If your child is in Primary 3 or above, chances are you've already encountered the frustration of fraction homework. Fractions are consistently one of the most challenging topics in Singapore primary school mathematics. At By The Roots in Bukit Timah Plaza, we work with students across Primary 3 to Primary 6 who find fractions confusing. And in most cases, the solution isn't more worksheets. It's building better understanding from the ground up. Why Are Fractions So Diffic

As parents, it can be difficult to know when your child needs additional support in mathematics. Some warning signs are obvious. Others are easy to overlook. At By The Roots in Bukit Timah Plaza, we regularly work with students whose struggles trace back to foundational gaps that were missed earlier. Here are five signs to watch for. Why Foundations Matter in Mathematics Mathematics is cumulative. Every topic builds on earlier concepts: · Fractions depend on multiplic

If your child is in primary school in Singapore, you've probably heard the phrase: "Use the bar model." For many parents, this instruction can feel confusing. What exactly is a bar model? Why do schools use it so frequently? And why does it seem to be such an important part of Singapore primary school mathematics? At By The Roots in Bukit Timah Plaza, we regularly help students who find word problems challenging. One of the most powerful tools we use is the Bar Model Method.

Thirty years is a long time to spend in a classroom. Over that period, our founder Michelle — former GEP Math educator, MOE teacher, and Marshall Cavendish author — has taught hundreds of primary school children. She has seen what works. She has seen what doesn't. And she has learned things about how children develop mathematical understanding that continue to shape every lesson at By The Roots in Bukit Timah Plaza. Here are the lessons that matter most. Lesson 1: Children L

When parents hear that one of our students went from AL6 to AL1 in just six weeks, their first question is usually: "How is that possible?" It's a fair question. At By The Roots in Bukit Timah Plaza, we want to share this story because it illustrates something important: Most students who struggle with mathematics are far more capable than they believe. Note: Shared with the kind permission of the student and her parent. Where She Started She arrived at By The Roots midway th

If you've ever heard your child say: "I'm just bad at math." or "I don't get it." you're certainly not alone. As parents, it can be worrying to watch your child struggle with mathematics despite putting in effort. Many families in Singapore find themselves asking the same question: Why is my child struggling with math? The good news is that in most cases, the answer is not because a child lacks ability. After decades of teaching primary school mathematics, we've found that st

Written By: Katherine J. Igoe At Cambridge Math Circle, faculty and alumni share puzzles, riddles, and joy. On Saturdays, the Science Center comes alive with nearly 150 excited kids playing with LEGO bricks, setting up dominoes, and laying out tape on the floor. They’re participating in math enrichment—on the weekend, no less—but it’s neither rote memorization nor intense competition. Instead, it’s an activity called Math Circle. The younger kids, from first to third grade, m

Written by: Elaine M. Murtagh , Jamil Sawalma & Rosemarie Martin Abstract This study explores the relationship between play-based learning and achievement in mathematics in Palestinian elementary school children. Forty teachers from eight schools received training in play-based pedagogies and follow-up support visits from programme staff (intervention group); four matched schools served as the control group. Grade-appropriate tests were administered to all students in two

Written by Edith Debrenti Abstract Using game-based learning (GBL), especially digital game-based learning (DGBL), as a teaching and learning environment can be a pedagogical resource and a good strategy in the classroom to support mathematical learning. Effective manipulatives and games play a crucial role in promoting mathematical understanding. They support students in building, reinforcing and connecting varied representations of mathematical concepts. High-quality games

Written by Clifton B. Parker Professor Jo Boaler says students most effectively learn 'math facts' working on problems they enjoy, rather than through exercises and drills they fear. Timed testing and blind memorization damage children's experience of math, she says. Students learn math best when they approach the subject as something they enjoy, according to a Stanford education expert. Speed pressure, timed testing and blind memorization pose high hurdles in the youthful pu

Written by Catlin Tucker In my last blog post, Using the Station Rotation Model in Math , I wrote about the benefits of shifting from a whole group, teacher-led lesson design to small-group differentiated instructional sessions. I make the case that the whole group, teacher-led approach to instruction limits opportunities for individual exploration and deep engagement with mathematical concepts. It restricts students’ ability to learn at their own pace, explore topics in-dept

By reflecting on their math work in writing and drawings, students see what they’ve learned and find areas where they need to improve. By Nell McAnelly I love math journals for my students. Many parents and teachers are familiar with these tools in other subjects. You might be surprised, however, to see how effective they can be in a classroom where numbers rule. You may recall learning logs in English and humanities or lab notebooks in science. Math journals (or logs—you can