Sec Math Archives - Page 5 of 8

A-Level, A. Math, O-Level English, Pure Chemistry, Pure Physics, Sec Math

A-Level & O-Level 2013 Preparation (morning classes, mainly for those re-taking)

Posted on March 8, 2013February 26, 2016 by admin

We do provide coaching for students who are free to attend classes in the mornings or early afternoons. Such students are typically those who are re-taking their A-levels or O-levels. The levels and subjects offered are:

A-Level: General Paper, (H2/H1) Economics, (H2/H1) Math, (H2) Management of Business. (H2/H1) Physics (upon request)

O-Level: English, Math, Additional Math, Science (Physics/Chemistry), Pure Physics, Pure Chemistry, Economics, Business Studies.

Class type: Small group or Individual

Location: 3-min walk from Bukit Batok MRT station.

For other details, such as timings and fees, kindly call or sms to 97860411, or send an email to ilyasa@conceptlearning.sg.

The Tutors:

Mr Ilyasa: A former MOE school teacher, Mr Ilyasa has been coaching students in ‘A’ Level Physics, Mathematics and Economics for more than 7 years, as well as ‘O’ Level Physics, Additional Math and Math for more than 10 years. An alumnus of RI and RJC, Mr Ilyasa holds a Bachelor of Science degree with Merit from the National University of Singapore, a Postgraduate Diploma in Education with Credit from the National Institute of Education, Singapore, and a Master of Education (Curriculum & Teaching) degree also from the NIE, Singapore.

Mr Jay Lim: An experienced full-time tutor, Mr Lim holds a Master of International Management (USA), B.Sc (USA) majoring in Finance & Retail Management, Higher Stage Certificate in Economics, The London Chamber of Commerce & Industry. He was formerly a financial services consultant and an ex-bank officer. Mr Lim has been teaching English at various levels in an Integrated Programme school for about 5 years. He will be focusing on General Paper, Management of Business and Economics in Singapore Learner.

For details, such as timings and fees, kindly call or sms to 97860411.

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For our latest timetable, click here =>

A. Math, Sec Math

Sec 4 A. Math & Math Tuition By Ex-Sch Teacher

Posted on March 7, 2013February 26, 2016 by admin

For our latest timetable, click here =>

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ORIGINAL POST(OUTDATED):

Sec 4 A. Math (Investment amt: $180 per mth):

Fri 5.45 – 7.15 pm;

Sat 2.15 pm – 3.45 pm;

Sec 4 E. Math (Investment amt: $180 per mth):

Tues 7.45 – 9.15 pm;

Tutor: Mr Ilyasa; M.Ed (NIE), PGDE (NIE), BSc (NUS), Ex-RI/RJC; ex-sch teacher, full-time tutor of PSLE, O and A Level Math and Physics. (h/p: 97860411)

A former secondary school teacher, Mr Ilyasa has been coaching students in ‘A’ Level (H2/H1) Physics and (H2/H1) Mathematics for more than 6 years, as well as ‘O’ Level Physics, Additional Math, Math and PSLE Math for more than 10 years. An alumnus of RI and RJC, Mr Ilyasa holds a Bachelor of Science degree with Merit from the National University of Singapore, a Postgraduate Diploma in Education with Credit from the National Institute of Education, Singapore, and a Master of Education (Curriculum & Teaching) degree also from the NIE, Singapore.

DETAILS:

Location: Blk 627 Bukit Batok Central #07-640

Average Class Size: 2-6 students

To register, kindly call or send an sms to 97860411, indicating the Student Name, the Subject and Level.

A. Math, Sec Math

Sec 3 A. Math & Math Tuition By Ex-Sch Teacher

Posted on March 7, 2013February 26, 2016 by admin

For our latest timetable, click here =>

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ORIGINAL POST(OUTDATED):

Sec 3 A. Math: (Investment amt: $180 per mth):

Thurs 5.45 to 7.15 pm;

Sun 2.15pm to 3.45 pm;

Sec 3 E. Math: (Investment amt: $180 per mth):

Tues 5.45 to 7.15 pm;

Tutor: Mr Ilyasa; M.Ed (NIE), PGDE (NIE), BSc (NUS), Ex-RI/RJC; ex-sch teacher, full-time tutor of PSLE, O and A Level Math and Physics. (h/p: 97860411)

DETAILS:

Location: Blk 627 Bukit Batok Central #07-640

Average Class Size: 2-6 students

To register, kindly call or send an sms to 97860411, indicating the Student Name, the Subject and Level.

Humour, Sec Math

How my student found his y-intercept …

Posted on March 3, 2013March 3, 2013 by admin

A. Math, Pri Math, Sec Math

“Models (drawing of) destroyed my life.” – Sec 3 Math student

Posted on February 21, 2013February 24, 2016 by admin

I laughed when he said it. But it’s a significant statement by my Sec 3 Math student made two days ago. It’s something I’ve been warning parents and students about, in my earlier article Beware the Critical Years in Math.

