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Mathematics Department

Department Vision  – Learning to be creative and innovative through Mathematics

Unpacking the vision

The school would like the IJ girl to be able to:

  • acquire the necessary mathematical concepts and skills for everyday life,
  • develop and apply the mathematical thinking and problem-solving skills,
  • develop positive attitudes towards mathematics,
  • develop the ability to reason logically, to communicate mathematically, and to learn cooperatively and independently

a) Forward Looking Curriculum

–Customised Content

Parallel Maths Programme

  • P1 to P6 pupils who are identified to require additional support in Mathematics are encouraged to attend a pull-out, parallel Maths Programme. These pupils will attend Math lessons that are taught separately by a parallel Math teacher, who will use more hands-on activities to help them grasp the Math concepts better. This group is kept small so that the pupils will be able to receive greater attention from the teacher who will guide them in the learning of Mathematics.

— Pupil-centric Pedagogy

Spiral Approach using CPA

  • A spiral approach is adopted to ensure that each topic in Mathematics is covered at appropriate levels in increasing depth. Development of mathematics concept take place spirally, with the knowledge and skills to be acquired at a higher level being built on those acquired at a lower level. This enables pupils to consolidate the concepts and skills learnt and to develop further concepts and skills.
  • Together with the spiral approach, the Concrete-Pictorial-Abstract learning sequence is also adopted in Mathematics. Pupils are introduced to new concepts using concrete manipulatives before moving them into the abstract form of the concepts. Different resources are available in every classroom for the teaching of the various Mathematical concepts.

— Holistic Assessments

  • Holistic assessments are incorporated into the Mathematics curriculum from Primary 1 to Primary 4 to make the learning of Mathematics meaningful and relevant. Some examples of such assessments would be performance tasks, journal writing and topical reviews.
  • Performance Tasks require students to demonstrate that they have mastered specific skills and competencies by performing or producing something. It involves presenting students with a mathematical task and then observing and looking at the process or product to assess what they actually know and can do.
  • In Journal writing, pupils write about a mathematics-related situation in a way that reveals their learning of certain Maths concepts, how it was taught, the difficulties encountered and their feelings and attitudes towards the learning.

b) Vibrant Learning Environment

–Vibrant Classroom Environment

  • High progress pupils in Mathematics are identified and sent for external Maths competitions for greater exposure. Some of these competitions include SASMO (Singapore and Asian Schools Math Olympiad) and NMOS (National Mathematical Olympiad of Singapore).
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