Wednesday, 31 December 2014

Reasons for Learning Problem Solving Maths

Mathematics has become exceptionally important for everyone in the present times. With good knowledge of the subject, people can achieve a lot of success in any field that they decide to go for in the long run. However, it may get rather complicated since the subject requires a lot of attention and study in the first place. Problem solving maths tends to help people in solving a lot of issues on a day to day basis, which is why it has been made a mandatory subject in a lot of schools from all over the world.

Real Life Problem Solving

The main reason for learning problem solving maths is the fact that it gives people the ability to solve real life issues. The problems that they encounter in real life can be easily solved with a good amount of knowledge of this type of maths. This is due to the fact that it revolves around solving problems and that is why the subject has real life applications as well. It tends to make the subject worth studying and learning in the long run since it provides individuals with a lot more real life assistance in the future.

Vast Career Options

Something that people should really be aware of is the fact that problem solving maths tends to open a lot of fields for them. As maths is required in every field, it has become exceptionally essential for people to opt maths in the early and later years of their life. A lot of fields of IT as well as science require maths and learning this kind of maths right from the beginning tends to give people a lot of edge over the others who have not done so. As a result, they end up doing a lot better in their study as well as practical work life in the near future.

Analytical Skills

Problem solving maths is the best way to acquire increased analytical skills. This is due to the fact that the subject allows people to think on a broader scale. According to many studies, maths is known to be the only subject that helps people in enhancing their analysis skills and that too in a short period of time. Therefore, those who are in search for the best way for improving or acquiring analytical skills are highly recommended to go for this type of maths as it has been labeled to be the best way for achieving the specific goal.

Reasoning & Logic

Logic and reasoning is something that people can easily understand when they decide to study problem solving maths. As far as logic is concerned, there is no better subject for learning it except maths as it tends to teach people about straight forward logic in all aspects of life. Individuals can go on to increase their reasoning skills as well and that too, without having to waste too much time in the matter. Through adequate knowledge of the subject, getting to have fine reasoning skills and increased information about using logic is really not going to be an issue.

The Verdict

Even though it is quite difficult, but learning problem solving mathematics can actually be something that can lead a person to his/her success in the long run. Therefore, giving it a lot of attention in the early and later years of life is something that all people should know of as it is going to help them immensely later on. Maths is used by every individual on a day to day basis, which is why it is best to go ahead and acquire more knowledge about the subject since survival without any knowledge of it is not possible in the present times.

For more articles on Maths problems solving techniques, check out here. Alternative check out Singapore maths provider at www.eimaths.com

Pros of Learning Concept Maths

Mathematics is one of those subjects which are tough and also have many advantages to offer in terms of learning in general. The world has progressed immensely over the past couple of years and all of this development has been done through maths, which is precisely why it is so important in the first place. The subject has become the core of many high end fields these days that people can eventually choose if they wish after becoming fully acquainted with maths. Concept mathematics is something allows people to get an insight about the subject and how it can be actually learnt later on.

Critical Thinking
One of the most prominent reasons for studying concept maths is the fact that it enables people to develop a good amount of critical thinking which helps them overcome a lot of obstacles in their daily lives and in the long run as well. With increased critical thinking, people can actually achieve a lot in their lives and this has been fully revealed through different surveys that have shed light on the fact that studying this kind of maths eventually does enhance the critical thinking power so many people wish to achieve in the present times.

Increased Career Choice
On another note, maths is important for anyone who wishes to have a bright future. This is due to the fact that more and more fields these have require maths and those who do not study it or cannot do well in the subject often stay behind as a result. Therefore, having exceptionally good mathematical skills is something that most people need to have if they wish to actually gain success and want to be someone big in a short period of time in the future. For that purpose, high end learning of the subject is required by all costs.

Analysis
Another common reason behind studying concept maths is the fact that it enables people to have enhanced analytical skills. With increased analytical skills, individuals can not only score well in mathematics, but they can also go on to score high in a lot of other subjects in the near future. This is something which cannot be acquired from any other subject and through maths solely can individuals go on to do analysis in different aspects of their lives. Analytical skills can be difficult to achieve but with proper learning and studying of maths, the process is most likely to become easy later on.

Logic & Reasoning
Individuals have also been highly recommended to learn maths due to the fact that it allows them to achieve a higher sense of logic as well as reasoning. These can come in handy in the process of discussing a wide range of different topics and discussions which are crucial in every day’s routine. Hence, mathematics has always been used for the purpose of providing proper base and evidence in matters such as debates and everything as such. With prominent figures that are facts, one can surely use the subject to their advantages at all times and that too, without facing any kind of trouble in the matter.

Concept Maths – Why is it a Requirement?

After all that this kind of mathematics has to offer to people, everyone surely needs to study it in order to enhance their chances of a bright future. Not only is the subject great for studying and increasing thinking skills, but it is also best for anyone who wishes to be able to enter fields that require maths. On the other hand, it gives individuals the ability to have increased reasoning and logic, which is another thing that makes this subject stand out from all the other ones that exist these days and have been since the past few decades.

More interesting concept maths for your children - check out www.eimaths.com today

Tuesday, 30 December 2014

Primary School Heuristics Maths – The Importance for Children

People in the present times can be seen to be studying a lot of subjects in school and one of the most important ones include maths. It is due to the fact that the subject has been linked within increasing thinking skills, reasoning skills, enhancing logic as well as creative thinking. Heuristics maths tends to help individuals see the world in a much different light in the short and the long run. Therefore, they should always focus on the subject right from the beginning. Moreover, giving a lot of attention to the subject also allows individuals to ensure high end grades later on in the future.

