In SISHK, we adopt the Singapore Mathematics Framework and the Primary Mathematics Curriculum aims to equip students with a strong foundation in Mathematics and to develop logical reasoning and problem-solving skills that are required in many disciplines. At the primary level, our aim is to build the foundation for learning Mathematics for all students, equipping them with a tool for everyday life and the knowledge and skills for learning Mathematics in the next level. 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.
Development of problem-solving competency is the central of the mathematics curriculum and the development is supported by five interrelated components which are concepts, skills, processes, metacognition and attitudes. In our school, we provide students with deep learning experiences which enhance conceptual understanding through structured teaching approaches such as 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. Learning experiences also provide opportunities for students to apply concepts and skills learnt to solve problems in real-world contexts. Students are also engaged in exploratory and metacognitive activities that require them to communicate their thinking processes and reasonings.
Students have diverse learning needs and each of them will have different experiences, beliefs, knowledge and skills. Hence it is crucial to consider the pace of learning and transitions using a wide range of pedagogies such as direct instruction, activity-based as well as inquiry-based learning. Our lesson activities are tailored to engage students in meaningful experiential learning taking into consideration the learners’ profiles and needs, and the nature of concepts to be taught. Thus, activities planned are age appropriate and draw on students’ prior knowledge and experiences so that they can progress and engage with the new knowledge. Clear conceptual understanding is necessary for deep learning and mastery so that students are able to develop a deep and robust understanding of mathematics. Learning mathematics through doing, applying and inquiry provides joyful experiences and fun for students, thereby building their confidence and interest in mathematics.
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. To promote the automatic recall of mathematical facts, routines for factual fluency practices are also incorporated in the lessons.
Assessments are important for schools to provide feedback to parents and teachers about students’ progress and development. In SISHK, assessments are non-weighted and formative for P1 to P3 students while P4 to P6 students sit for both formative and summative assessments comprising termly reviews 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.
