STAMFORD MATHEMATICS CURRICULUM

STAMFORD MATHEMATICS CURRICULUM

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– Stamford Proprietary Numeracy Method

– Stamford Proprietary Speed Count Method

– Stamford Proprietary STEPS Method

– Stamford Proprietary Mental Calculation Method

– Stamford Proprietary Enhanced Montessori Method

– Stamford Proprietary Modeling Method

The Stamford Mathematics Programme is designed for our young students to learn Mathematics through brain training, specialised methods and more. It applies imagery to the cognitive process of computing and conceptualising mathematics principles. Every young student is trained to imagine the concrete before attaching language to his or her imagery. The programme’s final objective is for all our students to develop the sensory-cognitive processing to understand and use the logic of mathematics.

Cognitive Methods to help our young students “See It”

Example 1 – Our student is asked to view a written numeral, before it is taken away. The student must demonstrate the quantity underlying the numeral by showing how many cubes represent that number. The student sees, says, and writes the number in the air. The goal is for the student, when she sees the numeral, to immediately create an image of the formation of that number and the value behind it.

Example 2 – In adding the numbers 3 + 2, we first train our students to draw on their vault of images: 3 apples and 2 more oranges to show 5 pieces of fruit. As part of the Stamford STEPS training, our students next draw a number line and place their mental finger on the 3 as a starting point. The “+” tells them to move forward and the “2” indicates how many places. They know the answer because they can “see it” in their mind’s eye.

This is the best time to start as a child as they react very well to our brain training methods. The learning objective is for our students to achieve their first stage of familiarity with numbers, by recognizing RANDOMLY numbers between 1 to 50.

At Phase 1, our students can recognize random numbers but not understand what they mean. For example, what does 25 mean? Why is 25, twenty – five? Can I associate the number to 25 objects? To concretize their Phase 1 learning, the Stamford’s relevant training will include helping them understand place values, namely the tens and ones behind numbers, etc. With these skills, the learning objectives are for our students to achieve a good understanding of numbers from 1 to 99, how to associate that to MOE relevant topics such as length, mass, time, money and more.

At Phase 2, our students will already be familiar with understanding and representing numbers in various quantities, such as length and money. Phase 3 is the operational phase where the learning objectives are for our students to work with the 4 operations (additions, subtractions, multiplications and divisions) of quantities within 1000. Parents have observed that our students can apply these operational skills to simple problems in their daily lives.

In terms of numeracy and operations, we are conscious that our students have been prepared to be above the required

MOE Primary 1 & 2 requirements. But Primary 1 is not just about numbers and operations. Primary 1 requires students to perform problem solving, such as tracing the outline of 2D shapes from 3D objects, representing picture graphs in both horizontal and vertical forms and most importantly, understand and solve problem sums through bar modeling. As such, at Phase 4, the Stamford System goes above and beyond. Our learning objectives include preparing our students to understand different types of problem sums, independently construct the correct bar model, support the model with the correct workings and give a one-line concluding statement. For advanced learners, our problem sums will include Math Olympiad training questions.

Math is more than number manipulation. The Stamford Mathematics Programme focuses on refining the child’s logic, memory, sequencing, classification and deduction skills.

Most importantly, it develops the child’s appreciation for Mathematics. With the aide of specialised materials, your child will be stimulated to learn mathematics not only with abstract representation of written numbers, but with physical materials that they can see and feel.

This allows the necessary background to easily introduce academic-relevant concepts such as Geometry, Sequences, Patterning, Measurements, Place Values, etc. At advanced levels, the programme also covers heuristic techniques to solve primary level Math Olympiad questions.

FIND OUT HOW YOUR CHILD CAN BENEFIT FROM STAMFORD PROGRAM

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