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Framework and Overview of Core Programmes


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Overview of Core Programmes









Key Programme 1: Fundamentals

Mathematics Framework






CPA Approach,  Literature-based Approach,  MC Online

Diagnostic Evaluation,   Topical Review

    Mental Sums






Key Programme 2: Problem Solving

Mathematical Problem Solving  Ability

Problem-solving skills (PSS) Framework

-PSS Worksheets

Station-based Learning

SAIL Approach



Structured Remediation

Structured Remediation  and small group support

LSM/ Project LA – Improving Confidence and Achievement in Numeracy (ICAN)

LSM Programme

ICAN – P3 ( 1 group )

ICAN – P4 ( 1 group )


-   Use of




Project HA – High Ability Programme

Monthly Quiz

Talent Development Programme

P4 - E2K

HOT Skills


Integrated Learning Journey

Math Olympiad Training (HA)

School-based Activities

Math Games Day



Math Warriors Competition


Math Quiz

Participation in External Competitions








Concrete – Pictorial – Abstract (CPA) Approach

The CPA Approach provides a sound pedagogical model in the development of concepts and skills. Under the CPA approach, students develop mathematical concepts and skills progressively from the concrete and pictorial levels to the abstract level. Learning will be made meaningful and fun through careful selection of contexts and age-appropriate activities.

Strategies for Active Independent Learning (SAIL) Approach

Mathematics problem solving requires students to analyse, compare and contrast strategies. When they are communicating mathematical ideas and solutions to the problems, they have to describe, use and explicate their thinking processes to make the necessary and relevant connections to mathematical ideas and concepts. The SAIL approach lends itself very well to providing opportunities for students to explore different problem solving strategies and to justify the formulae or rules used to solve the problem. The approach enables students to extend and explain the mathematically relevant observation made or pattern identified which goes beyond solving the problem, and to relate mathematics to real life situations.

High Ability Programme

The key objective of the programme is to stretch higher ability students via a curriculum that moves at a faster pace, goes deeper into important thought processes and covers a broader set  of ideas than that in the textbook, level worksheets and problem-solving worksheets.


Math Olympiad

The key objective is to help students acquire and understand the core thinking skills and prepare them for the rigour of competitive mathematics. The programme, with a high focus on non-routine Mathematics problem sums, provides opportunities for students to apply thinking skills to solve specific problems and cultivate in them, a passion and interest in managing questions of increasing level of difficulty. It stretches and instils confidence in the brighter students.

Excellence 2000 (E2K) Mathematics Programme

The E2K Mathematics Programme Singapore is a Mathematics enrichment programme developed by the Israel Centre for Excellence through Education (ICEE). The programme, which is rolled out for selected P4 and P5 pupils, uses game-based learning to expand students’ horizons and reinforces their confidence in their ability to cope with scholastic changes.

Improving Confidence and Achievement in Numeracy (ICAN)

The main objective of the project is to raise the confidence and achievement of low progress learners. It is also aimed at building teachers’ capacity to support low progress learners. Teachers will implement ICAN strategies in class by:

• Fostering a positive class climate and building routines

• Understanding the learning needs and matching pedagogical strategies

• Using available resources to diagnose and intervene appropriately

Special Project

Learning Support for Math (LSM)

Learning Support for Mathematics (LSM) is an early intervention effort aimed at providing additional support to students who do not have foundational numeracy skills and knowledge to access the Primary 1 Math curriculum. Students are identified for the intervention through a screening process carried out at the beginning of Primary 1. They are supported by a LSM Teacher for 4–8 periods a week. The programme is extended to students at P2 who require the extra support.