MATHEMATICS

SYLLABUS
Pre-University
H2 Further Mathematics

Implementation starting with

2016 Pre-University One Cohort

© 2015 Curriculum Planning and Development Division.

This publication is not for sale. Permission is granted to reproduce this
publication in its entirety for personal or non-commercial educational use
only. All other rights reserved.
CONTENTS
Page
1. INTRODUCTION
 Importance of Mathematics 1
 Discipline of Mathematics 1
 Learning of Mathematics 1
 Mathematics at the A-Level 1
 Mathematics Framework 2
 Mathematics and 21CC 5

2. CONTENT: H2 FURTHER MATHEMATICS (FROM 2016)

 Preamble 6
 Syllabus Aims 6
 Content Description 6
 Applications and Contexts 7
 Table of Topic/Sub-topic and Content 9

3. PEDAGOGY
 Principles of Teaching and Learning 15
 Learning Experiences 15
 Teaching and Learning Approaches 16

4. ASSESSMENT
 Role of Assessment 17
 Classroom Assessments 17
 GCE A-Level National Examination 17

5. USEFUL REFERENCE BOOKS 20

1. INTRODUCTION

Importance of Mathematics

Mathematics contributes to the developments and understanding in many disciplines. It is

used extensively to model the real world, create new products and services and support
data-driven decisions. A good foundation in mathematics and a keen appreciation of its
potential give one a competitive edge over others.

Discipline of Mathematics

Mathematics is a study about quantities, space, patterns, relationships, chance and

abstractions. Mathematical knowledge is established through rigorous proofs, derived from
axioms and definitions through logical argument and reasoning. Mathematical statements
or claims should be challenged and remain as conjectures until they are proven to be true.

Mathematics can be seen as a language. It is used to express, communicate and share ideas,
within the scientific communities as well as with the general public. It has its own set of
notations, symbols, and terminologies. It is a language that strives to be precise and concise.

The applications of mathematics transcend its own boundary, into the daily life, the real
world and other disciplines. It is more than just computations. Mathematics is a powerful
tool to model real world phenomena. But it has its limitations, as often mathematical
models cannot capture all the complexities of real world.

Learning of Mathematics

The learning of mathematics should honour the nature of the discipline and its practices.
Students should therefore learn to justify their solutions, give reasons to support their
conclusions and prove mathematical statements. They should also learn to communicate
mathematically, construct and discuss mathematical statements, and use the language of
mathematics to develop and follow a logical chain of reasoning. In applying mathematics to
solve real world problems, they should learn to formulate models, be aware of the
limitations of these models and exercise care in the interpretation of mathematics solutions.
Such learning experiences will provide students a glimpse of what being a mathematician is
like and what mathematics is about.

Mathematics at the A-Level

In Singapore, mathematics education at the A-level plays an important role in laying the
foundation for building a pool of highly skilled and analytical workforce, especially in STEM-
related areas. From the period of rapid industrialisation in the 80’s to the current day of
knowledge intensive industries, it continues to be highly valued by stakeholders and
students preparing for tertiary education. Although mathematics is an optional subject at
the A-level, it is offered by nearly all students.

1
The purpose of learning mathematics at the A-level is two-fold. Firstly, it provides students,
regardless of the intended course of study at the university, with a useful set of tools and
problem solving skills to support their tertiary study. Secondly, learning mathematics
exposes students to a way of thinking that complements the ways of thinking developed
through other disciplines. This contributes to the development of a well-rounded individual
who is able to think deeply, broadly and differently about problems and issues.

A suite of syllabuses is available to students at the A-level. The syllabuses are:

 H1 Mathematics;
 H2 Mathematics;
 H2 Further Mathematics; and
 H3 Mathematics.

The suite of syllabuses is designed for different profiles of students, to provide them with
options to learn mathematics at different levels, and to varying breadth, depth or
specialisation so as to support their progression to their desired choice of university courses.

