The introduction of calculators at P5 and P6 aims to :

Achieve a better balance between emphasis on computational skills and problem solving skills in teaching and learning and in assessment;

Widen the repertoire of teaching and learning approaches to facilitate the use of investigations

and problems in authentic situations; and

Help students, particularly those with difficulty learning mathematics, develop greater confidence in doing mathematics.

RATIONALE

CALCULATOR ACTIVITY - Example

To solve real-life problem – Budget Tour

Your family is planning for a holiday. Look at the different packages offered in the newspaper and work out a budget for your family.

CALCULATOR ACTIVITY - Example

To explore – Broken key on calculator

Your calculator has a broken key. How do you show 55 on your calculator without using the broken key? Find as many ways as you can of showing the number 55 on your calculator.

5

CALCULATOR ACTIVITY - Example

To investigation the approximate value of π

1. Draw a circle (or use real objects such as a CD or a plate) and measure its diameter (D) and its circumference (C) using a piece of string.

2. Divide the circumference of the circle (C) by its diameter (D).

3. Compare your answer with their friends’. Do you notice that

this value is about the same for any circle? Let’s call it π.

IMPLEMENTATION SCHEDULE

Year of implementation

Level of implementation

2008 P5 Mathematics P5 Foundation Mathematics

2009 P6 Mathematics P6 Foundation mathematics

The use of calculators created a computational advantage and more often resulted in the selection of a proper approach to a solution in problem solving.

Students in elementary schools who used calculators possessed better attitudes and had better self-concepts in mathematics.

There were significant differences in problem solving, computation, and conceptual understanding, favouring students who used calculators to those who did not.

RESEARCH FINDINGS

2007 SYLLABUS

The four operations will continue to receive emphasis at all levels. This will ensure that students develop basic numeracy skills and acquire a strong foundation in arithmetic.

Estimation and mental calculation skills will continue to be part of the syllabus, as these skills are required to check the reasonableness of answers obtained from calculators.

PREPARATION FOR THE IMPLEMENTATION

Workshops on the use of calculators in primary mathematics have been conducted to equip teachers with the knowledge and skills to integrate and make effective use of calculators in the teaching and learning of mathematics.

Resource materials such as textbooks and teaching and learning guide have been updated in time for the implementation of the revised syllabus.

CALCULATORS IN PSLE

To align the assessment with the curriculum, calculators will be allowed in one part of the Primary School Leaving Examination (PSLE) Mathematics and Foundation Mathematics examinations from 2009.

CHANGES IN PSLE FORMAT

As calculators will be allowed in one part of the examination, there is a need to restructure the examination format into two papers: –

Paper 1 is the non-calculator component to ensure that important computational skills continue to receive emphasis

Paper 2 is the component which allows the use of calculators.

The two papers will be taken on the same day with an administrative break between the papers.

CHANGES IN PSLE FORMAT

There is no change in the item types and in the weighting and number of questions for each type from the current format.

The demand and difficulty level of the papers in the new format will be maintained and kept comparable with those of the previous years’ papers.

TYPES OF CALCULATORS

Only calculators that are approved by the Singapore Examinations & Assessment Board (SEAB) will be

allowed in the examination.

The list of calculators is available on SEAB’s website: http://www.seab.gov.sg

To maintain continuity from primary to secondary education, these calculators can also be used at the secondary level.