The Power of Logic
Individuals who learn this sort of maths are also able to have increased logic in comparison to those who do not study it in the first place. This is due to the fact that the intricate subject allows them to think more and gives them the ability to use logic where needed. Only through maths can people use logic and explain many other aspects to others who do not understand a certain topic for discussion for that matter. Everyone should always be encouraged to learn the subject right from the beginning as it is considered to be the only way through which they can acquire a good amount of logic and that would really be very suitable for them later on.

The Power of Reasoning Skills
As stated before, one of the best ways for increasing the reasoning skills of people is by introducing them to heuristics maths.This is the only way for them to see reason and it also gives them the ability to be able to apply it in different places where it is needed in general. Mathematics is a subject that straight forwarded teaches people about the many places they have to use reasoning in order to get the answers to the many questions they want. Individuals tend to begin using their reasoning skills right after they are taught maths and the process is a rather continuous one even in the long run.

Acquiring Creativity Skills
Heuristics maths enables people to think out of the box in general in terms of problem solving. While there are many other subjects that are being taught in schools for the purpose of helping students to acquire increase creativity skills, maths stands unchallenged as the best one out there. This is due to the fact that this sort of maths tends to open all kinds of possibilities in front of students who are fast in picking on any new thing that they are taught by their teachers daily. As far as gaining creativity is concerned, people have always been encouraged to learn maths in order to obtain this skill.

Improved Thinking Process
For increasing thinking skills in general, teachers have been highly recommended to teach this specific type of maths to their students. Since teaching students right from the beginning is essential as their minds are developing in the process, subjects such as mathematics should definitely be taught as much as possible in order to increase or develop adequate thinking skills side by side. This is something that all teachers should focus at since with increased studying of heuristics mathematics, students can go on to become immensely successful in their lives in the future.

Learning Heuristics Maths – The Verdict

Mathematics is one of the most widely taught and appreciated subjects these days. Due to its value and the kind of both short as well as long-term benefits it has to offer, more and more people can be seen to be learning it and teaching it to others as well. The subject has been included with all the others in the curriculum of schools from all across the globe. In the present times, every other field contains maths so it is very essential for everyone to learn it as they surely cannot survive properly without it.

More Primary School maths at Eimaths.com

Maths is Fun – Why & How?

Mathematics has been present in the world since many decades now and the subject can only be seen to be becoming more and more important to people through every passing day. The subject was special when it was created and it remains to be the same way till today. Even when the world has progressed drastically, it is important to know that no technology enhancement could have been achieved without maths, which is one of the reasons that emphasize how maths is fun. It goes on to teach people about every other aspect of life and that is why having an adequate knowledge of maths is important.

Time
Maths is fun because it tends to teach people about time. Without knowing maths, people could not have been able to know about the process of counting time and most importantly, knowing how time worked in the first place. Mathematics gives people the ability to count time and to use it in any way they prefer. Managing time would also not have been possible without knowing maths and that is why people give it so much importance in the first place. Time is considered to be exceptionally valuable and always will be, but individuals can learn more about it only through the knowledge of maths.

The Universe
On the other hand, maths is fun due to the fact that it tends to teach individuals about the universe. It was created decades ago but experts have been able to find out the exact amount of time only through extensive knowledge of maths in the first place. Scientists are highly knowledgeable about maths and they have used this particular knowledge in order to find out when and how the earth was created. The combination of both maths as well as science is what is making the world grow so rapidly in the present times.

Money
For people who find the subject difficult, it actually takes a good amount of study to be able to understand it well. However, maths is fun afterall as it teaches people all there is about money. Money is currency as it holds a lot of value in today’s world and once can only deal properly with money if he/she has a good knowledge of maths. People who are good with money are generally said to be good with ‘numbers’, which is what maths is all about. Hence, those who want to understand money should first try and understand mathematics.

Investments
Another reason behind learning and studying maths in great detail is the fact that it helps individuals in learning all there is about investments. People can be seen to be investing in a wide range of different commodities these days, one of the most important ones being money. Therefore, money, investments as well as maths are all heavily linked with each other and in order to know how to operate one, the knowledge of all the things is required in order for a person to become successful in the long run.

Is Learning Maths Really Fun?
With all that mathematics has to offer to people these days, it is important to say that learning maths is fun, given the amazing amount of both short as well as long-term benefits the subject has to offer. It has been introduced at all levels in schools, colleges as well as universities; therefore, those who have not yet understood its significance should try to see how helpful it can be when the time for choosing future careers arrives in the long run. In the modern times, the subject has been made a lot more interesting and fun than it used to be before, which gives all the more reason to students for opting it.

Preschool Mathematics – The Significance

Over the past few years, more and more children can be seen to be learning mathematics in preschool since the subject has a lot to offer in both the short as well as the long run. While children should always give an equal amount of attention to all subjects, they have been suggested to send more time in the process of learning maths as it can be challenging and often quite difficult to comprehend. However, qualified and experienced teachers from all over the world can be seen to be teaching maths to children in order to enhance their knowledge as well as information about the unique subject in the long run.

Learning to Save Time
Children should be taught maths at this stage also due to the fact that it teaches them to save a lot of time. Children are new to the concept of time and how it has to be managed when they are so young. Therefore, by teaching them mathematics, they are able to see how time works and what it actually is in the first place. With proper information about time, children can learn to use it to their advantage and go on to learn saving time for many important events and things, such as tests, in their lives.

Thinking Out of the Box
A major reason for teaching children maths at preschool level is the fact that it allows them to achieve out of the box thinking. While many children are creative right from the beginning, many others are not, which is why teaching them mathematics has been highly recommended since it allows them to think deeply on a day to day basis and that results in increased creativity and out of the box thinking. While there are many other subject that can be taught in order to achieve this, maths has been labeled to be the best one when it comes to enhancing creative and deep thinking process.

