Home > Depts > Mathematics



Every pupil, an independent, competent and effective Mathematical problem solver.


To develop mathematical skills, concepts and positive attitude in pupils through conscious monitoring of one’s own thinking processes.

To accomplish this mission, the Mathematics Department has three areas of focus:

Pupil-focused programmes which emphasize on the fundamentals of mathematics – to develop pupils' ability in mathematical problem-solving and understanding of mathematical concepts. The school has included alternative modes of assessment to improve its diagnosis of pupils’ weaknesses and strengths.

Pedagogy or teaching methodology – the department aims for more effective teaching and learning through continual professional sharing and development.

Working closely with our stakeholders such as parents and other institutions to achieve the aim of developing pupils' ability as well as building staff capabilities.

Math Enrichment and Support Programme

Math Games @ Pioneer

Math Games are conducted during recess and assembly for the pupils to have fun with Math. This method aims to motivate the pupils to develop an interest in Maths and inspire them to be more innovative. Providing pupils greater exposure through different games/puzzles, they learn how these games relate to what they had learnt and reinforce on their Mathematical concepts. Pupil leaders are selected to be in charge of the games during recess. Selected winners of the games will compete against one another during assembly.
Learn Math Through SportsLearn Math Through Sports Multi-player Online Math GamesMulti-player Online Math Games
Four Operations Card GamesFour Operations Card Games Numero Card GamesNumero Card Games


The Math leanerscape was started in Jan 2011. There are ‘multiplication-tables’ stairs to help pupils to familiarize with their times tables, a wall illustrating the works of famous Mathematicians to create an awareness among the pupils. There is also a Learning @ Kindsville wall where they can experience the fun of traditional board game infused with online Mathematics games.



Math Enrichment and Support Programme


Pupils have the opportunities to take part in various Math competitions organized by other schools such as NUS High math Olympiad, ACS Mathlympics, SMOPS organized by Hwa Chong etc.

Math Clinic

Math Clinic provides additional support to the P6 pupils with weaker Mathematics foundation. These pupils will revisit the Mathematical concepts, skills and strategies taught in the previous years based on their learning needs. It is conducted 3 times a week before curriculum time.

Math Enrichment Classes

Our school collaborates with well-established vendors to provide enrichment classes such as Math Olympiad, Heuristics Extension, Amazing Thinking and Exploring Numbers to stretch our pupils so that they can reach their fullest potential in Mathematics.

Learning Packages

Higher Ability Package (HAP)

HPP, piloted in 2005, aims to further enhance the mathematical thinking of higher-progress pupils in Primary 5 and 6 through exposing them to a variety of challenging problems. It is now extended to all levels, from Primary 1 to 6. The programme, which is merged into the curriculum and implemented across all the six levels throughout the academic year, comprises of worksheets which are progressive and emphasizes different problem solving strategies.

Problem Solving Heuristics

When pupils first hear the words “problem solving” or “word problems”, they are often related to finding the numbers and performing the operations that the teacher was doing yesterday. Nothing wrong with that, but we must help our pupils to see beyond “performing number operations” and encourage them to interpret the situation and actually solve the problem.

In life we say, “I have a problem” when we experience a situation which we cannot handle. Our pupils too, both the high and low-abilities, are often overwhelmed by word problems that they deemed difficult or have not encountered. Teaching Problem Solving Heuristics explicitly is tantamount to equipping pupils with a range of tools that they can choose and apply on the problems that they face. In doing so, we are creating an environment in which solving problems is critical and also achievable.

With heuristics like “Guess and Check”, “Model Drawing”, “Working Backwards” and “Before and After”, the programme aims to
  • help pupils recognize and organize information needed to solve a problem.
  • equip pupils with the skills to communicate mathematical thinking coherently.
  • equip pupils with a repertoire of strategies needed for problem solving.

MPLP Package (MPLP)

The MPLP programme is introduced in 2008 to help the middle and low ability pupils from Primary 1 to 6 to pass their Mathematics examinations by giving them a greater exposure to a variety of questions progressively aimed at their learning needs.

Concept Building Package

1997 was the starting point for the use of heuristics in problem solving. For 12 years, the methods adopted by pupils remained similar. It is however, necessary and important to know that every math question has underlying concept(s) governing mathematical heuristics. In this package, we carefully select a few concepts that spans across a variety of topics. Concepts in Mathematics are constant but questions are ever-changing. Our department believes that if pupils can master the skill of identifying and understanding the right concept, teachers can guide pupils in arriving at the various heuristics to solve the problems effectively.

Knowledge Builder

The Knowledge Builder package started this year. It focuses on the basic knowledge questions which the pupils must know at that level. It is rolled out for P1 to P6 selected pupils.


Use of Manipulative in Teaching of Mathematics

The use of manipulative in the teaching of mathematics is incorporated into the curriculum for the lower primary with the objective of helping pupils understand Mathematical concepts through concrete materials. Mathematics manipulative (example: ice-cream sticks, pattern blocks, coloured cubes, interlocking cubes and etc.).
The use of these manipulative is a hands-on experience needed for a student to gain a good understanding of a particular math concept. Such experiential education is based on the idea of active involvement that enhances students’ learning. The use of CPA (concrete-pictorial-abstract) approach is also emphasized in the Math curriculum. The use of manipulatives falls within the concrete stage whereby pupils need the hands-on experience to understand the concepts better.

When manipulative are used, different senses are developed in the experience. Students can touch and move objects to make visual representations of mathematical concepts, develop and demonstrate their reasoning skills. Learning concepts with manipulative can be fun and motivational. Hence, our mathematics classes provided a nurturing and inviting climate with Math corners equipped with the required manipulative to facilitate the learning.

Hundred Number Boards

Hundred Number Boards

Base Ten Block

Base Ten Block

Base Ten Blocks Transparent

Base Ten Blocks Transparent

Bear Family Bear Family

Counting Blocks Attachable

Counting Blocks Attachable

2-cm cubes

2-cm cubes

2-cm cubes wooden

2-cm cubes wooden

1-cm Cubes

1-cm Cubes

Counting Rings

Counting Rings

Examples of Manipulative

Parents’ Workshop

Parents’ involvement in their children’s education is an important element in fostering close bonding and acquiring conceptual understanding. The school organized parents’ workshops to help stretch the pupils to their fullest and to achieve academic excellence. 

Workshops catering to help pupils of lower and upper primary were conducted in the beginning of the year. New and innovative teaching strategies were introduced during the workshop to keep parents abreast of the latest methodology and pedagogy. Simple ways of how to help your child at home were introduced to parents of lower primary pupils. 

We place much emphasis on the extensive use of manipulative in helping deal with problems creatively and effectively. Problem solving heuristics were introduced as a tool to the upper primary pupils’ parents which they could use to improve their children’s process skills in both new and unfamiliar situations.


Individual Success Plan

Our school introduced Individual Success Plan (ISP) in 2014 as a tool to bridge pupils’ learning gaps in Mathematics. The objectives of ISP are as follow:

Pupils' ownership. Develop pupil's ownership in their own learning. Pupils will use the ISP to monitor their own learning progress and set the necessary target to close identified learning gaps.

Parent's partnership.  Seek parents' partnership in closing their child's learning gap.

Bridging of gaps by teacher. Provide a mean for teacher to engage the pupils' prior knowledge before the introduction of a new topic. Teacher will work out the necessary remediation strategies to help pupils to close the gaps.