Mathematics Framework

The Mathematics Framework sets the direction for curriculum and provides guidance in the
teaching, learning, and assessment of mathematics. The central focus is mathematical
problem solving, that is, using mathematics to solve problems. The curriculum stresses
conceptual understanding, skills proficiency and mathematical processes, and gives due
emphasis to attitudes and metacognition. These five components are inter-related.
Beliefs
Interest
Monitoring of one’s own thinking
Appreciation
Self-regulation of learning
Confidence
Perseverance

Numerical calculation
Algebraic manipulation Reasoning, communication and
Spatial visualisation connections
Data analysis Applications and modelling
Measurement Thinking skills and heuristics
Use of mathematical tools
Estimation
Numerical
Algebraic
Geometric
Statistical
Probabilistic
Analytical

2
  Concepts

At the A-level, students continue to study concepts and skills in the major strands of
mathematics, which provide the building blocks for the learning of advanced
mathematics, with varying breadth and depth depending on the syllabuses. These major
strands include Algebra, Calculus, Vectors, and Probability and Statistics, which are rich
in applications within mathematics and in other disciplines and the real world. These
content categories are connected and interdependent.

 Skills

Mathematical skills refer to numerical calculation, algebraic manipulation, spatial

visualisation, data analysis, measurement, use of mathematical tools, and estimation.
The skills are specific to mathematics and are important in the learning and application
of mathematics. In today’s classroom, these skills also include the abilities to use
spreadsheets and other software to learn and do mathematics.

 Processes

Mathematical processes refer to the skills involved in acquiring and applying

mathematical knowledge. These include reasoning, communication and connections,
applications and modelling, and thinking skills and heuristics that are important in
mathematics.

Reasoning, communication and connections

 Mathematical reasoning refers to the ability to analyse mathematical situations

and construct logical arguments.
 Communication refers to the ability to use mathematical language to express
mathematical ideas and arguments precisely, concisely and logically.
 Connections refer to the ability to see and make linkages among mathematical
ideas, between mathematics and other subjects, and between mathematics and
the real world.

Applications and modelling

Exposing students to applications and modelling enhances their understanding and

appreciation of mathematics. Mathematical modelling is the process of formulating
and improving a mathematical model1 to represent and solve real-world problems.
Through mathematical modelling, students learn to deal with complexity and
ambiguity by simplifying and making reasonable assumptions, select and apply
appropriate mathematical concepts and skills that are relevant to the problems, and
interpret and evaluate the solutions in the context of the real-world problem.

1
A mathematical model is a mathematical representation or idealisation of a real-world situation. It can be as complicated as a system of
equations or as simple as a geometrical figure. As the word “model” suggests, it shares characteristics of the real-world situation that it
seeks to represent.

3
 Mathematical Modelling Process

Real World Formulating Mathematical World

 Understand the problem
 Make assumptions to
simplify the problem
 Represent the problem
Real-World Problem mathematically Mathematical
Model

Solving
Reflecting  Select and use appropriate
 Reflect on the real-world mathematical methods
solution and tools (including ICT)
 Improve the model  Solve the problem and
present the solution

Real-World Solution Mathematical

Solution
Interpreting
 Interpret the mathematical
solution in the context of
the real-world problem
 Present the solution of the
real-world problem

Thinking skills and heuristics

Thinking skills refers to the ability to classify, compare, analyse, identify patterns and
relationships, generalise, deduce and visualise. Heuristics are general strategies that
students can use to solve non-routine problems. These include using a
representation (e.g. drawing a diagram, tabulating), making a guess (e.g. trial and
error/ guess and check, making a supposition), walking through the process (e.g.
working backwards) and changing the problem (e.g. simplifying the problem,
considering special cases).

 Metacognition

Metacognition, or thinking about thinking, refers to the awareness of, and the ability
to control one's thinking processes, in particular the selection and use of problem-
solving strategies. It includes monitoring of one's own thinking, and self-regulation of
learning.

 Attitudes

Attitudes refer to the affective aspects of mathematics learning such as:

 beliefs about mathematics and its usefulness;
 interest and enjoyment in learning mathematics;
 appreciation of the beauty and power of mathematics;

4
  confidence in using mathematics; and
 perseverance in solving a problem.

In the A-level mathematics curriculum, there is an emphasis on the development of

mathematical processes, in particular, reasoning, communications and modelling.

Mathematics and 21st Century Competencies (21CC)

Learning mathematics (undergirded by the Mathematics Framework) supports the

development of 21CC and the Desired Outcomes of Education. Students will have
opportunities to experience mathematical investigation, reasoning, modelling and
discourse, working individually as well as in groups, and using ICT tools where appropriate in
the course of learning and doing mathematics. Through these experiences, students learn to
think critically and inventively about the problems and their solutions, communicate and
collaborate effectively with their peers in the course of learning, use technological tools and
manage information2. The choice of contexts for the problems in the various syllabuses can
help raise students’ awareness of local and global issues around them. For example,
problems set around population issues and health issues can help students understand the
challenges faced by Singapore and those around the world3. Assessment will also play a part
in encouraging students to pay attention to the 21CC. Classroom and national assessment
would require students to think critically and inventively and communicate and explain their
reasons effectively when they solve problems; and not just recalling formulae and
procedures and performing computations.