Developing Interest
Studying mathematics at preschool level also teaches children to be able to acquire an interest in the subject since they get to learn it for the very first time. When children are introduced to something, they may love and they may not, but with a passage of time, they can learn to adapt to it and in this case, it is highly important considering the significance of this subject for their futures. Therefore, as soon as they have been introduced to the subject, they are likely to acquire a growing fondness for it, which will help them study the subject in a much better way later on.

Mathematical Basics & Concepts
Teaching mathematics at this level allows children to be able to learn the basics of the subject. The basics are exceptionally important in order to have a good know-how of the subject within the long run. Therefore, teaching the subject so early in school enables teachers to teach mathematical basics as well as concepts to children who can later on use these for the purpose of acquiring good grades in the subject without having to face any issues in the process.

Is Preschool Maths really beneficial?

With all that mathematics has to offer to children, learning it right from the beginning tends to give them an opportunity to understand the subject efficiently and that too, without having to struggle too much later on in their lives. Maths is an exceptionally diverse subject and enables people to join a wide range of different fields in the near future. Therefore, giving the subject importance since this stage of school is something that all parents and teachers should take into thorough consideration as without it, surviving in today’s world has become rather impossible. Moreover, the subject at this level is also much more fun and interesting.

Monday, 29 December 2014

Why Study Primary School Maths?

Mathematics is a tough subject and even though that is very true, students can still be seen to be studying it immensely in the present times. Studying maths at primary school level has a lot of benefits for students as it is their first insight into the subject, through which they learn it and can always continue learn more about it in the future. Primary school maths has many types and all of those are unique in their own way. While many students tend to not give the subject a lot of importance, they are highly recommended to do so as it is what makes them successful in the long run.

Concepts Mathematics
A significant type of maths that is taught at primary school level is concept maths. In this type of maths, students are taught various kinds of concepts of the subject. The main purpose of introducing this sort of maths to students is to help them gain a good and deep knowledge of mathematical concepts, without which students cannot progress in the process of learning mathematics the way it has to be done.

Basic Mathematics
Students are always taught basic type of maths at primary school level. This actually tends to cover the basics of the subject which students need to be aware about in order to have a good idea about what the subject tends to teach in the first place. Those who know the mathematical basics well are known to actually do exceptionally well in the subject in the near future. The basics are what make primary school maths so easy to comprehend and learn but still, a good amount of attention must always be given reviewing it.

Advanced maths comes later on, after the basics are being taught to the students by their teachers. This type of maths tends to go into detail for the purpose of finding out the answers to many equations as well as questions. A lot of people may find difficulty in studying advanced mathematics since its complex but within a short period of time, it definitely tends to get better and easier as well. As a major type of maths taught in primary school after the basics are completed, this definitely should be given a lot of consideration by students and it must most definitely be taught well by the teachers.

Theories
Another type of maths which is taught in the primary school is theoretical maths. This actually is one of the most interesting types of the subject which really have a lot to offer to all those who wish to learn everything there is about the subject. It is due to the fact that it covers all the important mathematical theories which are important to be known in order to score well in tests as well as exams, for that matter. Primary school maths these days includes a good amount of theoretical maths, all of which makes it much more fun and interesting for students.

Studying Primary School Maths – Is it Necessary?
All of these types of maths are currently being taught in primary schools all over the world due to the fact that they tend to help students increase their overall understanding of the complex subject. Maths is unique and enables people to follow many careers in the present times, which is why students have been highly recommended to study it as much as possible right from the beginning and with such types of maths being offered at primary school level, it becomes much easier for them to pursue mathematics related fields as even the ones of science as well as IT if they want or prefer. Given the huge importance of the subject, it must be given a lot of consideration and attention right from the beginning.

More Primary School Maths enrichment classes, check this out.

Advantages of Preschool Maths for Children

Mathematics has been introduced within countless preschools these days due to the fact that the subject tends to help children in understanding a lot of things. Parents are highly recommended to see to it that their children begin to learn everything there is about maths as soon as they join preschool as the subject holds a huge amount of importance in the process of brain enrichment and so much more. Preschool maths is currently being taught by teachers everywhere in the world and by taking a couple of more essential steps, teachers can actually make the subject a lot more fun for their students.

Creative Thinking Skills
Children are known to develop out of the box thinking through preschool maths. This fact has been tested and proven by all the preschool teachers as well as education experts in the present times. According to the many studies that have been conducted, children have started to show a lot more creativity and enhanced thinking skills through the everyday studying and learning of the unique subject. This is why the subject has been made mandatory in the curriculum of all preschools these days. As children are known to learn everything quickly, it is best for teachers to try out good ways to teach maths to them at this level as they are most likely going to show a lot of progress in the matter.

Dealing with Numbers

On the other hand, preschool maths is what makes children understand everything there is about numbers. Since all that the subject contains are numbers and digits, it is best for teachers to introduce these to children right away after they join preschools. Without mathematics, children cannot learn the proper way to use numbers and most importantly, they will not be able to connect numbers with each other in order to find the answers to many questions; thus, the subject is truly mandatory.

Managing Time

Preschool maths also tends to help children in managing the track of time. While children are smart in a lot of ways, they still need to develop a lot of skills which are going to benefit them in the long run. Keeping a track of time is most definitely one of the most important skills they children need to acquire at an early stage in life and only through learning mathematics can they achieve it in a short period of time. Learning to save time and to keep a track of it in the future will help them do well at tests and so many other things in their lives.

