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2013PrimaryMathsSyllabus
28Jan,10Feb,6&25Mar2015
2013PRIMARYMATHS
CURRICULUM
ImplementationCommunicationSupport
Whathasbeendonesofar?
Implementation:
Yearbyyear
2013
2014
2015
2016
2017
2018
P1
P2
P3
P4
P5
P6(PSLE)
Communication:
Year
Briefingsessions
2012
>20briefingsessionsforteachers/Maths KPson
theoverviewofthesyllabusandP1syllabus
2013
BriefingonP2syllabus(Maths KPs)
2014
BriefingonP3syllabus(Maths KPs)
Support: AlignedTLGtonewsyllabus
Toaccess2013SyllabusandTLGonOPAL:
PrMaths Resources Syllabus/TLG
TLG
Toaccessbriefingslideson2013syllabusonOPAL:
PrMaths SharingMaterialsMeetingsand
TrainingMaterialsforPrSchools
PrMaths SharingMaterialsMeetings
andTrainingMaterialsforPrSchools
P3syllabus
briefing
P2syllabus
briefing
P1syllabus
briefing
THEMATHEMATICSFRAMEWORK
ANDPRIMARYMATHSAIMS
7
MathematicsFramework
Beliefs
Interest
Appreciation
Monitoringofonesownthinking
Selfregulationoflearning
Confidence
Perseverance
Numericalcalculation
Algebraicmanipulation
Reasoning,communication
andconnections
Spatialvisualisation
Applicationsandmodelling
Thinkingskillsandheuristics
Dataanalysis
Measurement
Useofmathematical
tools
Estimation
Numerical
Algebraic
Geometric
Statistical
Probabilistic
Analytical
PrimaryMathematicsAims
ThePrimaryMathematicsSyllabusaimsto
enableallstudentsto:
Acquiremathematicalconceptsandskillsfor
everydayuseandforcontinuouslearningin
mathematics.
Developthinking,reasoning,communication,
application andmetacognitiveskillsthrough
amathematicalapproachtoproblemsolving.
Buildconfidence andfosterinterestin
mathematics
SyllabusOrganisation
Thesyllabusisorganisedalong3contentstrands
withalistingofmathematicalprocessesthat
cutacrossthe3strands.
Measurement
and Geometry
Mathematical Processes
10
Statistics
EmphasisingMathematical
Processes
3clustersofprocesses
Reasoning,communicationand
connections
Applications
ThinkingskillsandHeuristics
Singapore Mathematics
Framework
11
11
MathematicalProcesses
(PrimaryMathsTeachingandLearningSyllabus,Pg.54)
12
MathematicalProcesses(MP1)
Reasoning, communication and
connections
Useappropriatenotations,symbolsand
conventionstopresentandcommunicate
mathematicalideas
Reason inductivelyanddeductively
Make connections
withinmathematics
betweenmathematicsandeverydaylife
13
ExamplesofReasoning,Communicationand
ConnectionsintheTextbooks
14
AnExampleofReasoning,Communicationand
ConnectionsintheTLG(P1Additionwithin10)
Maths
languageis
bold&in
italic
15
AnExampleofReasoning,Communicationand
ConnectionsintheTLG(P2Multiplication)
Maths
languageis
bold&in
italic
16
MathematicalProcesses
17
MathematicalProcesses(MP2&3)
Applications
Applymathematicsconceptsandskillsto
solveproblemsinavarietyofeveryday
contexts
ThinkingSkillsandHeuristics
Useofthinkingskillsandheuristicstosolve
problems
Useofaproblemsolvingmodele.g.Polyas
model
18
18
Whendowestartteaching
Heuristics?
19
P2
Whendoweintroducepartwhole
modelmethod?
20
P2
Whatdoesitmeantoteachers?
21
Getstudentstoverbalisetheirthinkinge.g.
discuss,describe,explain,share,give
examples
Getstudentstousethecorrectmaths
language todescribemathsideas
Helpstudentsmakeconnectionsandmake
senseoftheirlearning
EASINGTHETRANSITIONFROM
PRESCHOOLTOP1
22
EntryPointofSyllabus
23
ThecurrentP1syllabusdoesnotassumeany
formallearningofmathematicspriortoP1.
Theentrypointiskeptthesameforthe
2013syllabus.
Whatdoesitmeantoteachers?
24
Teachersshouldcheckforsound
understandingofmathematicalconcepts in
ordertoaddressmisconceptionsanduncover
surfaceunderstanding.
Teachersshoulddesigntheirlessonsfrom
wherethechildis.
P1studentscomewithdifferentlevelsof
knowledgeandskills,thereforedifferentiated
teaching becomesimportant.
Whatdoesitmeantoteachers?
Assessment(formativeandsummative)oughtto
bedevelopmentallyappropriate,assessforthe
learningoutcomesspecifiedinthesyllabus
documents.Aboveleveltestingisdiscouraged.
AccordingtoPERIsrecommendation,
Semestral Assessmentonlystartsfromend
ofP2.Usebitesizedformsofassessment
tohelpstudentsbuildconfidenceanddesire
tolearn.Providestudentswithricherand
moreholisticfeedback toenablemeaningful
learning.
