Posted in A. Math

What’s new in the new exam syllabus for A. Math?

Express-stream students taking the O-levels in 2o14 for the first time will do A. Math 4047, whereas those repeating their A. Math O-level exam in 2014 will do A. Math 4038. A. Math 4047 is likely to stay around for the next five years.

So what is the difference between A. Math syllabus 4047 and A. Math 4038? The difference is technically not much, but makes a world of difference for students and teachers. Here are the differences:

(1) Students no longer need to know the inverse matrix method of solving simultaneous equations.

(2) Students now need to memorize two new formulae:

(i) a^3 + b^3 = (a+b)(a^2 – ab + b^2)

(ii) a^3 – b^3 = (a-b)(a^2 + ab + b^2)

(3) For Trigonometry, students no longer need to know the Factor Formula or its reverse, the Product Formula. Thank God. (But for JC H2 Math, the Product Formula is useful in the integration of some trigonometric functions)

(4) For Plane Geometry, students no longer need to know the Intercept, Intersecting and Tangent-Secant theorems. Thank God. (Many IP schools skip this topic anyway).

In summary, the new syllabus has less sub-topics than the old one. This is good news for both students and teachers of our content-heavy math curriculum.

Rgds,

Ilyasa (hp: 97860411)

Posted in A. Math, A. Math Tips, JC Math (H2/H1), Metacognition, Pri Math, Pri Math Olympiad, Sec Math

Is metacognition part of the mathematics curriculum in Singapore?

One of the aims of mathematics education in schools in Singapore is to enable students to acquire thinking and problem solving skills and to make effective use of these skills to formulate and solve problems (MOE, 2007).

The existing curriculum framework for mathematics designed by the Ministry of Education (MOE) lists metacognition as one of the components on which the development of mathematical problem solving ability depends.

According to the MOE (2007), metacognition can be defined as the realization of, and the ability to regulate one’s thinking processes, in particular the choosing and application of problem-solving strategies. The MOE believes that it is important to provide students with metacognitive experience in order to help them develop their problem solving abilities.

Ilyasa

 

Note: The above paragraphs are adapted from my minor research paper, Examining Supports for Metacognition in Singaporean Lower Secondary Mathematics Textbooks, NIE, 2011. All rights reserved.

Related links:

(1) Metacognition – The secret to learning and problem-solving;

(2) Metacognition and problem-solving;

(3) Metacognition enhances learning;

 

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