Mathematics Curriculum

1. The overall aims of the Mathematics Education Key Learning Area (KLA) curriculum are to develop in students:

  • the ability to think critically and creatively, to conceptualise, inquire and reason mathematically, and to use mathematics to formulate and solve problems in daily life as well as in mathematical contexts and other disciplines;
  • the ability to communicate with others, express their views clearly and logically in mathematical language;
  • the ability to manipulate numbers, symbols and other mathematical objects;
  • number sense, symbol sense, spatial sense, measurement sense and the capacity to appreciate structures and patterns; and
  • a positive attitude towards mathematics learning and an appreciation of the aesthetic nature and cultural aspect of mathematics.

2. The focal points of curriculum renewal mentioned in the previous chapter, including the promotion of STEM education, Information Technology in Education and Language across the Curriculum, echo the aims of developing students’abilities to formulate and solve problems in daily life and other disciplines, ability to communicate with others clearly and logically. The development of Generic Skills and positive values and attitudes, being a continuous emphasis, is also a part of the curriculum aims.

  • Learning Targets
  • Number Strand
  • Algebra Strand
  • Measures Strand
  • Shape and Space Strand
  • Data Handling Strand
  • Generic Skills

Generic skills are fundamental in enabling students to learn how to learn. They can be seen as both process skills and learning outcomes in the Mathematics Education KLA. They are developed through the learning and teaching of mathematics and serve as a means to help students acquire and master the mathematical knowledge and concepts.

  • Nine generic skills
  • Collaboration skills
  • Communication skills
  • Creativity
  • Critical thinking skills
  • Information technology skills
  • Mathematical skills
  • Problem solving skills
  • Self-learning skills
  • Self-management skills
  • Values and Attitudes
  • Display perseverance in solving challenging mathematical problems.
  • show respect for and acceptance to others in seeking different solutions to a mathematical problem, or in comparing strategies for completing a mathematical project/task.
  • Understand and take up one’s responsibilities in group work and develop a sense of commitment by taking up different roles for completing group tasks.
  • Foster a sense of integrity in discussing the misuse of statistics in different social contexts.
  • Think independently in solving mathematical problems.
  • Share ideas and experience, and work co-operatively with others in accomplishing mathematical tasks and solving mathematical problems.
  • be open-minded, willing to listen to others in the discussion of mathematical problems, respect others' opinions, and value and appreciate others' contributions.
  • Develop interest in learning mathematics.
  • Show keenness to participate in mathematical activities.
  • Show confidence in applying mathematical knowledge in daily life, clarifying one's argument and challenging others' statements.
  • Appreciate the preciseness, aesthetic and cultural aspects of mathematics and the role of mathematics in human affairs.
  • Developing Generic Skills, and Positive Values and Attitudes.

Generic skills, values and attitudes are not developed in a vacuum. They are expected to be fostered through the learning of mathematical knowledge in the content areas. It is desirable for teachers to help students cultivate them through planned learning activities. Figure illustrates how they intertwine to form a reference grid.