MATHEMATICS

SYLLABUS
Pre-University
Higher 1
Syllabus 8865

Implementation starting with

2020 Pre-University One Cohort

© 2022 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
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Contents
Section 1: Introduction ................................................................................................................. 1
Nature of Mathematics ....................................................................................................................... 2
Importance of Learning Mathematics ................................................................................................ 2
Mathematics at the A-Level ................................................................................................................ 2
Mathematics Curriculum Framework ................................................................................................. 3
Mathematics and 21CC ....................................................................................................................... 6

Section 2: H1 Mathematics Syllabus ............................................................................................. 7

Preamble ............................................................................................................................................. 8
Syllabus Aims ...................................................................................................................................... 8
Content Strands .................................................................................................................................. 8
Applications and Contexts .................................................................................................................. 9
Content ............................................................................................................................................. 10

Section 3: Pedagogy and Formative Assessment ......................................................................... 15

Teaching Processes ........................................................................................................................... 16
Phases of Learning ............................................................................................................................ 17
Formative Assessment ...................................................................................................................... 19
Use of Technology............................................................................................................................. 20

Section 4: Summative Assessment .............................................................................................. 21

Purpose and Assessment Objectives ................................................................................................ 22
National Examination: H1 Mathematics (Syllabus 8865).................................................................. 22
 SECTION 1:
INTRODUCTION

Nature of Mathematics
Importance of Learning Mathematics
Mathematics at the A-Level
Mathematics Curriculum Framework
Mathematics and 21CC

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1. Introduction

Nature of Mathematics

Mathematics can be described as a study of the properties, relationships, operations,

algorithms, and applications of numbers and spaces at the very basic levels, and of abstract
objects and concepts at the more advanced levels. Mathematical objects and concepts, and
related knowledge and methods, are products of insight, logical reasoning and creative
thinking, and are often inspired by problems that seek solutions. Abstractions are what
make mathematics a powerful tool for solving problems. Mathematics provides within itself
a language for representing and communicating the ideas and results of the discipline.

Importance of Learning Mathematics

Mathematics contributes to the developments and understanding in many disciplines and

provides the foundation for many of today’s innovations and tomorrow’s solutions. It is
used extensively to model and understand real-world phenomena (e.g. consumer
preferences, population growth, and disease outbreak), create lifestyle and engineering
products (e.g. animated films, mobile games, and autonomous vehicles), improve
productivity, decision-making and security (e.g. business analytics, academic research and
market survey, encryption, and recognition technologies).

In Singapore, mathematics education plays an important role in equipping every citizen with
the necessary knowledge and skills and the capacities to think logically, critically and
analytically to participate and strive in the future economy and society. In particular, for
future engineers and scientists who are pushing the frontier of technologies, a strong
foundation in mathematics is necessary as many of the Smart Nation initiatives that will
impact the quality of lives in the future will depend heavily on computational power and
mathematical insights.

Mathematics at the A-Level

There are four syllabuses to cater to the different needs, interests, and abilitites of students:
▪ H1 Mathematics;
▪ H2 Mathematics;
▪ H2 Further Mathematics; and
▪ H3 Mathematics.

H1 Mathematics is designed to provide students with a foundation in mathematics and

statistics that will support their business or social sciences studies at the university. It is
particularly appropriate for students without an Additional Mathematics background
because it offers an opportunity for them to learn important mathematical concepts and

Section 1: Introduction P a g e |2
skills in algebra and calculus that are covered in Additional Mathematics. Students will also
learn basic statistical methods that are necessary for studies in business and social sciences.

Assumed knowledge: O-Level Mathematics

Learning mathematics at the A-Level provides students, regardless of the intended course of
study at the university, with a useful set of tools and problem solving skills. It also exposes
students to a way of thinking that complements other ways of thinking developed through
the other disciplines.

Mathematics Curriculum Framework

• Mathematical Problem Solving

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

The central focus of the mathematics curriculum is the development of mathematical

problem solving competency. Supporting this focus are five inter-related components –
concepts, skills, processes, metacognition and attitudes. The framework sets the direction
for and provides guidance in the teaching, learning, and assessment of mathematics.

