Mathematics is human beings’ attempt to understand, represent and process the world in which we live with precision and rigour. Students are at the centre of this world, inquisitive and curious, questioning and sceptical, seeking explanations to the meaning of what represents Mathematics. In trying to understand the connection between Mathematics and the world, students need to be able to derive the relationship that exists between seemingly distinct and disparate conditions.

These relationships, trends or patterns can be hypothesised through prediction, observation, analysis and evaluation. 

Hence, the SST Mathematics programme helps students understand how mathematical modelling can be used to better understand the world around us and how these relationships can be succinctly expressed through mathematical equations.

Learning Objectives

At the end of four years, students will be able to:

  • Appreciate the beauty and elegance of Mathematics as it is applied ubiquitously across subject disciplines
  • Make connections between Mathematics and its application both within and across real-world and theoritical contexts
  • Use technology to triangulate learning across the three main modes of representation in Mathematics — numeric, procedural / symbolic, and graphical / pictorial
  • Commit themselves to continually learn and apply mathematical ideas, constructs and processesin their lives and within their various disciplines of choice
  • Have a strong foundation to effectively communicate and reason logically, symbolically and mathematically
  • Demonstrate mathematical thinking and processes to work towards making an effective and positive contribution to society

Programme Highlights

ICT in learning:

  • Students learn Math in a variety of ways. Using the TI-NSPIRE calculators for investigating and solving equations algebraically and graphically, learning to code simple spreadsheet functions are some ways to extend the rigour of Mathematics beyond the classroom.
  • Using online platforms like Mangahigh, Pear Deck and Kahoot are various measures adopted by the teachers to make learning spontaneous and engaging, and to motivate students to learn beyond classroom hours.

Explorative activities

  • Students also investigate and articulate extended topics of learning, by researching and recording a video on how to count using Mayan numbers. This ancient yet effective branch of Mathematics allows students to appreciate the place value system used in our current Hindu-Arabic numeral system today.

For their Sec 3 performance task, students had to study a population pattern, write a report based on their findings and answer the questions that followed.

The tasked required them to investigate situations involving using words, tables, graphs and formulae and understand that functions can be expressed in constant ratios between successive outputs. These functions can be a polynomial of the type y = axn where n is an integer, logarithmic or exponential.

Students are required to construct a 2-D mock up for a roller coaster using Algodoo.

They are required to observe and analyse the motion of the car and make a sketch of the distance-time graph and speed-time graph. Their challenge involves building a safe but adrenaline-pumping roller coaster and selling their idea to the key decision-makers of the theme park.

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For their performance task on Surface area & Volume and Rate & Ration, students were tasked to work in groups to design an eco-house that meets the following requirements:

  • The house should comprise flooring, walls and roof
  • It is built for a family of 4 (2 parents + 1 Lower Sec + 1 Upper Sec of the same gender)
  • It is on a land plot of size 120 square metres.
  • The budget is SGD$200,000.

Other information:

  • Assume cost of environmentally sustainable hardwood to be $15/square metre
  • Assume cost of laminated glass to be $20/square metre
  • There is no need to budget for furniture, lighting etc, but extra credit will be awarded for incorporating these items into your design

In their submissions, students had to create a design using Google Sketchup; they can also obtain additional credit by submitting a prototype. The students also had to provide a budget analysis, present their ideas and reflect on their projects.

Students had to make inter-disciplinary connections through generating, developing and evaluating ideas and information. Beyond knowledge application, students also learnt to collaborate and communicate ideas. While this is a group project, there was opportunity for independent learning in the students’ individual reflections.