Quick Learning
According to many education experts, preschool maths tends to sharpen the mind of young children who are just new to the subject and are willing to learn everything eagerly. This is best since it gives them the ability to show all of their potential as well as creativity in this particular subject. While it may be difficult at the beginning, children tend to understand it better after a short while, which makes their maths skills better as time passes eventually.

Preschool Maths is Mandatory – Why?

Parents have been suggested to help their children learn mathematics since preschool as the subject tends to open a lot of doors for them in the future. Through it, they can go for any field they love or prefer. It is through good understanding of the subject that people can actually go on to achieve a lot of success in the near future and that too, without having to struggle too much in the process. As far as the complexity of the subject is concerned, with proper aid and good teachers, children can see what maths is all about and can go on to do immensely well in the subject later on.

Sunday, 28 December 2014

Preparing for Preschool - To-Do List

For many little children, preschool is their very first experience of practical life and this is the place where they begin to get a certain idea of what the next fifteen to twenty years of their lives will look like (they do not know that, of course!). Many children may not feel that great about having to leave the protection of their homes so soon and to spend so much time surrounded by strange,  unrecognizable faces. Thus, parents are suggested to make sure their child is taken care of before they start their formal pre-education. Here is a to-do list to help them out and to provide a little guidance.      \

Before enrolling the child into the school check out the school’s policies, their curriculum and the general environment at the place. Try to compare two or more schools to pick the best one possible.

·         Make sure the school has all the emergency information they may require to keep the child safe during unforeseen circumstances and to make sure he/she is delivered safely back to parents/guardians.

·         Make a plan on the steps to take if the child falls ill and has to go on an extended leave. Discuss with the teachers how the child can get updated once he/she gets back.

·         Teach the child that it is necessary to pick healthy foods at the cafeteria by making sure only healthy food items are packed into the lunchbox during preschool days.

·         Make sure that the preschooler actually looks forward to following a proper routine. Make sure there is something interesting lined up for every next activity due. For example, mothers can plan next morning’s breakfast with their child during bedtime.

·         Make sure that preschoolers do not overdose on the junk they show on TV nowadays. Steve Jobs, the founder and CEO of Apple Inc. (while he lived) said that he made sure all electronics stayed away from his kids when they were young so that they would play outside. He believed this allowed them to have a wider perspective on life.

·         Have a corner for school things at the house where kids can review their school stuff every night before bed and tell parents if they need something for the next days or coming days.

·         Talking to the child and ensuring that he or she is ready for their school going experience is as important as actually enrolling them in school. Ask the child if they have any fears they would like to address or any questions about school they want answered.

·         Make sure the child knows what their home address is along with the number used by either parent for contact in the case of emergencies.

·         Make sure the child knows the rules about strangers. Review the rules as often as possible; do not talk to strangers, do not listen to what they say and do not get into their cars, no matter how nice they appear to be.

·         When starting school it is necessary to ensure the child’s health and thus, a meeting with the teacher is recommended. If there are any ban foods for the kid, tell her about them. In contrast, ask her/him to send regular health reports in any form possible.

·        Of course, shopping for preschool is required too and it is slightly different from shopping for kindergarten. For starters, lesser pencils are required and more toys are needed. There are other things to consider too and one can find shopping lists for preschoolers online on many a website.

·         The clothes one buys for their child should have the ability to look just as good when they are mixed and matched as well. It is not really smart to buy a new outfit for every day in the month.

For more preschool and kindergarten maths tip, check this out.

How to Learn Math Effectively?

Most students do not hold math as their favorite subject. For most it is just a pain they need to go through before they get promoted to the next class. A negative mindset prevails about math and its study in students. But, at the same time, every students needs to study it for one reason or another. Here are a few things that can help in learning math in a more effective way and in a more efficient manner.

Students who find it a boring and dry subject complain that they end up simply staring at the math book for hours instead of studying it. A good way is to get rid of the distractions like cell phone and televisions and computers. Listening to songs while studying math is controversial with respect to being useful since sometimes it helps greatly and for some students it does not work in a good way. Also, getting in solitude helps, with no one present around, one can concentrate on the studies in a better way. The requires great level of concentration because a simple miscalculation or fault in understanding of the question can ruin it big time and can falsify the entire question.

Fix a Time:

For students who consider math as the most difficult subject, they need to fix a time for it. Choosing the time of the day when mind is most fresh and there are no other activities overlapping is the best practice. This would be just half of it; the actual challenge is to stick to the routine on daily basis. Problem solving Maths naturally takes more time because at first the student needs to understand the question in its original sense and then go on the solve it.

Math for Idiots:

Certain books that teach math in layman terms come in handy when it comes to quickly getting a knowhow about math. However, this practice is not effective enough for those who are looking to learn math for a long term. For instance, these books and guides can help in learning basics of math just to clear an entrance test of an institute but they certainly do not get a student an A grade in a course where Problem solving Maths is under consideration.

Take Mock Tests:

It cannot be emphasized on enough, doing exercises of math is the most important thing that one can do. Exercises are included in the text books but they also come in soft formats on the internet. Taking mock exams and quizzes of math really polishes the formula application skill. Problem solving skills get shined over time and it is impossible to see immediate results. So, one needs to stay patient and keep to the track.

Get the Whole Course:

If a student thinks that he or she can pull it off themselves then they need to get all the lectures delivered by the teacher. If they have been sloppy before, they should get them copied from their class fellows. Having done that, they can better assess from where they can start.

Hire a Tutor:

If nothing else helps, the last resort is to find someone who can help on the weekends or can bind a few hours daily to teach math from the beginning through the end. Doing this does a world of good in more ways than one since a math knowing person knows better how to explain the Problem solving Maths that can confuse a learner and also knows about multiple ways of solving the same questions for the student to choose from.

