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We sent Stella to tuition classes for about 6 months. She had difficulty catching up, and even the tuition centre teacher told us that it is best for Stella to have one to one tuition at home. This teacher himself used The Best In Singapore to find tuition teachers for his own children. We were shown some really strong profiles and their rates were within our budget. We should have started on private tuition much earlier, because Stella is now much more comfortable with Maths.
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E-Math and A-Math were quite OK at O Levels. When I started H2 Math at JC, for some reason, my grades were not as good. I wasn't sure where my mistakes were. So I was really relieved that Mr Sim has so much experience in teaching Math at JC level. I could ask him how to solve the more difficult questions, and it brought down my stress levels that he was able to help me so patiently.
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Hwa Chong Institution
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Ms TS has 4 years of Math tuition experience. She has a Master’s in Data Science and Machine Learning from NUS. Her Bachelor’s in Mathematics was from NUS (2nd Upper Class Honours). Ms TS’s private tuition students attended Palm View Primary School, Rosyth School, Temasek Primary School, Deyi Secondary School, Fuchun Secondary School, and Dunman High School Integrated Programme.
Mr IF has 10 years of Maths tuition experience. He is NIE-trained, and taught at MOE schools for 6 years. He has a Bachelor’s in Quantitative Finance from NUS (2nd Upper Class Honours). Mr IF’s home tuition students attended Corporation Primary School, CHIJ Our Lady of Good Counsel Primary, Hong Wen School, Methodist Girls’ School (Primary), Singapore Chinese Girls’ Primary School, and St Gabriel’s Primary School.1
Mr WH has 14 years of Maths tuition experience. He has a Master’s in Applied Mathematics from Princeton University. Mr WH’s Bachelor’s in Mathematical Sciences was from NTU (First Class Honours). Mr WH’s private tuition students attended St Anthony’s Canossian Secondary School, Nan Chiau High School, Dunman High School, Anderson Serangoon Junior College, Hwa Chong Institution, and River Valley High School.
Ms CSS has 17 years of Maths tuition experience. She has a Bachelor’s in Mathematics from NUS (2nd Upper Class Honours). Ms CSS’s private tuition students attended Si Ling Primary School, Raffles Girls’ Primary School, Northland Secondary School, Catholic High School Integrated Programme, Anglo-Chinese Junior College, and Raffles Institution.
Mr TTL has 8 years of Biology tuition experience. He has a Master’s in Microbiology from NTU. His Bachelor’s in Biology was from NUS (2nd Upper Class Honours). Mr TTL was the Head of Biology at a group of tuition centres where he taught for 7 years. Mr TTL’s private tuition students attended Presbyterian High School, Paya Lebar Methodist Girls’ School (Secondary), Nanyang Girls’ High School, National Junior College (Integrated Programme), Anderson Serangoon Junior College, and Victoria Junior College.
Ms NGH has 6 years of Math tuition experience. She has a Bachelor’s in Mathematics from NUS (First Class Honours). Ms NGH was a contract teacher at a top MOE school for 2 years. Her private tuition students attended Zhangde Primary School, Catholic High School – Primary, Teck Whye Secondary School, Maris Stella High School, Nanyang Junior College, and St Joseph’s Institution.
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H2 Math GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims of H2 Mathematics are to enable students to:
(a) acquire mathematical concepts and skills to prepare for their tertiary studies in mathematics, sciences, engineering and other related disciplines
(b) develop thinking, reasoning, communication and modelling skills through a mathematical approach to problem-solving
(c) connect ideas within mathematics and apply mathematics in the contexts of sciences, engineering and other related disciplines
(d) experience and appreciate the nature and beauty of mathematics and its value in life and other disciplines.
ASSESSMENT OBJECTIVES (AO)
There are three levels of assessment objectives for the examination.
The assessment will test candidates’ abilities to:
AO1 Understand and apply mathematical concepts and skills in a variety of problems, including those that may be set in unfamiliar contexts, or require integration of concepts and skills from more than one topic.
AO2 Formulate real-world problems mathematically, solve the mathematical problems, interpret and evaluate the mathematical solutions in the context of the problems.
AO3 Reason and communicate mathematically through making deductions and writing mathematical explanations, arguments and proofs.
SCHEME OF EXAMINATION PAPERS
For the examination in H2 Mathematics, there will be two 3-hour papers, each carrying 50% of the total mark, and each marked out of 100, as follows:
PAPER 1 (3 hours)
A paper consisting of 10 to 12 questions of different lengths and marks based on the Pure Mathematics section of the syllabus.
