Excel in MathsTeaching Method
Algebra skills
As a Mathematics enrichment centre, we strive to provide excellence in our training programs for Maths. We say training, rather than tuition. Our operating philosophy and programs are definitely geared toward training, rather than tuition. Tuition implies a short-term, narrow outcome / goal. On the other hand, training implies skill building and gradual, longer-term capability development. We make it a point to stress to parents inquiring about our programs that we are NOT a tuition centre; rather we are a training centre, and the difference between the two is fundamental in nature.

In recent years we have seen the emergence of adaptive learning systems and methods, and at NumberLinks this is a feature of our Foundation Maths program. Actually such learning systems have been successfully used for adult learning for many years. Adaptive learning systems and methods mean that the instruction/instructor paces with the student rather than the other way around. This makes for more independent learning, and often better understanding of the content, in comparison to instructor-led learning. The instructor becomes a coach, a facilitator to the individual learner. However, it requires that the instructor be not only an expert at the content, but also knowledgeable with the student learner at his or her level in the learning journey. Only then can the learning facilitation be effectively applied.
Another concept in learning that is adopted in the Foundation Maths program at NumberLinks is that the curriculum is arranged sequentially through many linked levels. The curriculum schema is logically arranged and Maths rules and concepts are learnt in building-block fashion. This approach provides strong grounding in the fundamentals before more complex concepts are dealt with.

In the Analysis Maths program, students are grouped according to their learning styles. Again different from tuition programs, our programs are paced according to the learning speed of the child – fast, medium and slower learners. Up to four levels may apply, depending on the age/school level. This categorisation has been carefully developed over the years and found to be most effective. We avoid having the problems of having slower learners mixed in with faster learners and upsetting the class balance. As part of our core policy, we have adopted this practice even as it requires a high level of instructor ability, experience and capability to ascertain the learning style of every individual student.

In a training paradigm, time is a major element. Just as training for a marathon is hardly possible within a few months to gain good results, training to develop Maths abilities to meet major Singapore public examinations such as the PSLE typically require 18-24 months; hence we start our training for PSLE Maths from Primary 4. By early in Primary 6 level, we would have typically finished the syllabus and are on to revision.
Primary School Maths
Maths tuition in Bishan
Practice makes perfect they say, and our students go through many exam drills to achieve as high a level of confidence they can when facing the real thing. Exam strategies are also taught during these drills and students learn to cope with working under the pressure of time. Similarly, after the PSLE examinations, NumberLinks’ students in Primary 6 return in November for 8-week long workshops to develop their abilities in algrebra, which is the backbone of Secondary School Maths.

All learning sessions at NumberLinks are done in small groups, comprising not more than 10 students for the Foundation Maths program, and not more than 12 students for the Analysis Maths program. For the Analysis Maths program, once a particular session's student capacity is filled, new students are offered alternate sessions that are still open. That way dilution of instructor attention is avoided. In addition, new students are assessed in terms of how they phase into the classes and feedback is given to parents. These are but some of the finer touches we practice at NumberLinks which help students integrate comfortably into our programs.

At the end of the day, it is the joyful experience in learning that will sustain interest and help motivate the child to develop his or her abilities. There are many tools and learning systems for Maths on the market today. It is our belief that these are but secondary, as the learning dynamics of each child demand accurate assessments and innovative methods on the part of the educator. As the old adage goes, a fool with a tool is still a fool. But a craftsman with a (good) tool can perform magic.
Maths skills training