2
These opportunities, e.g. thinking critically and inventively, collaborating effectively with their peers are related to the Desired Outcomes
of Education: A confident person, a self-directed learner, and an active contributor.
3
These are related to the Desired Outcomes of Education: A concerned citizen.

5
2. CONTENT: H2 FURTHER MATHEMATICS (FROM 2016)

Preamble

Mathematics drives many of the advancements in science, engineering, economics and

technology. It is at the heart of many of the innovative products and services today. A strong
grounding in mathematics is essential for students who aspire to be scientists, engineers or
any other professionals who require mathematical tools to solve complex problems.

H2 Further Mathematics is designed for students who are mathematically-inclined and who
intend to specialise in mathematics, science, engineering or disciplines with higher demand
on mathematical skills. It extends and expands on the range of mathematics and statistics
topics in H2 Mathematics and provides these students with a head start in learning a wider
range of mathematical methods and tools that are useful for solving more complex
problems in mathematics and statistics.

H2 Further Mathematics is to be offered with H2 Mathematics as a double mathematics

course.

Syllabus Aims

The aims of H2 Further Mathematics are to enable students to:

(a) acquire a wider range of mathematical concepts and stronger set of mathematical
skills for their tertiary studies in mathematics, sciences, engineering and other
related disciplines with a heavier demand on mathematics;
(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; and
(d) experience and appreciate the rigour and abstraction in the discipline.

Content Description

H2 Further Mathematics comprises 3 content strands, namely, Algebra and Calculus,

Discrete Mathematics, Matrices and Numerical Methods, and Probability and Statistics.

a) Algebra and Calculus plays a central role in the understanding, development and
applications of many branches of mathematics. The strand adds breadth and depth
to the topics taught in H2 Mathematics by broadening and deepening the
understanding of important mathematical concepts and opening up a wider range of
applications that may be useful for the students. It will include mathematical
induction, polar curves, conic sections and additional topics in complex numbers and
calculus. Through these topics, students will be exposed to a wider range of
applications in science and engineering, and develop stronger reasoning skills
through the writing of mathematical proof.

6
 b) Discrete Mathematics focuses on discrete structures that have many modern real-
world applications, especially in computing. Numerical Methods provide useful tools
and algorithms to solve problems where exact solutions are not available. This
strand adds breadth by introducing problems of discrete nature, in addition to the
continuous ones that require calculus, and an ‘algorithmic approach’ to problem
solving in addition to the analytic or algebraic approach that could expose students
to basic programming. It will include the study of recurrence relations, matrices and
linear spaces and algorithms to solve problems.

c) Probability and Statistics provides the concepts, skills and models to study
phenomena where randomness, chance and uncertainty are present. This strand
adds breadth and depth to the topics taught in H2 Mathematics by broadening and
deepening the understanding of important probability and statistical concepts and
offering a larger statistical toolkit that may be useful for future studies and research
work. The topics include more statistical and probability models (e.g. general and
special continuous random variables such as exponential distribution, additional
discrete probability model such as Poisson) and a wider range of applications and
statistical methods (e.g. paired sampled tests, non-parametric tests, chi-squared
tests) that will be useful in areas as far ranging as genetics and politics.

There are many connections that can be made between the topics within each strand and
across strands, even though the syllabus content are organised in strands. These
connections will be emphasised so as to enable students to integrate the concepts and skills
in a coherent manner to solve problems.

Knowledge of the content of H2 Mathematics is assumed.

Applications and Contexts

As H2 Further Mathematics is designed for students who intend to specialise in

mathematics, science, engineering or disciplines with higher demand on mathematical skills,
students will be exposed to the applications of mathematics in the sciences and
engineering, so that they can appreciate the value and utility of mathematics in these likely
courses of study.

The list below illustrates the kinds of contexts that the mathematics learnt in the syllabus
may be applied. It is by no means exhaustive.

