The snooze button – one of life’s luxuries. But is it really helping you out, or making you more tired?
Maths is a subject that requires students to start revision / practice early!
It needs consistent practice and last minute studying is not going to work well!
Many students have the wrong concept that they can start practising questions one or two months before the O Levels. The problem is, without constant practice, the questions from the Ten Year Series would be too difficult for students to even begin attempting the questions! This is especially true for Additional Mathematics. This leads to panic and is not the desired study strategy. This is the main reason why it is possible to score very low (less than 20 marks out of 100) in Maths, if the student does not have solid foundation or has lack of practice. To avoid this scenario, start practicing and revising Maths now! Many students already start studying / learning in advance during the December holidays. January is still a good time to start! As the Chinese proverb states: “一年之计在于春一日之计在于晨”, the best time to begin planning for a task is in Spring.
Also, the current O Level Maths is not like the O Level of the past! Due to higher education standards nowadays, and competition from foreigners (especially China students whose pet subjects are Maths and Chinese), the bell curve for E Maths has shifted very very high. Rumours have it that 90 marks is necessary for a guaranteed A1 in E Maths.
On the bright side, it is very possible to improve in Maths with practice. Look at the Mathematics questions in O Levels, one long question is around 10 marks. Answering that one question correctly will already boost your score by 10 marks. (2 grades). Answering two long questions correctly will boost score by a whopping 20 marks!
Hesitate no longer! Start revising for your Maths now!
Hi, do feel free to try out our Maths Challenge (Secondary 4 / age 16 difficulty):
Source: Anderson E Maths Prelim 2011
If you have solved the problem, please email your solution to email@example.com .
(Include your name and school if you wish to be listed in the hall of fame below.)
Students who answer correctly (with workings) will be listed in the hall of fame. 🙂
Hall of Fame (Correct Solutions):
1) Ex Moe Sec Sch Maths teacher Mr Paul Siew
2) Queenstown Secondary School, Maths teacher Mr Desmond Tay
3) Tay Yong Qiang (Waiting to enter University)
E Maths / A Maths: Maximum time per question
Paper 1: 2 hours (120 min) — 80 marks
Max. Time taken per mark: 1.5 min per mark
Paper 2: 2 hours 30 minutes (150 min) — 100 marks
Max. Time taken per mark: 1.5 min per mark
In O Levels Maths, speed and accuracy is very important indeed!
By Chiu Peace | Yahoo Newsroom
“How many of our leaders and top officers who say that every school is a good school put their children in ordinary schools near their home? (Only) until they actually do so are parents going to buy (it).”
Those were the exact words of Jurong West Secondary School (JWSS) vice-principal Pushparani Nadarajah, who was responding to speakers and teachers’ discussions of making every school a good one at the inaugural AsiaEducationExpo (AEX) 2013, according to a report by The Straits Times.
During the first panel discussion, which was attended by about 200 participants, several educators expressed hope that parents would recognise the efforts of all schools to bring out the best in students.
The neighbourhood school’s vice principal’s startling remark drew applause from those who attended the event.
A 37-year-old mother, who has a primary-school-going child and another child attending pre-school, who did not want to be named, told Yahoo Singapore she agrees with the vice-principal’s comments.
“Look at the ministers, most of them are from good schools, like SJI and Hwa Chong,” she said.
‘Above all, it is a cultural thing.” Professor Lianghuo Fan is reflecting on the differences he has noticed between maths education in China and Singapore, where he lived and taught for 40 years, and in Britain, where he is now based. “In China, all parents know that maths is the number one subject in schools, and they expect that in a modern society everyone must be comfortable with maths, even if that means they have to work hard at it.“That attitude is passed on to their children. But here in Britain, you can feel students’ attitude about mathematics is different. They feel all right if they say they don’t like mathematics.”
Professor Fan is not alone in highlighting this national phobia of ours about maths. The government has this week shown itself determined to tackle the problem head on with the unveiling of a new “back-to-basics” primary school maths curriculum, with a renewed emphasis on times-tables, mental arithmetic, fractions and rote learning.
Most people over 40 will see the proposals as a return to the classroom practice of their childhood – but in its introductory remarks the Department for Education claimed inspiration from Asian model that Professor Fan knows so well: “I never heard a child in China or Singapore say that they don’t like maths’,” he stresses, “without a sense of embarrassment.”
