Mathematics

• To provide opportunities for students to develop critical and creative thinking skills and to seek solutions to real world problems.
• To cultivate in students an inquiring and curious mind and a passion for Mathematics.
  

The Lower Secondary Mathematics Programme provides students with a firm foundation in Mathematics, preparing them for the learning of Mathematics in Upper Secondary and beyond. Carefully crafted workbooks are used to scaffold teaching and learning, catering to students of differing abilities.

The Secondary Three Peer Tutoring programme where student tutors and tutees engage in small group discussion sessions aims to provide additional support to students in need. The programme also benefits the tutors as the best way to learn is to teach.

The annual Math Trails for Secondary One and Two students to places like the Changi Airport and the Esplanade, encourage students to be self-directed in their learning and provide opportunities for students to apply their Mathematical knowledge in fun, innovative and meaningful ways. In the process, students learn to work as a team and to communicate Mathematics with clarity, practicing a Habit of Mind.

Students are selected and trained to take part in competitions like the Singapore Mathematical Olympiad, Singapore Statistical Poster Competition and Australian Mathematics Competition, with the objective of making Mathematics exciting and inspiring for students so that they can explore it to the best of their ability and reach their full potential. In addition, students cultivate the habit of thinking about thinking and learn to persevere in problem solving.

• Thou shalt accept the challenge of teaching Mathematics and educate thyself in every way so that students will learn.
  
  
• Thou shalt recognize that some students fear or dislike Mathematics and be compassionate and understanding when teaching.
  
  
• Thou shalt convey to students that their self worth is unrelated to their Mathematics skills.
  
  
• Thou shalt adapt teaching strategies to meet the different learning styles of students.
  
  
• Thou shalt respect all student questions as you would have them respect yours.
  
  
• Thou shalt pursue the response of “I still don’t understand” through different avenues until there is understanding.
  
  
• Thou shalt not ask a class “Do you understand?” Instead, thou shalt determine what each student knows and does not know, and address student problems individually.
  
  
• Thou shalt identify students in need of extra help and make certain they get it.
  
  
• Thou shalt actively involve students in class, assign daily homework and quiz frequently, knowing that student discipline comes from teacher discipline.
  
  
• Though they may at times seem few, thou shalt count thy blessings.