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Maths

At St.James' we follow the Maths-No Problem!  scheme of work which adapts a Singapore Maths philosophy

Singapore Maths Overview

Singapore has become a “laboratory of maths teaching” by incorporating established international research into a highly effective teaching approach. With its emphasis on teaching pupils to solve problems, Singapore Maths teaching is the envy of the world.

Need To Know

Singapore consistently top the international benchmarking studies for maths teaching.  
A highly effective approach to teaching maths based on research and evidence
Builds students’ mathematical fluency without the need for rote learning
Introduces new concepts using Bruner’s Concrete Pictorial Abstract (CPA) approach
Pupils learn to think mathematically as opposed to reciting formulas they don’t understand
Teaches mental strategies to solve problems such as drawing a bar model.

Programme Based On Established Theories

Singapore Maths is an amalgamation of global ideas delivered as a highly effective programme of teaching methods and resources. The approach is based on recommendations from notable experts such as Jerome Bruner, Richard Skemp, Jean Piaget, Lev Vygotsky and Zoltan Dienes.

Jerome Bruner
Bruner studied how children learned and put forward the Concrete Pictorial Abstract (CPA) approach to learning. He also coined the term "scaffolding" to describe how children build on the information they have already mastered. In his research on the development of children (1966), Bruner proposed three modes of representation: concrete or action-based (enactive representation), pictorial or image-based (iconic representation) and abstract or language-based (symbolic).
Based on his findings, Bruner proposed the spiral curriculum: a teaching approach in which each subject or skill area is revisited in intervals at a more sophisticated level each time. Using this technique of a spiral curriculum, material is presented in a logical sequence. Initially a concept is enacted with “concrete” materials, later it is represented by models (pictures) and then by abstract notation (such a plus or equals sign). These learning theories are the basis of the Concrete Pictorial Abstract approach which runs throughout the Maths — No Problem! Programme.

Richard Skemp
Skemp wrote about instrumental and relational learning in his paper "Relational Understanding and Instrumental Understanding" (Richard R. Skemp Department of Education, University of Warwick. First published in Mathematics Teaching 7 in 1976).

Skemp distinguishes between the ability to perform a procedure (instrumental) and the ability to explain the procedure (relational) and argues that these are two different methods of learning - relational and instrumental. Singapore Maths aims for pupils to progress beyond seeing mathematics as a set of arbitrary rules or procedures so that they have a relational understanding.

Zoltan Dienes
Based on Dienes' ideas (1960), systematic variation is used throughout the series. The idea is that you vary the lesson through a series of examples that deal with the same problem or topic. Variation can take the form of mathematical variability, where the learning of one particular mathematical concept is varied, and perceptual variability, where the concept is the same but the pupils are presented with different ways to perceive a problem and use different ways to to represent the same concept. The Singapore Maths approach presents this in a systematic way to ensure pupils comprehend what they are learning.

Maths - No Problem!

Click on the button to visit the Maths-No problem website to learn much more about the curriculum we use at St.James'.

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