• Concepts

Mathematical concepts can be broadly grouped into numerical, algebraic, geometric,

statistical, probabilistic, and analytical concepts. These content categories are connected
and interdependent. At different stages of learning and in different syllabuses, the breadth
and depth of the content vary.

Section 1: Introduction P a g e |3
• 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 process skills involved in the process of 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 allow students to connect mathematics to the real world,
enhance understanding of key mathematical concepts and methods, as well as develop
mathematical competencies. 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. [The mathematical modelling process is
shown in the diagram on the following page.]

Thinking skills and heuristics are essential for mathematical problem solving. 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).

1A 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.

Section 1: Introduction P a g e |4
 Mathematical Modelling Process

Real World Mathematical World

Formulating
• Understand the problem
• Make assumptions to
simplify the problem
• Represent the problem
mathematically
Real-World Problem 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

• 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;
▪ confidence in using mathematics; and
▪ perseverance in solving a problem.

Section 1: Introduction P a g e |5
Mathematics and 21CC

Learning of mathematics creates opportunities for students to develop key competencies

that are important in the 21st century. As an overarching approach, the A-Level
mathematics curriculum supports the development of 21st century competencies (21CC) in
the following ways:

1. The content are relevant to the needs of the 21 st century. They provide the
foundation for learning many of the advanced applications of mathematics that are
relevant to today’s world.

2. The pedagogies create opportunities for students to think critically, reason logically
and communicate effectively, working individually as well as in groups, using ICT
tools where appropriate in learning and doing mathematics.

3. The problem contexts 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
world.

Section 1: Introduction P a g e |6
 SECTION 2:
H1 MATHEMATICS SYLLABUS

Preamble
Aims of Syllabus
Content Strands
Applications and Contexts
Content

P a g e |7
2. H1 MATHEMATICS SYLLABUS (FROM 2020)

Preamble

The applications of mathematics extend beyond the sciences and engineering domains. A
basic understanding of mathematics and statistics, and the ability to think mathematically
and statistically are essential for an educated and informed citizenry. For example, social
scientists use mathematics to analyse data, support decision making, model behaviour, and
study social phenomena.

H1 Mathematics provides students with a foundation in mathematics and statistics that will
support their business or social sciences studies at the university. It is particularly
appropriate for students without O-Level Additional Mathematics background because it
offers an opportunity for them to learn important mathematical concepts and skills in
algebra and calculus that were taught in Additional Mathematics. Students will also learn
basic statistical methods that are necessary for studies in business and social sciences.

Syllabus Aims

The aims of H1 Mathematics are to enable students to:

(a) acquire mathematical concepts and skills to support their tertiary studies in business
and the social sciences;
(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 context of business
and social sciences; and
(d) experience and appreciate the value of mathematics in life and other disciplines.

Content Strands

There are 3 content strands in H1 Mathematics, namely, Functions and Graphs, Calculus,
and Probability and Statistics.

a) Functions and Graphs provides the foundation for algebraic and quantitative
reasoning and includes useful topics such as exponential and logarithmic functions,
graphing techniques and tools (e.g. graphing calculators), techniques for solving
equations, inequalities and system of equations.

b) Calculus provides useful tools for analysing and modelling change and behaviour,
and includes basic differentiation and integration concepts, techniques and
applications such as finding optimal value and area under a curve.

Section 2:H1 Maths Syllabus P a g e |8

 c) Probability and Statistics provides the foundation for modelling chance phenomena
and making inferences with data and includes an introduction to counting
techniques, computation of probability, binomial and normal distributions, sampling
and hypothesis testing as well as correlation and regression.

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 should be emphasised as part of teaching and learning, to enable students to
integrate the concepts and skills in a coherent manner to solve problems.

Knowledge of the content of O-Level Mathematics syllabus is assumed in this syllabus.