This Sec 3 Math tutee is from a top government secondary school in the west. Being mathematically intelligent, he had found it easy to use models-drawing to solve PSLE Math problems. But he had a hard time coping with Algebra in Sec 1 and Sec 2, and it’s affecting both his Math and A. Math performance now. This situation is not unique to him.

The best years of learning by your brain is probably from the time you were born to just before your teenagehood. Singaporeans around my age or older were taught to use algebraic equations to solve math problems at the PSLE back then. I remember using simultaneous equations in 1984 to solve today’s “guess & check” problems in the PSLE. Thus our algebraic skills were good and it helped us, even those who didn’t do well at the PSLE, in doing O-Level and A-Level Math.

Algebra is SO important for Math at O-level and A-level, yet our dear MOE chooses not to introduce it for problem-solving in today’s PSLE. I still don’t understand why.

It is true that some young students may not be able to understand Algebra, due to it being very abstract. But it is also true that some young students are not visually or spatially intelligent enough to draw, cut and move rectangles to solve problems. For eg, what has rectangles got to do with mass or age? (you know, those problems involving age relationships between persons or mass relationships between objects). Using rectangles or boxes to represent age or mass is just as ridiculous or abstract as using letters such as ‘x’ and ‘y’ as in algebra.

The least the MOE should do is to allow the teaching of BOTH methods to solve problems. Since those boxes start appearing in P2 or P3, algebraic expressions should also be introduced at P2 or P3, algebraic expansion in P4, algebraic factorisation in P5, and algebraic equations in P6. Sec 1 students can straightaway start on algebraic fractions etc. Do we lose anything by introducing algebra earlier in our math curriculum?

I’m glad I started my Sec 1 Algebra course for post-PSLE students in Nov and Dec last year (see Sec 1 Algebra Headstart Holiday Enrichment Programme for post-PSLE students). I think students still don’t realise how ill-prepared they are for math in sec school and JC. I dare say that if you are weak in your S1 and S2 algebra, you don’t have to take Math anymore.

Good Luck.

Rgds,

Ilyasa

(M.Ed., PGDE, B.Sc, ex-teacher, full-time tutor: 97860411)

_______________________________________

TUITION CLASSES:

_______________________________________________________________

EDUCATIONAL SERVICES:

______________________________________________________________

By EX-MOE TEACHERS & EXPERIENCED TUTORS

@ BLK 644, BUKIT BATOK CENTRAL, #01-68. S(650644).

CALL 65694897 OR SMS 98530744 OR 97860411.

A. Math, Sec Math

Reflections on Sec 4 A. Math class (9/12/2012) …

Posted on December 9, 2012December 15, 2012 by admin

Two new students joined us ytdy, one from Monfort Sec and one from SCGS. Apparently, I tutored the latter’s cousin a few yrs ago, all the way from Sec 2 to JC2 in Math and Physics, and who is now a first year undergrad; just learnt that he scored 2 A’s and 2 B’s in his A-levels (he might have told me about it); anyway, that proves my point, that you can come from a ‘neighbourhood’ sec sch and then go to a ‘low-ranked’ JC and still do well at the A-Levels. Contrast this with the two ex-IP students that I helped this year to re-take their A-Levels. So students out there pls wake up; no one owes you good grades.

The three tutees agreed to revise some sec 3 topics instead of me teaching them a Sec 4 topic. So for this class (Sat 2.15 to 3.45pm), I will only start teaching Differentiation in Jan 2013. So ydty two of them covered Indices, Surds and Log while the remaining one wanted to revise Trigonometry. Every time, I find joy in proving to students that Logarithms is a VERY EASY topic. Once you understand what a logarithm is, everything about it becomes very easy (I’ve posted another article on Log; pls do a search on it, under A Math study tips I think).

Trigo is a much harder topic, especially the proving of some Trigonometric Identities. However, there are heuristics to use in solving the latter, and these techniques work 95% of the time. I like ‘proving’ qns because there is no answer to find, and students normally dislike such qns precisely because there is no answer to find. But I can’t blame them; imagine spending 6 yrs of your life in pri sch only learning how to find answers, so students become obsessed with finding a numerical answer, and eventually get defeated by qns that ask them to prove something already known.

Ilyasa

(1) A. Math study tips.

(2) Sec 4 A. Math tuition.