There will be at least two questions on application of Mathematics in real-world contexts, including those from sciences and engineering. Each question will carry at least 12 marks and may require concepts and skills from more than one topic.
Candidates will be expected to answer all questions.
PAPER 2 (3 hours)
A paper consisting of two sections, Sections A and B.
Section A (Pure Mathematics – 40 marks) will consist of 4 to 5 questions of different lengths and marks based on the Pure Mathematics section of the syllabus.
Section B (Probability and Statistics – 60 marks) will consist of 6 to 8 questions of different lengths and marks based on the Probability and Statistics section of the syllabus.
There will be at least two questions in Section B on application of Mathematics in real-world contexts, including those from sciences and engineering. Each question will carry at least 12 marks and may require concepts and skills from more than one topic.
Candidates will be expected to answer all questions.”
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H1 Math GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims of H1 Mathematics are to enable students to:
(a) acquire mathematical concepts and skills to support their tertiary studies in business and the social sciences
(b) develop thinking, reasoning, communication and modelling skills through a mathematical approach to problem-solving
(c) connect ideas within mathematics and apply mathematics in the context of business and social sciences
(d) experience and appreciate the value of mathematics in life and other disciplines.
ASSESSMENT OBJECTIVES (AO)
There are three levels of assessment objectives for the examination.
The assessment will test candidates’ abilities to:
AO1 Understand and apply mathematical concepts and skills in a variety of problems, including those that may be set in unfamiliar contexts, or require integration of concepts and skills from more than one topic.
AO2 Formulate real-world problems mathematically, solve the mathematical problems, interpret and evaluate the mathematical solutions in the context of the problems.
AO3 Reason and communicate mathematically through making deductions and writing mathematical explanations and arguments.
SCHEME OF EXAMINATION PAPERS
For the examination in H1 Mathematics, there will be one 3-hour paper marked out of 100 as follows:
Section A (Pure Mathematics – 40 marks) will consist of about 5 questions of different lengths and marks based on the Pure Mathematics section of the syllabus.
Section B (Probability and Statistics – 60 marks) will consist of 6 to 8 questions of different lengths and marks based on the Probability and Statistics section of the syllabus.
There will be at least two questions, with at least one in each section, on the application of Mathematics in real-world contexts, including those from business and the social sciences. Each question will carry at least 12 marks and may require concepts and skills from more than one topic.
Candidates will be expected to answer all questions.”
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H3 Math GCE A Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The aims of H3 Mathematics are to enable students to:
(a) acquire advanced problem-solving skills and methods of proof by learning useful mathematical results and techniques to solve non-routine problems and prove statements
(b) develop rigour in mathematical argument and precision in the use of mathematical language through the writing and evaluation of mathematical proofs and solutions
(c) experience and appreciate the practice, value and rigour of mathematics as a discipline.
ASSESSMENT OBJECTIVES (AO)
There are three levels of assessment objectives for the examination.
The assessment will test candidates’ abilities to:
AO1 Understand and apply mathematical concepts, skills and results to solve non-routine problems, including those that may require integration of concepts and skills from more than one topic.
AO2 Understand and apply advanced methods and techniques of proof to establish the truth or falsity of a mathematical statement.
AO3 Reason and communicate in precise mathematical language through the writing and evaluation of mathematical proofs and solutions.
SCHEME OF EXAMINATION PAPERS
For the examination in H3 Mathematics, there will be one 3-hour paper marked out of 100. The paper will consist of 8 to 10 questions of different lengths, and each question is worth 9 to 16 marks.
Candidates will be expected to answer all questions.
CONTENT OUTLINE
Knowledge of the content of H2 Mathematics is assumed.
Students will learn to prove properties and results, and solve non-routine problems involving:
(1) H2 Mathematics content areas
(a) Functions, e.g. graphs, symmetries, derivatives, integrals, differential equations, limiting behaviours, bounds.
(b) Sequences and series, e.g. general terms, sum, limiting behaviours, bounds.
The examples in (a) and (b) above illustrate some types of problems that are based on content in H2 Mathematics.”
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Addition Math (A-Math) GCE O Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The O-Level Additional Mathematics syllabus aims to enable students who have an aptitude and interest in mathematics to:
• acquire mathematical concepts and skills for higher studies in mathematics and to support learning in the other subjects, with emphasis in the sciences, but not limited to the sciences;
• develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem-solving;
• connect ideas within mathematics and between mathematics and the sciences through applications of mathematics; and
• appreciate the abstract nature and power of mathematics.
