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Mathematics Department 2013

Mathematics Department 2013. Fairfield Methodist School (Secondary). Aims of Mathematics Education. Students will … acquire the necessary mathematical concepts and skills for continuous learning in mathematics and related disciplines, and for applications to the real world;

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Mathematics Department 2013

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  1. Mathematics Department 2013 Fairfield Methodist School (Secondary)

  2. Aims of Mathematics Education Students will … • acquire the necessary mathematical concepts and skills for continuous learning in mathematics and related disciplines, and for applications to the real world; 2. develop the necessary process skills for the acquisition and application of mathematical concepts and skills;

  3. Aims of Mathematics Education Students will … 3. develop the mathematical thinking and problem solving skills and apply these skills to formulate and solve problems; 4. recognise and use connections among mathematical ideas, and between mathematics and other disciplines;

  4. Aims of Mathematics Education Students will… 5. develop positive attitudes towards mathematics; 6. make effective use of a variety of mathematical tools (including information and communication technology tools) in the learning and application of mathematics;

  5. Aims of Mathematics Education Students will… 7. produce imaginative and creative work arising from mathematical ideas; 8. develop the abilities to reason logically, to communicate mathematically, and to learn cooperatively and independently.

  6. Mathematics Curriculum Framework

  7. Assessment Mathematics ( O Level) Paper 1 2 hours 80 marks 50% Paper 2 2.5 hours 100 marks 50% Additional Mathematics ( O Level) Paper 1 2 hours 80 marks 44% Paper 2 2.5 hours 100 marks 56%

  8. Assessment Mathematics ( NA Level) Paper 1 2 hours 80 marks 50% Paper 2 2 hours 60 marks 50% Additional Mathematics (NA level) Paper 1 1.75 hours 70 marks 50% Paper 2 1.75 hours 70 marks 50% Mathematics ( NT Level) Paper 1 1.5 hours 50 marks 50% Paper 2 1.5 hours 50 marks 50%

  9. Timeline National Examination GCE N Level Examination Oct 1st week GCE O Level Examination Oct 4th week

  10. Milestones Mid Year Examination (May) - One paper - paper 2 format 2 to 2.5 hours that comprises of long questions. Mock Examination ( July) - One Paper – paper 1 format 2 hours that comprises of short questions Preliminary Examination ( Jul/Aug) - Full papers

  11. Strategies Focus Semester 1 • Cover Syllabus • Common Test / Online Test • Topical Revision papers (differentiated) - compiled questions from other schools - typical O level type questions • Remediation/Extended curriculum - revise topics

  12. Strategies Focus June Holidays • Remediation - target on pupils who are weak - differentiated • Revision - Past year O level / Other school Prelim Papers

  13. Strategies Focus Semester 2 • Revise on weaker topics • Online Test • Practise other school Prelim papers - Differentiated approach • Remediation to focus on pupils who are weak and pupils who are underperforming

  14. Monitoring • Daily work - teachers follow up • Class tests / Quiz - identify weak pupils - address weaker topics • Termly Math results - remediation - coaching ( group/individual)

  15. How to Excel in Math… “PRACTICE MAKES PERFECT” • Put in at least 30 to 45 minutes everyday to practise Math problems. - do topical revision - do other school papers - do TYS • Active participation in class ( teachers vs tutors)

  16. How to Excel in Math… • Work out the sums and not just read worked examples. • ASK when in doubt - online help heymath!

  17. How to help your child… • Check your child’s work regularly - pupils will do the topical revision papers in either book/foolscap. • Online portal - will help you to solve problems heymath!

  18. How to help your child… • Go through syllabus document with your child - ensure that your child is familiar with the concepts - syllabus google : secondary Math syllabus MOE

  19. Thank u… “The elegance of a mathematical theorem is directly proportional to the number of independent ideas one can see in the theorem and inversely proportional to the effort it takes to see them.” Polya George. 1887-1985

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