Both syllabuses can be obtained from https://www.seab.gov.sg
0. 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;
Summary of the big picture:
As with the new O level syllabus, 4048, besides the technicality of solving
mathematical problems, the new syllabus 4045 aims to shift the focus to the
learning process and application of Mathematical knowledge to real world
problems/ context.
Duration, total number of
marks and weightage of Both paper remains the same.
Changes:
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 both fundamentals and higher order thinking skills.
2.
In addition, Paper 2 will now contain 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 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 the O level paper.
3.
Section B of Paper 2 will now contain 2 questions in
which students have to choose only 1
instead of the previous 3 choose 2.
The 2 questions will be from the two strands
(i) Geometry and Measurement, and
(ii) Statistics and Probability.
The 2 questions will be from the two strands
(i) Geometry and Measurement, and
(ii) Statistics and Probability.
4.
Consequently, the “Numbers and Algebra” strand will be
compulsory. This means the drawing of graph, which many students used to avoid,
will no longer be optional.
B. Subject Content / CONTENT
OUTLINE
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 true. Let's just take a closer look.
1. Removed: Concepts of rounding and Truncation errors, Pre-fixes.
Indeed. There wasn’t any questions involving prefixes in the
specimen paper with the exception of converting m (metres) to km (kilometres).
I’d think students will also be expected to convert mm, cm, m and km.
2. Removed: Sketching of quadratic graphs
Now Compulsory: Graph drawing
As mentioned in the previous
section, graphs drawing (on graph paper) is now compulsory.
3. 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.
Removed: drawing of graphs from given data.
Below is a question taken from the specimen paper and one
from 2015’s N level paper.
including
·
floor plans,
·
surveying,
·
navigation,
·
etc
as well as interpret the solution in the context of the
problem.
In both O level and N level Specimen papers, students are
expected to make decision based on their calculations.
Below is an example of this real-world context question from
the Specimen Paper.
In the new syllabus 4045, candidates are expected to explain “why a given
statistical diagram leads to misinterpretation of data”.
Also, the construction of statistical charts and
tables are no longer required. Instead, candidates should focus on analysis and
interpretation of data and using them to compare two sets of data.
Below is an example of a misleading statistical chart from the specimen paper.
Some students think the new syllabus is harder.
This can be true for N level students as there now are more applications, more contextualised questions, comparison and decision making based on calculations. Just memorising steps to solve Math questions mechanically is no longer sufficient.
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.
click for changes to the new 2016 O level EMath syllabus.
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