ASSESSMENT OBJECTIVES
The assessment will test candidates’ abilities to:
AO1 Use and apply standard techniques
• recall and use facts, terminology and notation
• read and use information directly from tables, graphs, diagrams and texts
• carry out routine mathematical procedures
AO2 Solve problems in a variety of contexts
• interpret information to identify the relevant mathematics concept, rule or formula to use
• translate information from one form to another
• make and use connections across topics/subtopics
• formulate problems into mathematical terms
• analyse and select relevant information and apply appropriate mathematical techniques to solve problems
• interpret results in the context of a given problem
AO3 Reason and communicate mathematically
• justify mathematical statements
• provide explanation in the context of a given problem
• write mathematical arguments and proofs”
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Elementary Math (E-Math) GCE O Level curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
The O-Level Mathematics syllabus aims to enable all students to:
• acquire mathematical concepts and skills for continuous learning in mathematics and to support learning in other subjects
• develop thinking, reasoning, communication, application and metacognitive skills through a mathematical approach to problem-solving
• connect ideas within mathematics and between mathematics and other subjects through applications of mathematics
• build confidence and foster interest in mathematics.
ASSESSMENT OBJECTIVES
The assessment will test candidates’ abilities to:
AO1 understand and apply mathematical concepts and skills in a variety of contexts
AO2 organise and analyse data and information; formulate and solve problems, including those in real-world contexts, by selecting and applying appropriate techniques of solution; interpret mathematical results
AO3 solve higher order thinking problems; make inferences; write mathematical explanation and arguments.
SCHEME OF ASSESSMENT
NOTES
1. Omission of essential working will result in loss of marks.
2. Some questions may integrate ideas from more than one topic of the syllabus where applicable.
3. Relevant mathematical formulae will be provided for candidates.
4. Candidates should have geometrical instruments with them for Paper 1 and Paper 2.
5. Unless stated otherwise within a question, three-figure accuracy will be required for answers. This means that four-figure accuracy should be shown throughout the working, including cases where answers are used in subsequent parts of the question. Premature approximation will be penalised, where appropriate.
Angles in degrees should be given to one decimal place.
6. SI units will be used in questions involving mass and measures.
Both the 12-hour and 24-hour clock may be used for quoting times of the day. In the 24-hour clock, for example, 3.15 a.m. will be denoted by 03 15; 3.15 p.m. by 15 15.
7. Candidates are expected to be familiar with the solidus notation for the expression of compound units, e.g. 5 cm/s for 5 centimetres per second, 13.6 g/cm3 for 13.6 grams per cubic centimetre.
8. Unless the question requires the answer in terms of π, the calculator value for π or π = 3.142 should be used.
9. Spaces will be provided in each question paper for working and answers.”
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PSLE Math curriculum and subject syllabuses
Source: Singapore Ministry of Education website
For the most current and more comprehensive information, please refer to the MOE website.
“AIMS
PURPOSE OF THE EXAMINATION
The purpose of the Mathematics examination is to assess pupils’ attainment in mathematics at the end of primary education with respect to the objectives of the Primary Mathematics syllabus.
EXAMINATION FORMAT
The examination consists of two written papers comprising three booklets.
Notes
1. Both papers will be scheduled on the same day with a break between the two papers.
2. Paper 1 comprises two booklets. The use of calculators is not allowed.
3. Paper 2 comprises one booklet. The use of calculators is allowed.
Item Types
Multiple-choice question
For each question, four options are provided of which only one is the correct answer.
The 1-mark multiple-choice questions will be straightforward questions that assess basic concepts and skills of the Primary Mathematics syllabus.
1-mark Short-answer Question
For each question, a candidate has to write his answer in the space provided. Marks are awarded for correct answers. Any unit required in an answer is provided and a candidate has to give his answer in that unit.
The 1-mark short-answer questions will be straightforward questions that assess the basic concepts and skills of the Primary Mathematics syllabus.
2-mark Short-answer question
The question may comprise one or two parts. For each question, a candidate has to write his answer(s) in the space(s) provided. Marks are awarded as follows:
• For questions with two parts, 2 marks are awarded for the correct answers, one mark for each part.
• For questions with one part only, 2 marks are awarded for the correct answer.
If an incorrect answer is given, 1 mark is awarded for the correct method or working shown.
Any unit required in an answer is provided and a candidate has to give his answer in that unit.
Structured / Long-answer Question
For each question, a candidate has to show his method of solution (working steps)
clearly and write his answer(s) in the space(s) provided.”
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