Applications and Contexts

As H1 Mathematics is designed for students who intend to pursue further studies in

business and social sciences courses, students should therefore be exposed to the
applications of mathematics in business and social sciences, so that they can appreciate the
value and utility of mathematics in these likely courses of study.

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

Applications and contexts Some possible topics involved

Optimisation problems (e.g. maximising Inequalities; System of linear equations;
profits, minimising costs) Calculus
Population growth, radioactive decay Exponential and logarithmic functions
Financial Maths (e.g. profit and cost Equations and inequalities; Probability;
analysis, demand and supply, banking, Sampling distributions; Correlation and
insurance) regression
Games of chance, elections Probability
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

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.

Section 2:H1 Maths Syllabus P a g e |9

Content

Topics/ Sub-topics Content

SECTION A: PURE MATHEMATICS
1 Functions and Graphs
1.1 Exponential and logarithmic Include:
functions and Graphing • concept of function as a rule or relationship where for
techniques every input there is only one output
• use of notations such as f(x) = x2 + 5
• functions ex and ln x and their graphs
• exponential growth and decay
• logarithmic growth
• equivalence of y = e x and x = ln y
• laws of logarithms
• use of a graphing calculator to graph a given function
• characteristics of graphs such as symmetry,
intersections with the axes, turning points and
asymptotes (horizontal and vertical)

Exclude:
• use of the terms domain and range
• use of notation f : x x2 + 5
• change of base of logarithms
1.2 Equations and inequalities Include:
• conditions for a quadratic equation to have (i) two real
roots, (ii) two equal roots, and (iii) no real roots
• conditions for ax2 + bx + c to be always positive (or
always negative)
• solving simultaneous equations, one linear and one
quadratic, by substitution
• solving quadratic equations and inequalities in one
unknown analytically
• solving inequalities by graphical methods
• formulating an equation or a system of linear equations
from a problem situation
• finding the approximate solution of an equation or a
system of linear equations using a graphing calculator

Section 2:H1 Maths Syllabus P a g e | 10

 Topics/ Sub-topics Content
2 Calculus
2.1 Differentiation Include:
• derivative of f(x) as the gradient of the tangent to the
graph of y = f(x) at a point
dy
• use of standard notations f '(x) and
dx
• derivatives of x n for any rational n, ex , ln x , together
with constant multiples, sums and differences
• use of chain rule
• graphical interpretation of f '(x)  0, f '(x) = 0 and
f '(x)  0
• use of the first derivative test to determine the nature
of the stationary points (local maximum and minimum
points and points of inflexion) in simple cases
• locating maximum and minimum points using a
graphing calculator
• finding the approximate value of a derivative at a given
point using a graphing calculator
• finding equations of tangents to curves
• local maxima and minima problems
• connected rates of change problems

Exclude:
• differentiation from first principles
• derivatives of products and quotients of functions
dy 1
• use of =
dx dx
dy
• differentiation of functions defined implicitly or
parametrically
• finding non-stationary points of inflexion
• relating the graph of y = f '(x) to the graph of y = f(x)
2.2 Integration Include:
• integration as the reverse of differentiation
• integration of x n for any rational n, and ex , together
with constant multiples, sums and differences
• integration of (ax + b)n for any rational n, and e(ax + b)
• definite integral as the area under a curve
• evaluation of definite integrals
• finding the area of a region bounded by a curve and
lines parallel to the coordinate axes, between a curve
and a line, or between two curves
• finding the approximate value of a definite integral
using a graphing calculator

Exclude:
• definite integral as a limit of sum

Section 2:H1 Maths Syllabus P a g e | 11

 Topics/ Sub-topics Content
• approximation of area under a curve using the
trapezium rule
• area below the x-axis