Applications and contexts Some possible topics involved

Kinematics and dynamics (e.g. free fall, Functions; Calculus; Vectors
projectile motion, orbital motion, collisions)
Movie graphics Vectors
Optics (design of mirrors) Functions; Conic Sections
Optimisation problems (e.g. maximising Inequalities; System of linear equations;
strength, minimising surface area) Calculus
Electrical circuits (including alternating Complex numbers; Calculus
current circuit)

7
 Population growth (e.g. spread of diseases), Differential equations
radioactive decay, heating and cooling
problems, mixing, chemical changes,
charging
Search engines, cryptography, digital music Matrices and linear spaces
Financial Mathematics (e.g. banking, Sequences and series; Probability; Sampling
insurance) distributions
Standardised testing Normal distribution; Probability
Market research (e.g. consumer Sampling distributions; Hypothesis testing;
preferences, product claims) Correlation and regression
Clinical research (e.g. correlation studies) Sampling distributions; Hypothesis testing;
Correlation and regression
Polling Confidence intervals; Hypothesis testing
Genetics Chi-square tests

While students will be exposed to applications and contexts beyond mathematics, they are
not expected to learn them in depth. Students should be able to use given information to
formulate and solve the problems, applying the relevant concepts and skills and interpret
the solution in the context of the problem.

8
 Topic / Sub-topic and Content Learning Experiences and Applications
1 Algebra and Calculus

1.1 Mathematical induction Examples of what students would do as part of

their learning:
 Use of method of mathematical induction to
establish a given result involving series and (1) identify features of mathematical
recurrence relations, derivatives, inequalities, statements that can be proved by
or divisibility induction;
 Formulation of conjectures (2) explain the logic of mathematical
induction;
(3) relate induction to the idea of domino
effect; and
(4) critique and correct erroneous ‘proofs’.

1.2 Complex numbers Examples of what students would do as part of

their learning:
 Geometrical effects of conjugation, addition,
subtraction, multiplication and division of (1) relate the conjugation, addition and
complex numbers subtraction of complex numbers to that of
 Loci of simple equations and inequalities such reflection, addition and subtraction of
as |z  c| r , |z  a||z  b| and vectors respectively;
arg(z  a)   (excluding loci of (2) discover the geometrical effect of
|z  a| k|z  b|, where k  1 and multiplying/dividing two complex numbers
using a dynamic geometry tool;
arg(z  a)  arg(z  b)   )
(3) explore the application of complex
 Use of de Moivre’s theorem to find the numbers e.g. in electrical circuits, fractals
powers and nth roots of a complex number, generation;
and to derive trigonometric identities (4) discuss the efficacy of using complex
numbers to prove trigonometric identities;
and
(5) read about the use of complex numbers in
the CORDIC algorithm used in calculators.

1.3 Polar curves and conic sections Examples of what students would do as part of
their learning:
 Simple polar curves ( 0    2 or     
or a subset of either of these intervals) (1) discuss essential characteristics of a co-
 Definitions and defining geometrical ordinate system to locate points on a
properties of conic sections, including their plane;
general equations: (2) propose alternative methods (other than
the Cartesian coordinates) of locating a
Circle (x  h)2  (y  k)2  r 2
point before being introduced to polar
(x  h)2 (y  k)2 coordinates;
Ellipse  1
a 2
b 2 (3) investigate the symmetries (x, and y-axes
and about pole) of a polar curve using a
Parabola (x  h)2  4 p(y  k), p  0;
graphing tool;
(y  k)  4 p(x  h), p  0
2 (4) investigate the geometrical properties
(loci, reflection, eccentricity, directrix) of a
(x  h)2 (y  k)2 conic section using a dynamic geometry
Hyperbola   1;
a2 b2 tool;

9
 Topic / Sub-topic and Content Learning Experiences and Applications
(5) explain the proofs of the geometrical
(y  k)2 (x  h)2
 1 properties of conic sections; and
b2 a2 (6) model and solve problems related to
 Conic sections in polar form given by
parabolic and hyperbolic mirrors, and
ep ep
r or r  , where e  0 orbits of planets.
1  ecos 1  esin
is the eccentricity and | p| is the distance
between the focus (pole) and the directrix

1.4 Applications of definite integrals Examples of what students would do as part of

their learning:
1
 Use of formula A   r 2 d for the area of a
2 (1) read and explain the derivation of the
sector cylindrical shell method;
 Arc length of curves defined in cartesian, (2) identify when the cylindrical method is
parametric or polar form more appropriate than the disc method;
 Volume of revolution about the x- or y-axis (3) compare different ways of finding areas of
for curves defined in cartesian or parametric circles and ellipses using both the polar
form using discs or shells as appropriate and Cartesian forms;
 Surface area of revolution about the x- or y- (4) solve problems related to the flight path of
axis for curves defined in cartesian or a projectile, work done or turning force;
parametric form and
(5) model and solve problems related to the
concept of mean value such as finding the
centre of mass, moment of inertia of a
solid object.

