Singapore Mathematics Framework
Based on the Singapore Mathematics Framework, our Primary Mathematics Curriculum aims to develop every child into a critical thinker and a creative problem-solver who can apply mathematical knowledge and skills to solve real-life problems. At the Primary level, the focus is on laying a strong foundation in mathematics, to enable all students to acquire mathematical concepts and skills for continuous learning at the secondary levels and beyond. The spiral design of the curricular activities and assessment tasks allow for continuity and connections of the contents taught and learnt as students move from one level to another.
In our school, we seek to provide students with deep learning experiences through structured teaching approaches. We develop our students’ mathematical proficiency through the Concrete-Pictorial-Abstract (CPA) approach. The CPA approach focuses on the use of concrete manipulatives and pictorial representations to scaffold the learning and to help students make sense of abstract mathematical ideas.
Our lesson activities are tailored to provide meaningful experiential learning for our students through the use of manipulatives which help students to understand a concept. Clear conceptual understanding is necessary for deep learning and mastery. Activities planned are age appropriate and draw on students’ prior knowledge and experiences so that they can progress and assimilate new knowledge. Learning through play provides joyful experiences and fun for students, thereby building their confidence and interest in mathematics. To promote the automatic recall of mathematical facts, routines for factual fluency practices are also incorporated in the lessons.
In line with developing thinking, reasoning, communication, application and metacognitive skills, students are encouraged to articulate ideas and processes through class discussions, mathematical investigations and journal writing. Stimulating learning tasks are designed to engage students in active and reflective learning so that they can participate constructively and be self-directed learners who take responsibility for their own learning.
Assessments are non-weighted and formative for P1 to P3 students while P4 to P6 students sit both formative and summative assessments comprising term tests and end-of-year examination. By incorporating assessment tasks such as mastery quizzes, performance tasks and review exercises as part of our daily teaching and learning processes, teachers and parents can use the evidences gathered to focus on growth and mastery, gauge students’ progress in learning and address their learning gaps, in relation to the intended key learning outcomes for each grade level.