SECTION B: PROBABILITY AND STATISTICS

3 Probability and Statistics
3.1 Probability Include:
• addition and multiplication principles for counting
• concepts of permutation ( nPr ) and combination ( nC r )
• arrangements of distinct objects in a line including cases
involving restriction
• addition and multiplication of probabilities
• mutually exclusive events and independent events
• use of tables of outcomes, Venn diagrams, tree
diagrams, and permutations and combinations
techniques to calculate probabilities
• calculation of conditional probabilities in simple cases
• use of:
P (A') = 1 − P (A)
P (A  B) = P (A) + P (B) − P (A  B)
P (A  B)
P (A|B) =
P (B)
3.2 Binomial distribution Include:
• knowledge of the binomial expansion of (a + b)n for
positive integer n
• binomial random variable as an example of a discrete
random variable
• concept of binomial distribution B(n, p) and use of
B(n, p) as a probability model, including conditions
under which the binomial distribution is a suitable model
• use of mean and variance of a binomial distribution
(without proof)

3.3 Normal distribution Include:

• concept of a normal distribution as an example of a
continuous probability model and its mean and
variance; use of N ( , 2 ) as a probability model
• standard normal distribution
• finding the value of P ( X  x1 ) or a related probability
given the values of x1 ,  ,
• symmetry of the normal curve and its properties
• finding a relationship between x1 ,  , given the value
of P ( X  x1 ) or a related probability
• solving problems involving the use of E (aX + b) and
Var (aX + b)

Section 2:H1 Maths Syllabus P a g e | 12

 Topics/ Sub-topics Content
• solving problems involving the use of E (aX + bY ) and
Var (aX + bY ) , where X and Y are independent

Exclude normal approximation to binomial distribution.

3.4 Sampling Include:
• concepts of population and simple random sample
• concept of the sample mean X as a random variable
2
with E ( X ) =  and Var ( X ) =
n
• distribution of sample mean from a normal population
• use of the Central Limit Theorem to treat sample mean
as having normal distribution when the sample size is
sufficiently large (e.g. n ≥ 30)
• calculation of unbiased estimates of the population
mean and variance from a sample, including cases
where the data are given in summarised form  x and
 x2 , or  (x − a) and  (x − a)
2

3.5 Hypothesis testing Include:

• concepts of null hypothesis ( H0 ) and alternative
hypotheses ( H1 ), test statistic, critical region, critical
value, level of significance and p-value
• formulation of hypotheses and testing for a population
mean based on:
- a sample from a normal population of known
variance
- a large sample from any population
• 1-tail and 2-tail tests
• interpretation of 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 testing the difference between two population
means.

Section 2:H1 Maths Syllabus P a g e | 13

 Topics/ Sub-topics Content
3.6 Correlation and Linear Include:
regression • use of scatter diagram to determine if there is a
plausible linear relationship between the two variables
• correlation coefficient as a measure of the fit of a linear
model to the scatter diagram
• finding and interpreting the product moment
correlation coefficient (in particular, values close to −1,
0 and 1)
• concepts of linear regression and method of least
squares to find the equation of the regression line
• concepts of interpolation and extrapolation
• use of the appropriate regression line to make
prediction or estimate a value in practical situations,
including explaining how well the situation is modelled
by the linear regression model

Exclude:
• derivation of formulae
• relationship r 2 = b1 b2 , where b1 and b2 are regression
coefficients
• hypothesis tests
• use of a square, reciprocal or logarithmic transformation
to achieve linearity

Section 2:H1 Maths Syllabus P a g e | 14

 SECTION 3:
PEDAGOGY AND
FORMATIVE ASSESSMENT

Teaching Processes
Phases of Learning
Formative Assessment
Use of Technology

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3. PEDAGOGY AND FORMATIVE ASSESSMENT

Teaching Processes

The Pedagogical Practices of The Singapore Teaching Practice (STP) outlines four Teaching
Processes that make explicit what teachers reflect on and put into practice before, during
and after their interaction with students in all learning contexts.

It is important to view the Pedagogical Practices of the STP in the context of the Singapore
Curriculum Philosophy (SCP) and Knowledge Bases (KB), and also to understand how all
three components work together to support effective teaching and learning.

Taking reference from the SCP, every student is valued as an individual, and they have
diverse learning needs and bring with them a wide range of experiences, beliefs, knowledge,
and skills. For learning to be effective, there is a need to adapt and match the teaching pace,
approaches and assessment practices so that they are developmentally appropriate.