1.5 Differential equations Examples of what students would do as part of

their learning:
 Analytical solution of first order and second
order linear differential equations of the (1) explore and discuss the characteristics of a
form: family of solution curves using a graphing
dy tool e.g. the locus of stationary points of
(i) = f(x) g(y)
dx dy 1
 y  x lies on the curve y  x 2 ;
dy dx x
(ii)  p(x)y  q(x), using an integrating
dx (2) model and solve problems related to the
factor spread of diseases or population growth,
2
dy dy with competition and harvesting; and
(iii) 2 a  by  0 (3) model and solve problems related to the
dx dx
motion of particles that involves
d2 y dy
(iv)  a  by = f(x) , where f(x) is a resistance, free or driven oscillation and
dx 2 dx damping.
polynomial or pekx or
p cos(kx)  q sin(kx)
including those that can be reduced to the
above by means of a given substitution
 Relationship between the solution of a non-
homogenous equation and the associated
homogenous equation
 Family of solution curves

10
 Topic / Sub-topic and Content Learning Experiences and Applications
 Exponential growth model
 Logistic growth model with harvesting

2 Discrete Mathematics, Matrices and Numerical Methods

2.1 Recurrence relations Examples of what students would do as part of

their learning:
 Sequence generated by a simple recurrence
relation, including the use of graphing (1) relate the concepts of arithmetic and
calculator to generate the sequence defined geometric progressions to the concepts of
by the recurrence relation recurrence relations;
 Behaviour of a sequence, such as the limiting (2) investigate the behaviour of a sequence
behaviour of a sequence defined by a recurrence relation of the
 Solution of form xn 1  f( xn ) and
(i) First order linear (homogeneous and un1  aun  b, b  , a  0 using a
non-homogeneous) recurrence relations
spreadsheet or an equivalent tool;
with constant coefficients of the form
(3) formulate the Fibonacci sequence as a
un  aun 1  b, a, b  , a  0
second order recurrence relation;
(ii) Second order linear homogeneous (4) relate the solutions of recurrence relations
recurrence relations with constant to those of corresponding differential
coefficients equations;
 Modelling with recurrence relations of the (5) model and solve problems involving
forms above population growth, investment or loan on
a discrete time scale; and
(6) compare discrete and continuous models
and discuss the advantages or
disadvantages of both.

2.2 Matrices and linear spaces Examples of what students would do as part of
their learning:
 Use of matrices to represent a set of linear
equations (1) relate the concept of the solution space of
 Operations on 3  3 matrices a system linear equations to the
 Determinant of a square matrix and inverse of intersection of planes;
a non-singular matrix (2  2 and 3  3 matrices (2) relate the concept of rank, dimension of
only) the null space and the order of the 3  3
 Use of matrices to solve a set of linear matrix to the relationship and intersection
equations (including row reduction and of planes;
echelon forms, and geometrical (3) apply the concept of eigenvalues and
interpretation of the solution) eigenvectors to find higher powers of a
 Linear spaces and subspaces, and the axioms matrix used to model a recurrence
(restricted to spaces of finite dimension over relation; and
the field of real numbers only) (4) read about the use of matrices in the
 Linear independence computation of the Page Rank in the
 Basis and dimension (in simple cases), Google search engine.
including use of terms such as ‘column space’,
‘row space’, ‘range space’ and ‘null space’
 Rank of a square matrix and relation between
rank, dimension of null space and order of the

11
 Topic / Sub-topic and Content Learning Experiences and Applications
matrix
 Linear transformations and matrices from
n
 m
 Eigenvalues and eigenvectors of square
matrices ( 2  2 and 3  3 matrices, restricted
to cases where the eigenvalues are real and
distinct)
 Diagonalisation of a square matrix M by
expressing the matrix in the form QDQ 1 ,
where D is a diagonal matrix of eigenvalues
and Q is a matrix whose columns are
eigenvectors, and use of this expression such
as to find the powers of M

