Singapore Maths

At Portfield, we use the Singaporean approach to mathematics, and in particular the Maths - No Problem programme. Singaporean 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.

Singapore developed a new way of teaching maths following their poor performance in international league tables in the early 1980’s. The Singapore Ministry of Education decided to take the best practice research findings from the West and applied them to the classroom with transformational results.

The effectiveness of this approach is demonstrated by Singapore’s position at the top of the international benchmarks such as TIMSS and PIRLS and explains why their programme is now used in over 40 countries including the United Kingdom and the United States.

Concrete, Pictorial and Abstract (CPA)

Children and adults can find maths difficult because it is abstract. The CPA approach helps children learn new ideas and build on their existing knowledge by introducing abstract concepts in a more familiar and tangible way. The approach is so established in Singapore maths teaching, that the Ministry of Education will not approve any teaching materials which do not use the CPA approach.

Concrete

Concrete is the “doing” stage, using concrete objects to model problems. Instead of the traditional method of maths teaching, where a teacher demonstrates how to solve a problem, the CPA approach brings concepts to life by allowing children to experience and handle physical objects themselves. Every new abstract concept is learned first with a “concrete” or physical experience.

Pictorial

Pictorial is the “seeing” stage, using representations of the objects to model problems. This stage encourages children to make a mental connection between the physical object and abstract levels of understanding by drawing or looking at pictures, circles, diagrams or models which represent the objects in the problem.

Abstract

Abstract is the “symbolic” stage, where children are able to use abstract symbols to model problems (Hauser). Only once a child has demonstrated that they have a solid understanding of the “concrete” and “pictorial” representations of the problem, can the teacher introduce the more “abstract” concept, such as mathematical symbols. Children are introduced to the concept at a symbolic level, using only numbers, notation, and mathematical symbols, for example +, –, x, / to indicate addition, subtraction, multiplication, or division.