The 4 Teaching Processes are further expanded into Teaching Areas as follows:

Assessment and Feedback Positive Classroom Culture

• Checking for Understanding and • Establishing Interaction and Rapport
Providing Feedback • Maintaining Positive Discipline
• Supporting Self-Directed Learning • Setting Expectations and Routines
• Setting Meaningful Assignments • Building Trust
• Empowering Learners
Lesson Enactment Lesson Preparation
• Activating Prior Knowledge • Determining Lesson Objectives
• Arousing Interest • Considering Learners’ Profile
• Encouraging Learner Engagement • Selecting and Sequencing Content
• Exercising Flexibility • Planning Key Questions
• Providing Clear Explanation • Sequencing Learning
• Pacing and Maintaining Momentum • Deciding on Instructional Strategies
• Facilitating Collaborative Learning • Deciding on Teaching Aids and Learning
• Using Questions to Deepen Learning Resources
• Concluding the Lesson

The Teaching Areas are not necessarily specific to a single Teaching Process. Depending on
the context, some of the Teaching Areas could be considered in another Teaching Process.
The Teaching Processes are undergirded by a constant cycle of application and reflection.

Section 3: Pedagogy & Formative Assessment P a g e | 16

Phases of Learning

The Teaching Areas in STP are evident in the effective planning and delivery of the three
phases of learning - readiness, engagement and mastery.

Section 3: Pedagogy & Formative Assessment P a g e | 17

Readiness Phase

Student readiness to learn is vital to learning success. Teachers have to consider the
following:

• Learning environment
• Students’ profile
• Students’ prior and pre-requisite knowledge
• Motivating contexts

Engagement Phase

This is the main phase of learning where students engage with the new materials to be
learnt (Encouraging Learner Engagement). As students have diverse learning needs and
bring with them a wide range of experiences, beliefs, knowledge and skills, it is important to
consider the pace of the learning and transitions (Pacing and Maintaining Momentum) using
a repertoire of pedagogies.
Three pedagogical approaches form the spine that supports most of the mathematics
instruction in the classroom. They are not mutually exclusive and could be used in different
parts of a lesson or unit. Teachers make deliberate choices on the instructional strategies
(Deciding on Instructional Strategies) based on learners’ profiles and needs, and the nature
of the concepts to be taught. The engagement phase can include one or more of the
following:
• Activity-based Learning
• Inquiry-based Learning
• Direct Instruction

Regardless of the approach, it is important for teachers to plan ahead, anticipate students’
responses, and adapt the lesson accordingly (Exercising Flexibility).

Mastery Phase

The mastery phase is the final phase of learning where students consolidate and extend
their learning. To consolidate, teachers summarise and review key learning points at the end
of a lesson and make connections with the subsequent lesson (Concluding the Lesson). The
mastery phase can include one or more of the following:

• Motivated Practice
• Reflective Review
• Extended Learning

Section 3: Pedagogy & Formative Assessment P a g e | 18

Formative Assessment

Assessment is an integral part of the teaching and learning. It can be formative or

summative or both. Formative assessment or Assessment for Learning (AfL) is carried out
during teaching and learning to gather evidence and information about students’ learning.

The purpose of formative assessment is to help students improve their learning and be self-
directed in their learning. In learning of mathematics, just as in other subjects, information
about students’ understanding of the content must be gathered before, during and after the
lesson.

The outcomes of the mathematics curriculum go beyond just the recall of mathematical
concepts and skills. Since mathematical problem solving is the focus of the mathematics
curriculum, assessment should also focus on students’ understanding and ability to apply
what they know to solve problems. In addition, there should be emphasis on processes such
as reasoning, communicating, and modelling.

The overarching objectives of assessment should focus on students’:

• understanding of mathematical concepts (going beyond simple recall of facts);

• ability to reason, communicate, and make meaningful connections and integrate
ideas across topics;
• ability to formulate, represent and solve problems within mathematics and to
interpret mathematical solutions in the context of the problems; and
• ability to develop strategies to solve non-routine problems.