2.3 Numerical methods Examples of what students would do as part of

their learning:
 Location of roots of an equation by simple
graphical or numerical methods (1) suggest ways to find the solution of
 Approximation of roots of equations using x  cos x ;
linear interpolation and Newton-Raphson (2) propose methods of obtaining
method, including cases where each method approximate solutions to equations with
fails to converge to the required root no exact solution, before learning
 Iterations involving recurrence relations of numerical methods;
the form xn1  F (xn ) , including cases where (3) implement linear interpolation or Newton-
the method fails to converge Raphson method using a spreadsheet for
 Approximation of integral of a function using the simple case of x  cos x ; and
the trapezium rule and Simpson’s rule (4) implement Euler and improved Euler
 Approximation of solutions of first order method for a simple differential equation
differential equations using Euler method using a spreadsheet or by writing a
(including the use of the improved Euler program.
formula)

3 Probability and Statistics

3.1 Discrete random variables Examples of what students would do as part of

their learning:
 Use of Poisson distribution Po( ) and
geometric distribution Geo(p) as probability (1) prove the probability distribution functions
models, including conditions under which for Poisson and geometric distributions
each distribution is a suitable model and derive their means and variances;
 Mean and variance for Poisson and (2) verify that the binomial distribution
geometric distributions converges to a Poisson distribution as n
 Additive property of the Poisson distribution increases with np being constant using a
statistical tool;
(3) prove the “memory-less property” of the
geometric distribution and explain its
implications on real-world situations;
(4) model and solve problems related to the
number of occurrences of a rare event e.g.

12
 Topic / Sub-topic and Content Learning Experiences and Applications
accident, infection, reliability; and
(5) model and solve problems related to the
waiting time of an event e.g. game of
chance, lifespan in the discrete time scale.

3.2 Continuous random variables Examples of what students would do as part of

their learning:
 Probability density function of a continuous
random variable and its mean and variance (1) prove the “memory-less property” of the
(includes ‘piecewise’ probability density exponential distribution and explain its
function) implications on real-world situations; and
 Cumulative distribution function and its (2) model and solve problems related to the
relationship with the probability density waiting time of an event e.g. game of
function chance, lifespan in the continuous time
 Concepts of median and mode of a scale.
continuous random variable
 Use of the result E(g( X ))  - g(x)f(x) dx in
simple cases, where f(x) is the probability
density function of X and g(x) is a function of
X
 Uniform distribution and exponential
distribution as probability models
 Relationship between Poisson and
exponential distributions

3.3 Hypothesis testing and Confidence intervals Examples of what students would do as part of
their learning:
 Formulation of hypotheses and testing for a
population mean using a small sample drawn (1) suggest ways to determine if a sample
from a normal population of unknown comes from a theoretical distribution
variance using a t-test based on the data given before teaching
 Formulation of hypotheses for the difference the goodness-of-fit test;
of population means, and apply, as (2) suggest ways to determine if two
appropriate: categories are independent based on the
- a 2-sample t-test data given before teaching the test of
- a paired sample t-test independence;
- a test using a normal distribution (3) apply the tests to problems in science or
 Contingency tables and  2 -tests of: social experiments e.g. effect of a new
- goodness of fit drug, intervention program or impact of an
- independence advertisement;
(excluding Yates’ correction for continuity) (4) suggest ways to bound the population
 Connection between confidence interval and mean based on data from a sample
hypothesis test method before introducing the concept of
 Confidence interval for the population mean confidence intervals;
based on: (5) reason intuitively that the length of the
- a random sample from a normal confidence intervals should increase or
population of known variance decrease with the sample size and
- a small random sample drawn from a variance before learning the formula; and
normal population of unknown variance (6) simulate confidence intervals of the mean

13
 Topic / Sub-topic and Content Learning Experiences and Applications
- a large random sample from any from different samples to verify the
population proportion of intervals that contain the
 Confidence interval for population mean.
proportion (including concept of sample
proportion) from a large random sample
 Interpretation of confidence intervals and the
results of a hypothesis test in the context of
the problem

Exclude the use of the term ‘Type I error’,

concept of Type II error and power of a test.

3.4 Non-parametric tests Examples of what students would do as part of

their learning:
 Sign test
 Wilcoxon matched-pair signed rank test (1) discuss situations where a non-parametric
 Advantages and disadvantages of non- test is more suitable than a parametric
parametric tests one; and
(2) compare the results from a non-
parametric and a parametric test.

