on five inter-related
components, namely Concepts, Skills, Processes, Attitudes and
Mathematics Curriculum Overview
Mathematics is a spiral curriculum that focuses on three strands namely Numbers and Algebra, Geometry and Measurement and Statistics and Probability.
|Sec 1 to 5 Mathematics Curriculum||Numbers and Algebra||Geometry and |
|Statistics and Probability|
(Upper Secondary Curriculum)
|Learning Experiences|| Use of ICT|
Solving Problems in Real World Context
The syllabus aims to equip students with mathematical concepts and skills for continuous learning in Mathematics and to support learning in other subjects. Skills taught include to
- Develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem-solving
- Connect ideas within mathematics and between mathematics and other subjects through applications of mathematics, and
- Build confidence and foster interest in Mathematics
The department uses a range of techniques for our learners. In tandem to the use of questioning techniques based on Bloom’s Taxanomy, Polya’s Four Steps Approach is used by teachers to model the steps. This approach helps students to scaffold their strategies in problem solving.
In lower secondary, building foundation is the key focus. To help students shift from using the model approach, teachers adopt the Concrete→Pictorial→Abstract (CPA) approach in class. In addition, the ICAN (Improving Confidence and Achievement in Numeracy) approach is used to help our low progress learners acquire concepts in a scaffolded and structured way. ICAN strategies includes ways to close issues of learning gaps, language, motivation and memory.
Teachers also uses different modes to assess students learning in the class through the use of technology. Students have the opportunities to use technology for self-assessment as well as collaborative work.
& Learning - Mathematics
Using concrete materials to learn about Probability
Students are given opportunities to be exposed to various competitions such as the Math and Science Challenge, Mathematics Trail, Arithmeteq Competition, Sudoku Challenge and the Singapore and Asian Schools Math Olympiad. Navalites are exposed to mathematical problems that challenged them to think critically and out of the box to solve real life problems.
Math and Science Challenge
Math Trail Math Staircases
Math Trail-Using a clinometer Learning discoveries of Mathematician Pythagoras
Brainstorming on solving non-routine question