The process of assessment is embedded in the planning of the lessons. The embedding of
assessment process may take the following forms:

• Class Activities
• Classroom Discourse
• Individual or Group Tasks

Assessment provides feedback for both students and teachers.

• Feedback from teachers to students informs students where they are in their
learning and what they need to do to improve their learning.
• Feedback from students to teachers comes from their responses to the assessment
tasks designed by teachers. They provide information to teachers on what they need
to do to address learning gaps, how to modify the learning activities students engage
in, and how they should improve their instruction.
• Feedback between students is important as well because peer-assessment is useful
in promoting active learning. It provides an opportunity for students to learn from
each other and also allows them to develop an understanding of what counts as
quality work by critiquing their peers’ work in relation to a particular learning
outcome.

Section 3: Pedagogy & Formative Assessment P a g e | 19

Use of Technology

Computational tools are essential in many branches of mathematics. They support the
discovery of mathematical results and applications of mathematics. Mathematicians use
computers to solve computationally challenging problems, explore new ideas, form
conjectures and prove theorems. Many of the applications of mathematics rely on the
availability of computing power to perform operations at high speed and on a large scale.
Therefore, integrating technology into the learning of mathematics gives students a glimpse
of the tools and practices of mathematicians.

Computational tools are also essential for the learning of mathematics. In particular, they
support the understanding of concepts (e.g. simulation and digital manipulatives), their
properties (e.g. geometrical properties) and relationships (e.g. algebraic form versus
graphical form). More generally, they can be used to carry out investigation (e.g. dynamic
geometry software, graphing tools and spreadsheets), communicate ideas (e.g. presentation
tools) and collaborate with one another as part of the knowledge building process (e.g.
discussion forum). Getting students who have experience with coding to implement some of
the algorithms in mathematics (e.g. finding prime factors, multiplying two matrices) can
potentially help these students develop a clearer understanding of the algorithms and the
underlying mathematics concepts as well.

Section 3: Pedagogy & Formative Assessment P a g e | 20

 SECTION 4:
SUMMATIVE ASSESSMENT

Purpose and Assessment Objectives

National Examination (Syllabus 8865)

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4. SUMMATIVE ASSESSMENT

Purpose and Assessment Objectives

The purpose of summative assessments, such as tests and examinations, is to measure the
extent to which students have achieved the learning objectives of the syllabuses.

The assessment objectives reflect the emphases of the syllabus and describe what students
should know and be able to do with the concepts and skills learned.

National Examination: H1 Mathematics (Syllabus 8865)

Important information on the national examination for H1 Mathematics is highlighted

below. Full details are available on the SEAB website.

The examination will be based on the topics/content listed in Section 2. Knowledge of O-

Level Mathematics is assumed.

The use of an approved graphing calculator will be expected.

ASSESSMENT OBJECTIVES (AO)

There are three levels of assessment objectives for the examination.

The assessment will test candidates' abilities to:

AO1 Understand and apply 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 making deductions and writing
mathematical explanations and arguments.

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 in context, no assumptions will be made about the knowledge of the
context. All information will be self-contained within the problem.

Section 4: Summative Assessment P a g e | 22

SCHEME OF EXAMINATION PAPERS
For the examination in H1 Mathematics, there will be one 3-hour paper marked out of 100
as follows:

Section A (Pure Mathematics – 40 marks) will consist of about 5 questions of different

lengths and marks based on the Pure Mathematics section of the syllabus.

Section B (Probability and Statistics – 60 marks) will consist of 6 to 8 questions of different

lengths and marks based on the Probability and Statistics section of the syllabus.

There will be at least two questions, with at least one in each section, on application of
Mathematics in real-world contexts, including those from business and the social sciences.
Each question will carry at least 12 marks and may require concepts and skills from more
than one topic.

Candidates will be expected to answer all questions.

Section 4: Summative Assessment P a g e | 23