Sec Math, Sec Science

SEC 1 / SEC 2 MATH & SCIENCE TUITION 2013 @ Bukit Batok

Posted on December 5, 2012February 22, 2016 by admin

For our latest timetable, click here =>

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ORIGINAL POST (OUTDATED):

Sec 2 Math (Investment amount: $120 per mth):

Wed 4.00 pm – 5.30 pm; (4 vacancies)

Sun 12.30 pm – 2.00 pm; (3 vacancies)

Tutor(s):

Mr Teng K. S., NTU undergrad majoring in Math.

Mr Ilyasa; M.Ed (NIE), PGDE (NIE), BSc (NUS), A-Level (RJC); ex-sch teacher, full-time tutor (8 years) of PSLE, O and A Level Math and Physics.

Sec 2 Science (Investment amount: $120 per mth):

Fri 4.00 pm – 5.30 pm; (4 vacancies)

Sun 10.45 am – 12.15 pm; (3 vacancies)

Sec 1 Math (Investment amount: $120 per mth):

Tue 4.00 pm – 5.30 pm; (4 vacancies)

Sec 1 Science (Investment amount: $120 per mth):

Thur 4.00 pm – 5.30 pm; (4 vacancies)

Tutor(s):Mr Ilyasa; M.Ed (NIE), PGDE (NIE), BSc (NUS), A-Level (RJC); ex-sch teacher, full-time tutor (8 years) of PSLE, O and A Level Math and Physics.

To register, kindly send an sms to 97860411, indicating the Student Name, Subject and Level.

Headstart Classes, Holiday Classes, Sec Math

Sec 1 Algebra Headstart Holiday Enrichment Programme for post-PSLE students

Posted on November 27, 2012February 13, 2016 by admin

For our latest timetable, click here =>

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ORIGINAL POST (OUTDATED):

From my 8 years’ experience coaching secondary students in Math, I found that even students who scored A-star in PSLE Math can end up doing badly in secondary Math. The main reason can be attributed to a poor grasp of Algebraic fundamentals in Sec 1 and Sec 2. Thus I see the need to provide post-PSLE students with a Math programme that introduces them to concepts in Algebra.

The details of the 2-day, 6-hr programme are as follows:

Date/Time (choose one pair of sessions only):

(1) Thurs 15 Nov (4.30 pm to 7.30 pm) and Fri 16 Nov (4.30 pm to 7.30 pm);

(2) Thurs 29 Nov (4.30 pm to 7.30 pm) and Fri 30 Nov (4.30 pm to 7.30 pm);

Location: Blk 627, Bukit Batok Central, 07-640.

Class size: Max 6 students.

Investment amt: $120 total for both days (6 hrs).

Tutor: Mr Ilyasa; M.Ed (NIE), PGDE (NIE), BSc (NUS), A-Level (RI); ex-sch teacher, full-time tutor (8 years) of PSLE, O and A Level Math and Physics.

To book a place in the programme, sms to or call Mr Ilyasa at 97860411.

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?

Posted on November 20, 2012February 13, 2016 by admin

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

_______________________________________

TUITION CLASSES:

_______________________________________________________________

EDUCATIONAL SERVICES:

______________________________________________________________

By EX-MOE TEACHERS & EXPERIENCED TUTORS

@ BLK 644, BUKIT BATOK CENTRAL, #01-68. S(650644).

CALL 65694897 OR SMS 98530744 OR 97860411.

A. Math, Metacognition, Pri Math, Sec Math

Metacognition enhances learning

Posted on November 20, 2012February 13, 2016 by admin

Various studies have revealed that metacognition helps to enrich students’ learning in different domains. For example, it has the potential to increase students’ capacities for independent learning (Ganz & Ganz, 1990).

Research also shows that knowledge of metacognition, such as being familiar with one’s strengths and weaknesses and searching for ways to overcome the latter, contributes to more effective learning (Bransford, Brown, & Cocking, 1999). Research also suggests that metacognition improves one’s chances of success when it comes to completing activities that rely heavily on thinking processes (Garner & Alexander, 1989; Pressley & Ghatala, 1990).

Many studies in metacognition have concluded that those who have advanced metacognitive abilities are more adaptable and steadfast in problem solving (e.g., see Artzt & Armour-Thomas, 1992; Swanson, 1990). Studies have also shown that one’s ability to plan and monitor a problem-solving process requires several metacognitive skills such as regulation and evaluation of thought processes (Mayer, 1999), and the use of metacognitive skills has the potential to identify the more able students from the less able ones (Pellegrino, Chudowsky & Glaser, 2001).

In addition, research has shown that one’s individual and group learning skills can be improved through the acquisition of metacognitive competencies (White & Frederiksen, 2005). Recent studies have also revealed that students who often fail to choose appropriate strategies, monitor or regulate their work, or articulate their thought processes are more likely to perform poorly in mathematics (e.g., see Lucangeli & Cabrele, 2006; Carlson & Bloom, 2005).