SMART Approach


Effective Teaching and Learning Practices

Effective-Practices

(1) Problem Solving Is Central

  • Developing problem solving skills should address both the process and the method of solving problems.
  • Students learn to use different strategies and solve problems effectively and confidently.

(2) Concrete-Pictorial-Abstract Approach

  • The Concrete-Pictorial-Abstract Approach develops deep conceptual understanding.
  • Students learn to make connections between physical materials, visual representations and mathematical symbols.

(3) Development of Metacognition and Mathematical Thinking

  • Thinking mathematically is a conscious habit.
  • Students learn to monitor, direct and communicate their thought processes and mathematical thinking.

(4) Learning to Mastery

  • Learning to mastery involves concept development and understanding mathematical relationships.
  • Students learn to inquire, communicate, reason, conceptualize, formulate and solve problems.

(5) Consistent Formative Assessment

  • Assessment is a routine part of the on-going classroom activity.
  • Students’ understanding of a concept just taught should be assessed immediately to identify remediation needs.

The Mathematics Framework

The central focus of the framework is mathematical problem solving. The five inter-related components of the framework are integral parts of mathematics learning and problem solving.

metacogintion

Metacognition

Metacognition, or “thinking about thinking”, refers to the awareness of, and the ability to control one’s thinking processes, in particular the selection and use of problem-solving strategies.

 

fine line-1

processes

Processes

Mathematical processes refer to the skills involved to acquire and apply mathematical knowledge. This includes reasoning, communication, thinking skills and heuristics, and application and modelling.

 

fine line-1

concepts

Concepts

Mathematical concepts cover numerical, algebraic, geometrical, statistical, probabilistic, and analytical concepts. Students should develop the mathematics ideas in depth and as an integrated whole.

 

 

fine line-1

attitudes_0

Attitudes

Attiudes refer to the affective aspects of mathematics learning such as:

  • Appreciation of mathematics and its usefulness
  • Interest in learning mathematics
  • Confidence in using mathematics
  • Perseverance in solving a problem

fine line-1

skills_0

Skills

Mathematical skills include procedural skills for numerical calculation, algebraic manipulation, spatial visualisation, data analysis, measurement, use of mathematical tools, and estimation.

 

fine line-1

SMART Programmes have been designed and fine-tuned based on real environment observations, quantifiable impact research and learning psychology, hence robust and highly-effective. It comprises four standalone but complementary modules delivered through specific learning paths for Pre-School, Primary & Secondary.

Beyond teaching students all-important math & science concepts and skills, our customized programmes help them build number sense by showing them just how numbers work. Students can under perform in mathematics/science because they find it boring or they can’t remember all the rules, concepts and format required to answer science questions.

The Singapore method, which SMART Math & Science adapt, of the teaching develops pupils’ mathematical and science ability and confidence without having to resort to memorizing procedures to pass tests – making subjects more engaging and interesting.

math-cover-p1-6-3

side-bar-how-to-register

  Small class size. Individual attention.

  • Small class sizes (5 students max) ensure that students receive personalised attention from our committed teachers.

  The Model method. School curriculum.

  • Our programmes are crafted based on Singapore Ministry of Education’s (MOE) model methods for Mathematics, to ensure that lessons do not deviate from the school’s curriculum so that there is consistency between tuition classes and school.
  • Students are also given higher order thinking skill questions similar to those found in the Math Olympiad and Gifted Education programme. Every child that comes through our doors will be well versed in the basic school syllabus and yet be stretched to think beyond their comfort zones.

  Keeping abreast. Parent’s involvement

  • At the end of each session (primary 1 & 2), parents will be invited for a lesson debrief so that parents will be kept up to speed on what was taught and how they can further aid their children at home.

  Conceptual Approach. Better Understanding

  • At Concept Math, our tutors do not merely write the solutions on the borad! We bring our students through the whole thinking process, step-by-step, so that they will understand the mathematical concepts behind the questions so that they can to apply to other similar questions across topics.

  Dedicated Teachers. Qualified tutors.

  • Our tutors are all qualified teachers who are familiar with the school syllabus.
  • We understand that getting our students interested is not just about teaching, but about creating rapport and making each lesson exciting and memorable.

 

Advertisements