Singapore Maths - A Look at the Current Content and Reform by Winston Hodge

Basic Education Curriculum Revisited:
A Look at the Current Content and Reform

Mr Winston Hodge
Director, Training and Development Division,
Ministry of Education
Singapore

1.    INTRODUCTION

The vision of the Ministry of Education (MOE) is “Thinking Schools, Learning Nation”. To prepare a generation of thinking and committed citizens who are capable of contributing towards Singapore’s continued growth and prosperity, the Ministry is constantly revisiting its curriculum to ensure that the skills and knowledge taught in schools meet the challenges of the 21st century.

2. THE SINGAPOREEDUCATION SYSTEM

The Singapore education system aims to provide students with a holistic and broad-based education. Given the multi-cultural and multi-racial characteristics of Singapore, the bilingual policy is a key feature of the Singapore education system. Under the bilingual policy, every student learns English which is the common working language. Students also learn their mother tongue language (Chinese, Malay or Tamil), to help them retain their ethnic identity, culture, heritage and values.

2.1       Holistic Development of Students

The Desired Outcomes of Education (DOE) articulates the importance of holistically nurturing students to become well-rounded persons - morally, intellectually, physically, socially and aesthetically through a set of eight core skills and values.

The eight core skills and values are:
1.    Character Development
2.    Self Management Skills
3.    Social and Cooperative Skills
4.    Literacy and Numeracy
5.    Communication Skills
6.    Information Skills
7.    Thinking Skills and Creativity
8.    Knowledge Application Skills
It is envisioned that students at the end of primary education, secondary education and pre-university would have acquired these eight core skills and values. (Annex A).

Singapore’s national curriculum aims to nurture each child to his full potential, to discover his talents and to develop in him a passion for life-long learning. Students go through a broad range of experiences to develop the skills and values that they will need for life. The broad-based curriculum imparts literacy, numeracy, bilingualism, the sciences, humanities, aesthetics, physical education, civics and moral education and National Education.

Saturday, 27 December 2014

The Significance of Maths Enrichment Classes for Children

Schools in every country these days have included maths in their curriculum as the subject holds a lot of significance in the process of helping children later on. Teachers have been highly recommended to help students understand the subject since they are only new to it and need to be made aware of how it actually is. Maths enrichment classes are important as they enable children to learn a lot of things about the subject as they eventually grow up. Therefore, parents have been suggested to spend a lot of time in the process of making sure that their children are learning the subject in the proper way. As far as teachers are concerned, they can always introduce innovative and fun ways for teaching the subject in order to grab the immediate attention of students.

Connecting the Numbers
As children learn numbers and their usage, they also learn another very important thing which is crucial in maths. The eventually learn the linking of these numbers on a large scale. This is something which teachers are required to teach children though these every day classes as without the knowledge of connecting the numbers, it is not possible for children to see how maths works and is used in today’s world. Through the linking of numbers, they end up learning a lot more than others who do not study maths. Hence, the knowledge of the subject is essential for them to survive in today’s world.

The Art of Calculation
On the other hand, maths enrichment classes in Singapore are also responsible for teaching children all there is about calculations. Calculation takes place in maths as it is important for using numbers in order to see what they become after they have been increased or decreased. When children eventually grow up, they are going to face maths everywhere in their daily routine. Therefore, they need to have a great knowledge of calculations and that can only be done if they are taught the subject in great detail.

Increased Mathematical Knowledge
The learning of the subject through these classes tends to increase the thinking of children on a large scale. With this knowledge, they can get to know a lot about many mathematical equations and the simple rules for adding, subtracting, multiplying and everything as such. These are the core components of the subjects that every person these days should be aware of in order to succeed in life in general. On the other hand, a lot of other subjects also demand a good knowledge of this subject as it is linked with many other things.

Understanding the Numerical World
With the help of maths enrichment classes,children are able to learn all there is about numbers. Maths consists of numbers and since it is all which can be found in the subject, teachers should see how they can enhance the interest of children as they may find it rather dull. With everyday classes such as these, children are known to develop high end skills for maths as they finally start to recognize numbers and also learn their usage as well. Learning all there is about numbers is only done by teaching maths to children on a day to day basis.

The Conclusion
Children are taught maths through these exclusive classes due to the fact that it tends to make them immensely successful. Not only can they go on to choose from a wide range of different subjects and fields later on but they can also get admission in the best possible universities out there. Hence, those who wish to have bright future should concentrate on maths right from the beginning and they should definitely join these classes as it truly does make everyone’s future bright.

More maths enrichment classes in Singapore, visit here.

Singapore Mathematical Society-Rules of the Singapore Maths Olympaid

SINGAPORE MATHEMATICAL SOCIETY
RULES OF THE SINGAPORE MATHEMATICAL OLYMPIAD 2014
(OPEN SECTION)

1.    Objective
The objective of the Singapore Mathematical Olympiad 2014 (SMO 2014) (Open Section) (hereafter called the “Competition”) organized by the Singapore Mathematical Society (hereafter called “SMS”) is to test the ingenuity and mathematical problem-solving ability of the participants, and to discover and encourage mathematical talents in secondary schools and junior colleges in Singapore.

2.    Eligibility
The Competition is open to all full time students who have never attended any tertiary level educational institution on a full time basis.

3.    First round
The first round of the Competition will be a two-and-a-half hour written paper consisting of short questions. All questions will carry equal weight. The language of the Competition will be English.

