Home > Our Curriculum > Departments > Math

Math

Department's Role in Fulfilling the School Vision

To nurture pupils to be:

  • Critical Thinkers who are able to exercise sound mathematical reasoning to think about complex problems, explore possibilities and generate ideas to solve them.
  • Effective Communicators who are able to express mathematical ideas and arguments precisely, concisely and logically.

Curricular Aims


The central focus of the Mathematics Framework is mathematical problem solving, that is, using mathematics to solve problems. The framework sets the direction for and provides guidance in the teaching, learning, and assessment of mathematics at all levels, from primary to pre-university. It reflects also the 21st century competencies.


Curricular aims.jpg

The framework stresses conceptual understanding, skills proficiency and mathematical processes, and gives due emphasis to attitudes and metacognition. These five components are inter-related and are integrated into the school’s vision of “Thinkers. Learners. Leaders.” as follows:

Thinkers

·      Develop thinking, reasoning, communication, application and metacognitive

        skills through mathematical approach to problem-solving.


Learners

·      Acquire mathematical concepts and skills for everyday use and continuous 

       learning in mathematics.

·      Build confidence and foster interest in mathematics


Leaders

·      Equip pupils with knowledge, skills and habits of mind that is developed

       through the application of mathematics in different contexts.



Our Learning approach

Mathematical learning typically involves three phases of learning: Readiness, Engagement and Mastery.

Phase 1 – Readiness
In this phase of learning, teachers prepare pupils so that they are ready to learn. This requires consideration of:
o   prior knowledge – knowing whether pupils have the pre-requisite concepts and skills and identify learning
    gaps.
o   motivating contexts – provide contexts that are developmentally appropriate such as providing play-based    
    activities for younger pupils and appreciation of the relevance and meaningfulness of mathematics in
    everyday life for older pupils.


Phase 2 – Engagement
The main phase where teachers use a repertoire of pedagogies to engage pupils in learning new concepts and skills. The pedagogies could take the form of hands-on experiential learning where pupils use manipulatives or other resources to construct meaning and understanding.  From concrete manipulatives and experiences, pupils are guided to uncover abstract mathematical concepts and results.

Phase 3 – Mastery
This final phase of learning is to help pupils consolidate and extend their learning. The approaches include:
o   motivated practice – repetitive and varied practice are designed for pupils to achieve proficiency and flexibility
o   reflective review – opportunities are weaved into lessons for pupils to consolidate, deepen and connect their
    learning through tasks that allow them to reflect on th
eir learning
o   extended learning – opportunities are created for pupils to engage in challenging tasks that stretch their
    thinking and deepen their understanding

Our Focus

 

 

Support

Strive

Stretch

P1 and P2 (Exposure Phase)

 

Strong Foundation in Numeracy

The curriculum in P1 and P2 is to prepare the pupils with a strong foundation in numeracy.

 

Pupils in P1 and P2 will:

·       apply problem solving strategies

·       create basic representations of simple mathematical concepts and procedures, and relate mathematical ideas to solve problems

·       communicate mathematical thinking orally, visually and in writing, using everyday language while developing mathematical language and a variety of representations

 

·      Learning Support for Mathematics (LSM)

·      ICAN

·      Remedial lessons (P2)

N/A

P3 and P4 (Experiential Phase)

 

Inquiry Learning

Pupils in P3 and P4 will:

·      develop, select and apply problem-solving strategies and heuristics as they solve problems and conduct investigations to help deepen their mathematical understanding

·      create a variety of representations of mathematical ideas, make connections among them and apply them to solve problems

·      communicate mathematical thinking orally, visually and in writing, using everyday language, basic mathematical language and a variety of representations, and observe basic mathematical conventions

·      ICAN

·      Pull-out classes

·      Supplementary materials and/or worksheets

·      Remedial lessons

·      P3 Activity Day

·      P4 Project Work

·      Supplementary lessons

·      Math Olympiad Training (selected pupils)

P5 and P6 (Extension Phase)

 

Authenticity and Application of Learning

Pupils in P5 and P6 will:

·      develop, select, apply and compare problem-solving strategies and heuristics as they pose and solve problems and conduct investigations to help deepen their mathematical understanding

·      create a variety of representations of mathematical ideas, connect and compare them and select the appropriate representations to solve problems

·      communicate mathematical thinking orally, visually and in writing, using mathematical vocabulary and observing basic mathematical conventions

·      develop and apply reasoning skills to make mathematical conjectures, justify conclusions and plan and construct mathematical argument

·      make connections among mathematical concepts and procedures, and relate mathematical ideas and situation from other contexts e.g. daily life, sports, current affairs

      

·      ICAN

·      Pull-out classes

·      Supplementary materials and/or worksheets

·      Remedial lessons

·      Supplementary lessons

·      Math Olympiad Training (selected pupils)

·      ICAS Math competition / National Mathematical Olympiad competitions (selected pupils)

 

Signature Programme

Primary 3 Activity Day

The Mathematics Activity Day is organised for Primary 3 pupils to foster their interest and develop a positive attitude towards Mathematics. This is achieved through a series of fun-filled activities where pupils are encouraged to inquire and investigate mathematical concepts. The activities provide pupils with the opportunities to test their ideas, exercise sound reasoning and learn from their peers as they interact with one another to solve problems.

Primary 4 “Food from the Heart” Project Work

Primary 4 pupils are involved in interdisciplinary project work, “Food from the Heart”. This project provides the opportunity for them to engage in authentic learning and values education. As part of the school’s Values in Action (VIA) programme, the pupils are encouraged to donate money to purchase food items that would be donated to needy families in our neighbourhood. The project includes a trip to the neighbourhood supermarket where pupils will purchase food items using the money they have contributed. The food that is bought is packed and delivered to needy families in the neighbourhood, in partnership with Cheng San Community Centre.  Through this project, pupils apply what they have learnt in English Language, Health Education and Mathematics lessons to exercise sound reasoning to make good decisions as well as practise their communication and presentation skills.