14
3. PEDAGOGY
Principles of Teaching and Learning

The following principles guide the teaching and learning of mathematics.

 Principle 1: Teaching is for learning; learning is for understanding; understanding is

for reasoning and applying and, ultimately problem solving.

 Principle 2: Teaching should build on the pre-requisite knowledge for the topics; take
cognisance of students’ interests and experiences; and engage them in active and
reflective learning.

 Principle 3: Teaching should connect learning to the real world, harness technology
and emphasise 21st century competencies.

These principles capture the importance of deep and purposeful learning, student-centric
pedagogies and self-directed learning, relevance to the real world, learning with technology
and future orientation towards learning.

Learning Experiences

Learning mathematics is more than just learning concepts and skills. Equally important are
the cognitive and metacognitive process skills. These processes are learned through
carefully constructed learning experiences. The learning experiences stated in Section 2 of
the syllabus link the learning of content to the development of mathematical processes.
They are examples of what students would do as part of their learning. These learning
experiences create opportunities for students to:

a) Engage in mathematical discourse where students actively discuss and construct

mathematical arguments and proofs (e.g. critiquing each other’s proof and
argument) and reason and communicate their understanding using precise
mathematical language;

b) Study a wide range of real-world problems (e.g. using logistic model to study the
spread of a disease) afforded by the concepts and models in the syllabus, with
deeper discussion of the limitations of the model and be engaged in mathematical
modelling tasks, individually or in groups; and

c) Read and discuss mathematics articles that deepen their understanding of concepts
and appreciation of the relevance of mathematics to the real world (e.g. article on
exploring how matrices, eigenvalues and eigenvectors play a part in ranking Internet
search results, how differential equations can be used in determining the
authenticity of paintings).

15
The learning experiences also contribute to the development of 21CC. For example, to
encourage students to be inquisitive, the learning experiences include opportunities where
students discover mathematical results on their own. To support the development of
collaborative and communication skills, students are given opportunities to work together
on a problem and present their ideas using appropriate mathematical language and
methods. To develop habits of self-directed learning, students are given opportunities to set
learning goals and work towards them purposefully.

Teaching and Learning Approaches

To better cater to the learning needs of JC students and to equip them with 21CC, students
would experience a blend of pedagogies. Pedagogies that are constructivist in nature
complement direct instruction. A constructivist classroom features greater student
participation, collaboration and discussion, and greater dialogue between teachers and
peers. Students take on a more active role in learning, and construct new understandings
and knowledge. The teacher’s role is to facilitate the learning process (e.g. through more in-
depth dialogue and questioning) and guide students to build on their prior knowledge, and
provide them with opportunities for more ownership and active engagement during
learning.

Below are examples of possible strategies that support the constructivist approach to
learning:

 Activity based learning e.g. individual or group work, problem solving

 Teacher-directed inquiry e.g. demonstration, posing questions
 Flipped classroom e.g. independent study, followed by class discussion
 Seminar e.g. mathematical discussion and discourse
 Case studies e.g. reading articles, analysing real data
 Project e.g. mathematical modelling, statistical investigation
 Lab work e.g. simulation, investigation using software and application

16
4. ASSESSMENT
Role of Assessment

The role of assessment is to improve teaching and learning. For students, assessment
provides them with information about how well they have learned and how they can
improve. For teachers, assessment provides them with information about their students’
learning and how they can adjust their instruction. Assessment is therefore an integral part
of the interactive process of teaching and learning.

Assessment in mathematics should focus on students’:

 understanding of mathematics concepts (going beyond simple recall of facts);

 ability to draw connections and integrate ideas across topics;
 capacity for logical thought, particularly, the ability to reason, communicate, and
interpret; and
 ability to formulate, represent and solve problems within mathematics and other
contexts.

The purpose of assessments can be broadly classified as summative, formative, and

diagnostic.

 Summative assessments, such as tests and examinations, measure what students

have learned. Students will receive a score or a grade.
 Formative and diagnostic assessments are used to support learning and to provide
timely feedback for students on their learning, and to teachers on their teaching.

Classroom Assessments

Assessments in the mathematics classroom are primarily formative and diagnostic in

purpose. Classroom assessments include the questions teachers asked during lessons, the
homework assigned to students, and class tests given at different times of the academic
year. For these assessments to be formative, feedback to students is important. Students
should use the feedback from these assessments to understand where they are in their
learning and how to improve their learning.

