Trainers for Secondary Additional Mathematics. How to get A1 for Additional Mathematics? First, a lot of training. Start early, be ahead of the curve, be aware there is a way to get A1 and if we stick to that system, the A1 will come along.
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Let’s start by laying down a solid foundation. We teach Additional Mathematics as simple as possible. Simple does not mean we miss out on the advanced techniques, it just means we teach everything in a manner where students understand Additional Mathematics as easy as possible.
K.I.S.S: Keep it simple, stupid.
Clarity in thought and the purity in information delivery while teaching our Math students makes Additional Mathematics accessible. We lower the difficulty bar so that trepidation in the subject is minimised. Never fear learning anything new. Learning Math can be painful, but never fear it. Pain helps one grow, fear paralyses one into submission. Our Additional Mathematics lessons are easy to digest, well presented and clearly explained. Aim of the game is for A Math students to pick up the techniques as effortlessly as possible. We teach from scratch, we teach everything in the syllabus plus instill all the tricks and accoutrements that isn’t in textbooks.
Next, we do not waste time. We shall immediately do the important questions that makes the most difference. The ones that help students to resolve their new knowledge. Put it into good use expeditiously. Put in effort on one side, and have a result on the other side. That way, students know they are not wasting effort. We usually teach way ahead of schools, so learning something new quickly and administering the knowledge is not a problem for such fresh young minds. That way, they go back to school fully armed, prepped and ready to go for Round 2 learning Add Math from school instead, but this time round, it is a gaining confidence experience rather than freaking them out with overbearing anxiety.
While that is all becoming a confidence bolstering, glorious learning mechanism, we start aiming for an Add Math A1 score. Let’s do the easy questions first and get right up to the 50% score. That is the lowest hanging apples on an apple tree. Easy to get to, no need to get a cherry picker, and no fear of falling off. The safe place to make a lot of Add Math mistakes and learn from it. Connecting these fundamental questions to tie into what have been taught in our Add Math tutorials is an exercise in tenacity. Carefully curated to build their morale to fight harder and with dogged determination, half the battle is won if our Add Math tutorial shows our students that Add Math can be concurred. Mount Everest was an impossibility until Tenzing Norgay and Sir Edmund Hillary prevailed. Once the technique and system to achieve the climb successfully is laid down, all we need to do is to repeat the same process, albeit, have a cushion for the variables that need to be solved in situ, otherwise, keep within the parameters and the results will follow.
On to the next 50%. The next step towards an A1 is to do a prodigious amount of past years papers. Filter out questions that are difficult and do those. Have the Venn diagram cover all possible combinations and we are in good shape. That is the painful part. To do sums and do a lot of it. To make the time, put in the hours, to go through material and to find more ways to solve infinite combinations of questions. No one ever wondered how many times Usain Bolt ran that narrow strip of 100m track during training to become the fastest olympian ever. But judiciously, it must be quite a lot of times. The blood, sweat and tears we do not see creates the excellent performance that we do see. How he trained and what he did, ate, slept, all put into a concerted effort that will finally culminate into the champion we spectate in the Olympics. It’s like a duck going across the pond effortlessly, while paddling furiously underwater if we sneaked an underwater GoPro on it.
Getting an A1 is pretty much that same kind of training, although with a lot lesser action and a lot more calm deliberation using our mind. Take note, this training starts at least 7-8 months before the Add Math examinations. Covering the material takes time, doing the questions fast enough takes maturity, and having the sensibility to crush it in the examinations requires a training program that works for our individual students. Personalisation while giving a general course in Math is exacting and requires patience analysing what works and what will not. Not all trainers creates Olympians, one would only wish. To effectuate a distinction in Additional Mathematics requires quite a lot of planning and fine tuning our A Math tutorials to our individual student’s character, their distinct skill set and learning abilities.
With our Additional Mathematics training programme, a proper effort and time spent, our A Math students will get that A1.
A tenet of our Additional Mathematics classes are usefulness of knowledge with respect to their time spent on learning A Math. The ratio of hours spent studying to score in examinations is a good indicator of how well we teach our A Math students. We would like the amount of hours spent studying keep falling against the score in examinations. If we teach well enough, our A Math students spends lesser and lesser time studying as their scores keeps going up. We would like that ratio to keep improving for each and every student that we have. There’s two main reasons why we want this to happen.
Firstly, we want students to see what they learn has a substantive effect on their study and life. That is one of the main reasons how students desires to outdo others in every arena. They see an immediate upshot when the Add Math class attended correlates to the improved scores they get in the examinations. Work input, improved marks output. The immediate cause and effect from the hours spent results a better grade usually helps them to want more out of their education. If what they do works, they’ll do more. If what they do fails, they’ll just stop and do something else. That is usually the main reason why our Add Math students continually improves over the course of our Add Math tutorials.
They find what they do here works and they’ll want more of the same effect for the rest of their secondary school. Stick a finger in one side, and something comes out the other. side That truly excites students to want to better themselves.
Secondly, if we keep lowering the amount of time needed to learn a topic with mastery, that frees up much needed time for our Add Math students to work on other topics. One main problem we found earlier on in our career as Mathematic tutor was the fact that our Math students do great in Math at the cost of other topics. We do as much as we can for their Math but to enter Junior Colleges and Polytechnics, they need an overall score of L1R5 or L1R4 dependant on the average of all their best subjects. That means we have to be mindful of their other subjects too.
Hence, we have worked really hard over the last decade on getting the amount of time spent to master Add Math to as low a number as possible to free up more time for them to focus on other subjects. Lower the time needed, the energy spent and have that extra freedom to spend on other subjects to maintain a good overall score is going to help them to enter top schools. Lots of things we learnt over the years getting students distinctions, and there’s been small little adjustments that we have made to our Math tutorials to create an environment for our students to do well in school. Never a dull day, never a day we don’t learn something new and never a time we don’t evolve.
“24 Hours in Singapore” installation outside Asian Civilisation Museum, Singapore.