25
ArticlefromStraitsTime
(dated9Feb2012) P2MathsQuestions
26
Question1:MrsTanhad30chickensand
ducks.Sheputthechickensinsixbasketsand
theducksinfourbaskets.Thenumberof
chickensineachbasketwasequaltothe
numberofducksineachofthefourbaskets.
Howmanychickensandhowmanyducksdid
MrsTanhave?
STOMP(dated24Oct2014):Canyousolve
thismathsquestion?Youmightbesurprised
toknowwhoitismeantfor.
Question:
Heatherhasacollectionofseashellsthatarefewerthan18.
Shedecidestoputtheminboxes.
Whensheputs4seashellsineachbox,shehas3seashellsleft.
Whensheputs5seashellsineachbox,shehasnoneleft.
Howmanyseashellsdoesshehave?
27
Parentscomment:Whenmydaughter,whoisinprimary2,
showedmehermathsassessmentpapersforheryearend
exam,Iwassurprisedtofindoutthatshehadtocomplete9
pagesofquestionsinanhourandahalf.Ontopofthat,Isaw
twoquestionsthatstumpedme.Ittookmeawhiletosolve
thequestions.Mydaughterwasquitedejectedwhenshehad
difficultysolvingthesequestions.
CONTENTCHANGES
28
ContentforPrimary1&2
Minimalcontentchanges,mainlymovementsand
replacements
Measurementandcomparisonofthemassesoftwoor
moreobjectsinnonstandardunitsisremoved fromP1.
3Dshapesismoved toP2.
DataRepresentationandInterpretation
P2:solving1step problemsusingdatafrompicture
graphs.
Restrictingallproblemsto1steponly.
ContentChanges
Geometry
RefinementofGeometrytopicsatvariouslevelsto
strengthenspatialvisualisation.
P1:making/completingpatternswith2Dshapes
accordingtooneortwoofthefollowingattributes:size,
shape,colour,orientation.Orientation isanadditional
attribute.
30
P2:Identifying,naming,describingandclassifying3D
shapes:cube,cuboid,cone,cylinder,sphere.Sphere is
anadditional3Dshape.
LEARNINGEXPERIENCES
31
LearningExperiences(LE)
LearningExperiencesforthePrimaryMathematics
syllabusprovideopportunitiesforstudentsto:
enhanceconceptualunderstandingthroughuseof
theConcretePictorialAbstract approach and
variousmathematicaltoolsincludingICTtools;
applyconceptsandskillslearntinrealworld
context;
communicate theirreasoningandconnections
throughvariousmathematicaltasksandactivities;
buildconfidence andfosterinterestin
mathematics.
32
LearningExperiences(LE)
What?LEstatementsdescribewhatstudents
shoulddo aspartoftheirlearning.
Why?Influencethewaysteachersteachand
studentslearn sothatthecurriculum
objectivescanbeachieved.
Where?Includedintextbooks,workbooks,TLG
toguidetheteachingandlearning ofthe
topics.
How?StudentscarryouttheLEaspartoftheir
learning.
33
LearningExperiencesinthePrimaryMathsTeaching
andLearningSyllabus
LE in the
Syllabus
TLG
GUIDANCEFORP14CURRICULUM
36
GuidanceforP14Curriculum
Thissectionprovidesteacherswithguidance
onhowtosupportstudentswholearnata
slowerpacebyidentifyingareasintheP1
4Curriculumwherethedepthofthe
contentcanbeadjusted andthelevelof
masterymoderated.
37
GuidanceforP14Curriculum
(PrimaryMathsTeachingandLearning
Syllabus,Pg.100)
38
GuidanceforP14Curriculum
(PrimaryMathsTeachingandLearningSyllabus,Pg.101)
39
GuidanceforP14Curriculum
SummaryforP1
Insummary,forPrimary1:
Wholenumbersdividedintonumbersupto
20, 40 and100;Similarly,comparing,ordering,
patternsequence,additionandsubtraction,
moneyshouldhaveanintermediatestageon
numbersupto40;
solving1stepwordproblemsinvolving
additionandsubtractionwithin20with
pictures
lowerdemandinmentalcalculation
40
GuidanceforP14Curriculum
SummaryforP2
Insummary,studentstoachievemastery
in
Comparing,ordering,patternsequence,
within100;
solving2partwordproblems(1stepfor
eachpart)involvingadditionand
subtraction
mentalcalculation(lowerdemand)
41
Whatdoesitmeantoteachers?
42
Teachershavetopayspecialattentionin
planningthelearningacrossthelevels.Close
communicationbetweenteachersacross
levelsisveryimportanttoensurethereisno
learninggapinthestudentslearningprocess.
TOSshouldreflectthedifferentiation:vary
thedifficultylevelandthedemandof
knowledgeintheindicatedcontent.
Summary
Keeplanguagesimpleandappropriate.
Buildstudentsconfidence inMaths.
Studentsshouldenjoy learningMaths.
EarlySuccess
StrongBasics
SteadyProgress
43