4.    Second round
Selected participants of the competition will be invited to participate in the Second Round, which will be a four-hour written paper consisting of questions requiring full-length solutions. The results of the Second Round of the Competition will be used as a key criterion for the selection of the Singapore National Training Team for the International Olympiad in the following year.

5.    Topics
The topics covered by the questions would normally be within the curriculum of a pre-university education. There will be a significant number of questions based on school mathematics syllabus.

6.    Registration Fee
The registration fee is \$8.00 per participant (from SMS institutional member schools) per competition category; and \$10.00 per participant (from non-institutional member schools) per competition category. The names of the participants, along with the fees, should be forwarded by the Head of Department of Mathematics (of the competing school) to the Chairman of the Competition Committee in the prescribed format before the announced closing date. Late applications will not be accepted. The receipt of all entries will be acknowledged. Individuals may also register directly with the SMS.

7.    Individual Awards
Participants will be ranked according to the total marks scored in the first and second* rounds of the Competition. Based on the first round results, silver/bronze/honourable mention certificates will be awarded to the students who meet the set criteria that are dependent on the level of difficulty of the competition. Only participants invited for the Second Round will be considered for the award of Gold certificates, which will take into consideration results of the first round and second round. Certificates of participation will be awarded to all other participants.
Only for participants invited to second round of competition.

8.    School Awards (New!)
The School Awards will no longer be divided into Junior, Senior and Open sections. Instead, there will be two categories based on the age cut-off. The new system will be criteria-based. Schools will be awarded points for the number of participants that registered and attempted the paper, as well as the number of Gold, Silver, Bronze awards and Honorable Mentions obtained by the students. The school will then be given an SMO School Award (Gold, Silver, Bronze and Participation) for each category based on the total number of points achieved. Please refer to SMS website for details of the new School Awards system.

9.    Prizes for Individual participants
Of the participants in the Second Round, the one with the highest total score (first and second rounds) will be the Winner of the Competition and will be awarded the Singapore Mathematical Society Prize (a cash prize). Cash prizes or book vouchers will also be awarded to participants whose total scores in both rounds are in the top thirty positions. When two or more participants tie for a position, the sum of the corresponding prizes will be shared equally among them.

10.  Challenge Shield
The school/Junior College with the highest aggregate of the best three total scores (first and second rounds) of its students will be awarded the Singapore Mathematical Society Challenge Shield, subject to a minimum cap of 75 participants in Open section from the school. The Shield will be kept by the school until the next competition. A Challenge Shield may be kept permanently by a school which has won three consecutive competitions.

11.  Results of the Competition

Results will be released within three months from the date of the Competition. Any query or dispute over the results may be raised through the school teacher-in-charge to SMS within one month after the release of the results. SMS reserves the right to maintain or change the results as deemed fit. The decision of SMS is final.

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The Significance of Primary School Maths

Primary school is the time when students are given all of their choices within the subjects that they are studying. It is through this phase of life that students get aware of what they love and what is hard for them. Subjects like maths can seem difficult at first but once a person begins to understand them, they get easier in the long run and open a wide range of many high end fields for all students. Primary school maths should be given a lot of importance as it is what makes students understand maths at that particular age.

Mathematical Basics

Primary school maths is important due to the fact that it enables students to learn the basics of mathematics. This is the time when they are newly introduced to maths and it tends to show them everything that maths is based on in the first place. Everything from the principles of maths to the concepts is explained to students in the best way possible and this makes them see how maths is included in every part of their lives. A lot of children go on to select maths as a major in high school after having positive experiences with the subject in primary school.

Another prominent reason for studying primary school maths is the fact that it is the best way for a child to have great and top notch careers in the long run. Everyone is aware of how maths is included in every field there is these days. From science to IT and so many other fields out there, everything contains maths, which is why students need to pay extra attention to the subject at primary school level as that will enhance their understanding as well as the concepts at the right time.

Easy

On the other hand, primary school maths can be relatively easy. This means that students start with beginner maths and can make their way towards the top in the long run. However, this is the time when focusing on mathematics will truly pay out in the future as people who understand it at primary school level are usually the ones who go on to achieve high end scores in the subject later on. Teachers are highly recommended to teach the subject in such a way that is both interesting and fun for children in primary schools, in order to give them a better understanding of the subject.

Fun & Interesting

Primary school maths can be a lot of fun. This is because at this level, mathematics contains a lot of interesting problem solving questions as well as creative mathematics which is responsible for helping children in thinking out of the box in general. A lot of different mathematical activities have been created in order to make maths fun for students at this level and that is particularly why studying it is not nearly bad as one may think. Therefore, children are suggested to pay a good amount of attention of maths at primary school level as that will eventually get them successful in the long run.

How important is Maths in Primary Schools?

Mathematics at primary school level is being taught in countless schools in different parts of the globe. The subjects holds a lot of importance in the later part of the lives of many people, which is precisely why they are suggested to learn it right from the beginning. In order to score good in the subject, one must have all their concepts as well as theories cleared. Teachers have a lot of good ways for teaching this subject at primary school levels and many recent studies have revealed that primary school students are currently showing a lot of interested in the subject.

Friday, 26 December 2014

Teaching Primary and Preschool Maths Using Multiple Intelligences (PART 2)

Achievement Tests
At the end of the first three-week intervention period, pupils took a 25-item short answer review test on “Fractions”. At the end of every sub-topic on “Decimals” within the second six-weeks’ intervention period, pupils sat for a 25-item short answer review test.

Qualitative Data
Pupils’ interviews and teachers’ observations and reflection journals were also used as instruments for the qualitative data collection.
Procedure

The study was quasi-experimental in design and equivalent group post-test only design was adopted. One teacher taught the comparison classes and another teacher taught the project classes from the low and average-ability groups.

