Differences in new O level EMath syllabus starting from 2016

This post seeks to discuss the differences between the new GCE O Level Elementary Mathematics (EMath, subject code 4048, examination starting 2016) syllabus from the current EMath (subject code 4016).

Both syllabuses can be obtained from https://www.seab.gov.sg

A. Scheme of Assessment or Paper format

In general, the format of Both paper remains the same, i.e. all questions are compulsory, duration, number of questions, total marks and weightage of each paper remain unchanged.
The change is actually in question types. 

1.     Paper 1 no longer focus test more on fundamentals and Paper 2 on higher order thinking skills but both papers under the new syllabus can test on higher order thinking skills. 

2.     In addition, Paper 2 now contains one question which “focus specifically on applying mathematics to a real-world scenario.” This real-world scenario question is not limited to financial arithmetic as some have perceived it to be. In fact, real-world scenario questions for financial arithmetic were already in the current syllabus 4016. 

In both the specimen papers for the New Syllabus O and N level papers, the real-world scenario questions involves volume, density and even weight per unit area in  level paper. 

Let's look at the introduction to the new syllabus:

4048 MATHEMATICS GCE ORDINARY LEVEL (2016)

“INTRODUCTION
The syllabus is intended to provide students with the fundamental mathematical knowledge and skills. The content is organised into three strands namely,

• Number and Algebra,
• Geometry and Measurement, and
• Statistics and Probability.

Besides conceptual understanding and skills proficiency explicated in the content strands, development of process skills that are involved in the process of acquiring and applying mathematical knowledge is also emphasised. These include

• reasoning,
• communication and connections,
• thinking skills and heuristics, and
• application and modelling;

and are developed based on the three content strands.”

so here's my summary of the big picture:
Besides the technicality of solving mathematical problems, the new syllabus 4048 aims to shift the focus to the learning process and application of knowledge to real world problems/ context.

B. Subject Content


One may scroll thru' the "Subject Content" sections in both syllabuses and conclude that there is little or no change in the subject content. This is not entirely true. Let's just take a closer look.



1.     Removed: Concepts of rounding and Truncation errors, Pre-fixes.

No more needing to memorise Mega, Giga, etc.

Indeed. There wasn’t any questions involving prefixes in the specimen paper unlike past year papers from the Current syllabus 4016.

However, I'd think it's still good to know these prefixes. Think they should still be included in O level Physics.

2.     Newly added: Solve Numbers and Algebra Problems based on real-world context including

·       travel plans,

·       transport schedules,

·       sports and games,

·       recipes,

·       etc

as well as interpret the solution in the context of the problem.

Below are some questions taken from the specimen paper.

I remember when I did Q17 with my two Sec 4 students last year, one of them was stumped by this graph. It didn’t make any sense to her. While the other student understood the graph perfectly. Later, I realised that the one who understand the graph, has a family car so she understood that the sudden jump on the graph was because the tank was being filled up.
I’m not saying that we all have to buy a car so that our children can interpret such graphs but as educators and parents, we have to make our children more aware of Mathematics in our daily lives and events. 

For a start, ask if your students / children know what’s the speed limit on the road. From there, when working with questions involving speed, students can get a feel of whether their answers make sense. See question below from Specimen  Paper 2

This question also shows another trend in the new syllabus - the ability to compare using mathematical calculations.

3.    Removed: Scale factor

The term “scale factor” is seldom used even in current syllabus ever since the removal of the topic, Transformation, from the O level Math papers.

Do note that Scale Factor is still relevant in the new N level syllabus, which I’ll discuss in another post.

4.     Newly added: Solve Geometrical Problems based on real-world context including

·       floor plans,

·       surveying,

·       navigation,

·       etc

as well as interpret the solution in the context of the problem.

 

 

Below is an example of this real-world context question

5.     Newly added: Misleading statistical diagrams.

In the new syllabus 4048, candidates are expected to explain “why a given statistical diagram leads to misinterpretation of data”. Also, the construction of statistical charts are no longer required. Instead, candidates should focus on interpretation of data and using them to compare two sets of data.

Some examples below:

 

 

 

It is interesting to note that a similar question actually came out in N level Paper 2, 2011. Will post that question later in the N level syllabus discussion.



Conclusion

Some students think the new syllabus is harder.
I don't agree. It's just more applications and more contextualised.
Personally I love it. It makes Math more relevant to real life, more visual and more useful.
As a parent and educator, this is also my aim: to make what my children and students study relevant and useful to them.

So fellow parents, let's make an conscientious effort to help our kids see Math in our everyday lives and fellow educators, let's include interesting and relevant learning experiences in our lessons and make our questions more authentic.

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