Department Vision & Mission

Vision

To develop inspired learners with exemplary character through the mastery of problem-solving skills and E21CC competencies.

 Mission

To nurture confident problem-solvers and self-regulated learners with an interest and love for Mathematics.

Key Approaches to Teaching and Learning of Mathematics

Developing Critical, Adaptive and Inventive Thinking (CAIT) in Our Pupils

The Mathematics Department intentionally develops pupils’ Critical, Adaptive and Inventive Thinking (CAIT) through the learning of Mathematics. Pupils are provided with explicit opportunities to apply CAIT through short open-ended tasks and Inquiry-Based Learning (IBL) activities. These approaches encourage pupils to analyse problems, consider multiple strategies, and justify their thinking. As a result, pupils develop a stronger ability to tackle non-routine and complex problems, demonstrate greater flexibility in applying different strategies, and gain confidence in exploring alternative solutions.

Promoting Metacognition in Our Students

The Mathematics Department adopts a school-wide approach to promote metacognition in all students. Teachers consistently use the UPS√ framework to guide pupils in planning, monitoring, and evaluating their problem-solving processes. Through the explicit teaching of metacognitive strategies, pupils are supported in becoming more self-regulated learners who are aware of how they think and learn. This structured approach helps pupils develop more effective problem-solving strategies, become more aware of their learning gaps, and gain greater confidence in tackling non-routine mathematical problems. More details about the UPS√ framework are provided below.

Developing Confident and Independent Problem Solvers

The Mathematics Department  places a strong emphasis on developing pupils into confident and independent problem solvers. To support this, the Mathematics Department has adopted the UPS✓ Framework, a structured approach that guides pupils through the process of solving mathematical word problems.

The UPS✓ Framework is adapted from the well-known problem-solving process introduced by mathematician George Pólya. It helps pupils approach problems in a clear and systematic way by encouraging them to think about the problem before performing calculations.

UPS✓ stands for:

U – Understand

Pupils read the problem carefully and identify key information. They consider what the problem is about and what is being asked.

P – Plan

Pupils decide how they will approach the problem. They may represent the problem using models, diagrams, or mathematical expressions.

S – Solve

Pupils carry out their chosen strategy to find the solution.

✓ – Check

Pupils review their answers to ensure they make sense and that the problem has been solved correctly.

Using the UPS✓ Framework, pupils develop structured mathematical thinking as they learn to understand the problem, plan appropriate strategies, solve systematically, and reflect on whether their solutions are reasonable. Teachers support this process by using question prompts that guide pupils’ thinking and encourage them to explain their reasoning.

The UPS✓ Framework is implemented progressively across all levels from Primary 1 to Primary 6, allowing pupils to develop stronger problem-solving habits over time. As pupils become more familiar with the framework, they grow in confidence and develop the ability to tackle increasingly complex problems with independence.

By nurturing these habits of thinking, our school aims to equip pupils with the skills, perseverance and confidence to solve problems in both mathematics and in real-world situations.