Singapore Maths

[starry0ne]

I have been told that our school in introducing Singapore maths... Has anyone else's school done this.
How has it worked. My DC will be going into year 5 so from what I have watched in youtube..He will miss the basics.

It might depend on which scheme they are thinking of introducing. There are schemes that are based on the Singapore curriculum, but there are an increasing numbers of Singapore style ones based on the new English NC objectives.

Which basics were you worried they might miss.

To be honest I know very little about it.. What I watched on youtube. They said it was about bar system and that it was important to stat with the blocks at primary 1... I don't know what system they are using I am been given this information via my DS...I hope the discuss it at termly meeting next year...I also am a bit concerned my DS does well in maths. It says that they continue practising until everyone understands the basic level so will my son be going over and over the same stuff as maths does come quite easy to him.

We trilled using Singapore bar methods in year 2 this year. We have seen it work will for some pupils when doing word problems - ideal for 'seeing' division and for working out the missing number in addition/subtraction problems. I'm not keen for multiplication

The bar model is the bit that will be most difficult to introduce at year 5, because as you say it builds up from earlier stages. They could probably fill in most of the gaps quickly. If they jump to doing more complicated word problems using bar models than that may be an issue. Personally, I like it as a method, but not sure if I'd choose to introduce it in year 5.

He shouldn't be going over the same stuff. He should be stretched outwards with lots of problem solving, investigation and reasoning work while those that take longer to grasp a subject have time to consolidate their understanding.

Thank you that is really helpful

DD has used it at Y2 and the class I work in has used it at Y4. DD loves it - she is equipped with far more mathematical resilience than she was, and she is able to verbalise her reasoning confidently and in depth.

The Y4 class found it slightly more difficult to adjust. We didn't use the bar method much with them, although we did introduce it a bit. However, we did use the lesson structure which works well. There is a lot more mathematical discussion and reasoning, and the children are becoming far better at explaining what they are doing, rather than just putting numbers in, turning a handle and getting an answer without ever understanding what they are doing and why.

IIRC I think maths mastery recommends starting it from year 1 and introducing it further up the school as the children move up. Makes sense given that the curriculum is supposed to build on what went before and relies on children having mastered the earlier content.

I don't see why some of the underlying principles couldn't be introduced into planning and assessment in later years though.