GCE A-Level National Examination

Students will take the national examination in their final year. The national examination is a
summative assessment that measures the level of attainment of the outcomes stated in the
syllabuses.

The national examination code for the paper is 9649. The examination syllabus can be found
in the SEAB website. Important information about the examination is reproduced here.

17
Assessment Objectives (AO)

The assessment will test students’ abilities to:

AO1 Understand and apply a wide range of 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 forming conjectures, making
deductions and constructing rigorous mathematical arguments and proofs.

The examinations will be based on the topic/sub-topic and content list on page 9 – 14.
Knowledge of the content of H2 Mathematics is assumed.

Notwithstanding the presentation of the topics in the syllabus document, it is envisaged that
some examination questions may integrate ideas from more than one topic, and that topics
may be tested in the contexts of problem solving and application of mathematics.

While problems may be set based in contexts, no assumptions will be made about the
knowledge of the contexts. All information will be self-contained within the problem.

Scheme of Examination Papers

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.

Students will be expected to answer all questions.

PAPER 2 (3 hours)
A paper consisting of 2 sections, Sections A and B.

Section A (Pure Mathematics – 50 marks) will consist of 5 to 6 questions of different lengths

and marks based on the Pure Mathematics section (i.e. Algebra & Calculus, and Discrete
Mathematics, Matrices & Numerical Methods) of the syllabus.
Section B (Probability and Statistics – 50 marks) will consist of 5 to 6 questions of different
lengths and marks based on the Probability and Statistics section of the syllabus.

18
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.

Students will be expected to answer all questions.

Use of a graphing calculator (GC)

The use of an approved GC without computer algebra system will be expected. The
examination papers will be set with the assumption that students will have access to GC. As
a general rule, unsupported answers obtained from GC are allowed unless the question
states otherwise. Where unsupported answers from GC are not allowed, students are
required to present the mathematical steps using mathematical notations and not
calculator commands. For questions where graphs are used to find a solution, students
should sketch these graphs as part of their answers. Incorrect answers without working will
receive no marks. However, if there is written evidence of using GC correctly, method
marks may be awarded.

Students should be aware that there are limitations inherent in GC. For example, answers
obtained by tracing along a graph to find roots of an equation may not produce the required
accuracy.

List of formulae and statistical tables

Students will be provided in the examination with a list of formulae and statistical tables.

Mathematical notation

A list of mathematical notation is available at the SEAB website.

19
5. USEFUL REFERENCE BOOKS
Pure - Akopyan, A. V. & Zaslavsky, A. A. (2007). Geometry of conics
Mathematics (Mathematical world). American Mathematical Society.
- Anton, H. (2013). Elementary linear algebra. (11th Ed.). Wiley.
- Blank, B. E. & Krantz, S. G. (2011). Calculus: Single variable. (4 th Ed.).
Wiley.
- Kendig, K. (2005). Conics. The Mathematical Association of America.
- Lay, D. C., Lay, S. R. & McDonald J. J. (2015). Linear algebra and its
applications. (5th Ed.). Pearson.
- Rosen, K. (2011). Discrete mathematics and its applications. (7th Ed.).
McGraw-Hill Education.
- Stewart, J. (2015). Calculus: Early transcendentals. (8th Ed.). Cengage
Learning.
- Zill, D. G. (2013). A first course in differential equations with
modelling applications. (10th Ed.). Brooks Cole.
Probability and - Agresti, A. & Franklin, C. A. (2012). Statistics: The art and science of
Statistics learning from data. (3rd Ed.). Pearson.
- Crawshaw, J. & Chambers, J. (2001). A concise course in advanced
level statistics. (4th Ed.). Nelson Thornes Ltd.
- Dobbs, S. & Miller, J. (2003). Statistics 1, 2. Cambridge University
Press.
- Freedman, D., Pisani, R. & Purves, R. (2007). Statistics. (4th Ed.). W.
W. Norton & Company.
- McClave, J. T. & Sincich, T. T. (2012). Statistics. (12th Ed.). Pearson.
- Walpole, R. E., Myers, R. H., Myers, S. L. & Ye, K. (2012). Probability
& statistics for engineers & scientists. (9th Ed.). Pearson.

*The list is by no means exhaustive as they provide some samples that students can refer to. There
are other reference books that students can use as well.

20