All the pupils and teachers involved in the project underwent MI diagnostic testing. The teachers were briefed on the findings and how it can help them to improve the way they learn and the way they help the pupils to learn. The project group teacher was given her class’s MI profile which showed the detailed intelligence variability within the class. This would help her to design and customize her Mathematics lessons to cater to the dominant multiple intelligences of the pupils in her two project classes.

Table 3 shows the results from the MIDAS Questionnaire which summarizes the MI profile of all the pupils. It indicated that pupils have all the eight multiple intelligences in almost equivalent dominance. The naturalistic intelligence was the strongest intelligence overall. All of the pupils’ intelligences were above the 50thpercentile.

 Scale Natural Musical Spatial Ling Logical Kin Inter Intra Mean 55.9 54.1 53.8 53.8 53.1 52.9 52.0 50.8 SD 16.4 14.0 14.7 14.2 13.4 14.7 15.0 14.4
Table 3: Main Scale Means (N= 140)

 Ability Group Low-Ability Group Average-Ability Group Multiple Intelligence Project (N=30) Comparison (N=32) Project (N=38) Comparison (N=40) Musical 56.4 (12.1) 56.9 (14.7) 54.4 (12.4) 55.7 (16.1) Kinesthetic 56.8 (11.4) 50.1 (14.2) 52.2 (15.9) 57.5 (14.5) Logical 56.2 (12.4) 44.6 (13.3) 54.5 (14.0) 56.2 (12.8) Spatial 58.8 (12.3) 52.6 (15.3) 54.2 (16.2) 56.0 (15.1) Linguistic 53.3 (13.7) 51.0 (17.0) 54.8 (15.1) 57.2 (13.3) Interpersonal 54.5 (13.1) 49.4 (16.4) 52.4 (17.0) 54.0 (14.3) Intrapersonal 52.4 (12.1) 45.0 (12.5) 51.2 (16.1) 54.4 (14.7) Naturalist 56.4 (16.7) 52.1 (16.4) 58.3 (17.9) 57.3 (15.6)
Table 4: Mean Score and Standard Deviation of Class MI Profile

Table 4 shows the MI profile of each of the project and comparison classes. The comparison group teacher was not given the results of his class’s MI profile. He was to carry out his Mathematics lessons using the traditional method of teaching.

The instruction for the two groups during the three-week treatment, varied in the following ways. The comparison group was taught the traditional method of “drill and practice”. The project group was taught the MI lessons daily where pupils were engaged in activities that encompassed all the eight intelligences. Pupils were taught using colourful and attractive visuals on power-point slides and were engaged in some of the following activities:

·         logic problems, reciting rhymes, raps and jingles
·         singing songs on mathematical concepts, constructing models, posters and number lines,
·         playing board games, “Bingo” and “Uno”
·         handling real life authentic manipulatives
·         working in pairs and groups
·          brainstorming and presenting their project work
·         Reflections on the day’s lesson in their journals.

The MI infused lessons on “Fractions” were crafted by the project group teachers. The comparison group teacher was not involved in the crafting the MI lessons so as to reduce threats to internal validity of the research project. At the end of the three-week treatment sessions, both groups were administered a review test on “Fractions”. The results from this post assessment would determine if the project group achieves a higher mean score than the comparison group. Fifteen pupils were selected at random from the project group to be interviewed to get their feedback on their MI infused lessons.

In the second semester, both the project and comparison groups were taught “Decimals” through MI infused lessons. The comparison group teacher was given his class’s MI profile which showed the detailed intelligence variability within the class prior to the six-week MI intervention. This would help him to design and customize his Mathematics lessons on “Decimals” to cater to the dominant multiple intelligences of the pupils. The pilot group teacher and the comparison group teacher crafted sixteen MI infused lessons on “Decimals”. Both groups were administered a series of four review tests. The results from these review assessments would reveal if the project group achieve a higher mean score than the comparison group due to the longer exposure to MI. Five pupils were selected at random from each class to get their feedback on their MI infused lessons. A focus group discussion among the project teachers was also conducted to get their feedback on the whole project.

PETALSTM was also administered before and after the intervention period. Post-test results of the project group would reveal if there is an increase in the level of engagement among pupils who are taught Mathematics using the MI strategies and if the longer exposure to MI has a positive impact on pupils’ engagement, motivation and attitude in the learning of Mathematics.

Results

 Measure Mean (SD) Effect Size Pretest Post-test PETALSTM Scale Pedagogy 69.6 (16.6) 76.1 (15.8) 0.39 Experience of Learning 64.0 (19.3) 68.8 (18.5) 0.25 Tone of Environment 70.7 (13.7) 70.8 (19.5) 0.01 Assessment for Learning 67.1 (15.6) 73.8 (17.7) 0.43 Learning Content 66.3 (19.2) 75.6 (17.7) 0.48 Engagement Scale Affective Engagement 76.4 (17.7) 81.1 (15.0) 0.31 Behavioural Engagement 75.4 (15.1) 78.1 (18.2) 0.18 Cognitive Engagement 72.4 (16.9) 77.0 (15.8) 0.27
Table 5: Mean comparison on pretest and post-test survey of the project group (N=68)

Table 5 shows results of engagement level among the two project groups. The results revealed a small to moderate effect size for Pedagogy, Experience of Learning, Assessment for Learning and Learning Content. The intervention had a higher impact especially on Assessment for Learning, and Learning Content.

The following graph shows the results from the review test on “Fractions”. There is a difference of 12.0 in favour of the project group. Thus, it may be concluded, with some degree of reservation, the MI intervention has a significant impact on the higher achievement among the project group pupils. Results indicated that the MI intervention seemed to have a greater impact on the low-ability pupils.

The following graph shows the results from the review tests on “Decimals”. There is a difference of 15.0 in favour of the project group. Thus, it may be concluded that a longer exposure to the MI intervention has a positive impact on the higher achievement among the pupils who were taught through MI strategies for nine weeks as compared to the comparison group pupils who were taught through MI strategies for only six weeks. Results also indicated that the MI intervention has a greater impact on the low-ability pupils.

Table 7 shows the motivational and attitudinal levels of the comparison and project groups. For all the ten items, the project group scored higher than the comparison group. This suggests that a longer exposure to the MI intervention has a positive impact on the motivational and attitudinal levels of the project group pupils who were taught through MI strategies for nine weeks as compared to the comparison group pupils who were taught through MI strategies for only six weeks. Results also suggest that the pupils were more influenced by exciting, interesting and challenging lessons.

Table 7: Comparisons on motivational and attitudinal level means
 No. Item Project group Comparison group Effect size F1 I am excited about learning. 85.8 (17.4) 72.5 (22.1) 0.60 F2 I am interested in what is being taught. 84.1 (20.5) 69.6 (23.2) 0.61 F3 I like the subject. 83.1 (20.0) 74.1 (24.4) 0.37 F4 I like doing the activities. 83.2 (21.7) 75.9 (23.2) 0.31 F5 I want to learn more about this subject. 81.7 (18.0) 73.5 (24.7) 0.33 F6 I look forward to the lesson. 84.9 (22.2) 74.2 (21.1) 0.51 F7 I like learning because what I learn in class is useful. 79.0 (24.3) 70.0 (27.2) 0.33 F8 I will keep on trying even if the task is difficult. 79.8 (20.0) 69.7 (24.2) 0.42 F9 I like the challenging work given to us. 79.6 (22.5) 66.0 (27.5) 0.49 F10 I like learning because I can choose the task that I do best. 77.0 (22.6) 64.3 (25.8) 0.49

In addition to the quantitative data, feedback from the project group affirmed the improvement in attitude and the high motivation experienced by pupils from the MI infused lessons. Below is a blog entry by a pupil:

• “We sang a lot of songs about decimals and fractions. It is very fun and interesting learning decimals and fractions. Our teacher teaches us different types of methods and using [attractive] power point [slides] to teach our class. I love Maths! It is really fun to learn! All the questions [are] like solving mystery cases! We also played Maths games to learn. Our teacher teaches us Maths in very fun ways. I love to play more Maths games and learn more about Maths! The Problem Sums are really challenging! Maths is Fun!”

Feedback from the project teachers further affirmed the improvement in attitude and the high motivation observed in pupils through the MI infused lessons. Below is a teacher’s reflection:

• “I have seen for myself how planning a lesson that involves multiple intelligences actually makes the lessons more exciting for the pupils. Pupils can relate better, recall the learning points better, and on the whole, they are more motivated, even to do homework. By getting pupils involved through activities, songs, stories, and using powerpoint slides packed with cute pictures and animations, pupils actually looked forward to learning. This is true “Teach Less, Learn More” in action.”

Discussion and Conclusion

Based on the analysis of the data presented, it is seen that the MI intervention in the area of Mathematics has made positive contributions for the pupils’ engagement, motivation, attitude and achievement towards the learning of Mathematics. Pupils’ and teachers’ reflections support the statistical findings.

The findings obtained from this study, resembles other studies which evaluate MI instructional approach for the pupil success and attitudes. In a study by Cluck and Hess (2003), results showed improved assignment completion, class participation and engagement of learners using MI. Bednar, Coughlin, Evans and Sievers (2002) showed an increase in pupil motivation and positive attitude through the use of MI. In Douglas, Burton and Reese-Durham (2008), results showed considerable increase in academic performance on pupils taught through MI compared to those taught using the traditional method.   Three of the four improvements were observed: improved academic performance, greater impact on the low-ability pupils and behaviour improvements namely on pupils’ attitude and motivation in learning of Mathematics. Discipline problems tend to disappear, as reflected by the project teachers, when pupils are excited about learning in a fun filled lesson.

The success of the project led to a refinement of the prototype and an emergent model for “Teaching Mathematics through Multiple Intelligences” in West View. By 2010, all teachers were involved in infusing MI strategies in their Mathematics lessons. The significant improvement in the school’s Math PSLE results, an increase in percentage pass from 66.4% in 2009 to 81.1% in 2010, indicates that MI has positive impact in pupils’ academic performance. Pupils who were taught Mathematics through MI over three years (2008-2010) produced better PSLE scores than pupils who have not been taught through MI.

In closing, the most beneficial aspect of our research is that it takes into consideration human differences within the classroom and teaches the subject matter in a variety of ways appealing to all learners.

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References
1.       Bednar, J., Coughlin, J., Evans, E., Sievers, T. May 2002. Improving student
motivation and achievement in Mathematics through teaching to the multiple intelligences.
2.    Chapman, C. (1993). If the shoe fit…How to develop multiple intelligences in the
classroom. Arlington Heights, IL: IRI/Skylight Training and Publishing Inc.p.ix.
3.    Cluck, M., Hess, D., Improving Student Motivation Through the use of the Multiple
Intelligences. May 2003
4.    Douglas, O., Burton, K.S., Reese-Durham, N., The Effects of the Multiple Intelligence
Teaching Strategy on the Academic Achievement of Eighth Grade Math Students. Journal of Instructional Psychology; June 2008. Vol.35 Issue 2, p182-187, 6p
5.    Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential
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6.   Gardner, H. (1991). The Unschooled  Mind: How children think and how schools should
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