We are sitting in a café near Southampton University – where 50-year-old Professor Fan has been head of the Mathematics and Science Education Research Centre since 2010 – as we try to decide if anything lies behind the popular stereotype that Asian children are “naturally” better at maths than those in the West. It is, for example, in the core storyline of Safe, the recent Hollywood blockbuster, starring Jason Statham. An 11-year-old girl, Mei (played by Chinese-born actress Catherine Chan), is a maths prodigy who can decode number sequences at a glance – and therefore has to be protected from the baddies.
New Delhi: Google is celebrating the 84th birth anniversary of mathematical genius Shakuntala Devi, nicknamed “human computer” for her ability to make complex mental calculations, with a doodle on its India home page.
The doodle salutes Shakuntala Devi’s amazing calculating abilities with a doodle that resembles a calculator.
Shakuntala Devi found a slot in the Guinness Book of World Record for her outstanding ability and wrote numerous books like ‘Fun with Numbers’, ‘Astrology for You’, ‘Puzzles to Puzzle You’, and ‘Mathablit’. She had the ability to tell the day of the week of any given date in the last century in a jiffy. Coming from a humble family, Shakuntala Devi’s father was a circus performer who did trapeze, tightrope and cannonball shows.
Note: Additional Mathematics is very helpful to take H2 Mathematics in JC!
There are three mathematics syllabi, namely H1 Mathematics, H2 Mathematics and H3 Mathematics.
Students who offered Additional Mathematics and passed the subject at the GCE ‘O’ level examination may take up H2 Mathematics. Students posted to the Arts stream and did not offer Additional Mathematics at the GCE ‘O’ level examination are not allowed to take H2 Mathematics but may consider taking up H1 Mathematics. However, students who are posted to the Science stream but did not offer Additional Mathematics at the GCE ‘O’ level examination are advised to offer H2 Mathematics if they intend to pursue Science or Engineering courses at a university. Students who wish to offer H3 Mathematics must offer H2 Mathematics as well.
The use of a Graphing Calculator (GC) without a computer algebra system is expected for these Mathematics syllabi. The examination papers will be set with the assumption that candidates will have access to GCs.
H1 Mathematics provides a foundation in mathematics for students who intend to enrol in university courses such as business, economics and social sciences. The topics covered include Graphs, Calculus and Statistics. A major focus of the syllabus would be the understanding and application of basic concepts and techniques of statistics. This would equip students with the skills to analyse and interpret data, and to make informed decisions.
H2 Mathematics prepares students adequately for university courses including mathematics, physics and engineering, where more mathematics content is required. The topics covered are Functions and Graphs, Sequences and Series, Vectors, Complex Numbers, Calculus, Permutations and Combinations, Probability, Probability Distributions, Sampling, Hypothesis Testing, and Correlation and Regression. Students would learn to analyse, formulate and solve different kinds of problems. They would also learn to work with data and perform statistical analysis.
H3 Mathematics offers students who have a strong aptitude for and are passionate about mathematics a chance to further develop their mathematical modeling and reasoning skills. Opportunities abound for students to explore various theorems, and to read and write mathematical proofs. Students would learn the process of mathematical modeling for real-world problems, which involves making informed assumptions, validation and prediction. Students may choose from the three H3 Mathematics modules, namely the MOE-UCLES module, the NTU Numbers and Matrices module and the NUS Linear Algebra module.
The MOE-UCLES module is conducted by tutors from our Mathematics Department. The three main topics to be investigated are Graph Theory, Combinatorics and Differential Equations. This module would be mounted only if there’s demand.
The NTU Numbers and Matrices module is conducted by lecturers from the Nanyang Technological University (NTU). Students would have to travel to Hwa Chong Institution to attend this module.
The NUS Linear Algebra module is conducted by lecturers at the National University of Singapore (NUS). Students who offer this module would have to attend lessons together with the undergraduates at the university.
JC Cut Off Points (COP)
To sign up for JC Tuition (subjects other than Math, e.g. GP Tuition): Check out this recommended tuition agency: StarTutor!
Aggregate Scores of Junior Colleges (JC)
Outliers: The Story of Success This is a very inspirational book on why do some people succeed, and what makes high-achievers different? Famous author Malcolm Gladwell reveals the secret and how it is possible for average ordinary people to achieve the same results. (Best Seller on Amazon.com)
- RJC Cut Off Points: Arts 3, Science 3
- HCI Cut Off Points: Arts 3, Science 3
- VJC Cut Off Points: Arts 5, Science 4
- NJC Cut Off Points: Arts 5, Science 5
- ACS(I) Cut Off Points: Science 5
- ACJC Cut Off Points: Arts 7, Science 6
- TJC Cut Off Points: Arts 7, Science 6
- AJC Cut Off Points: Arts 10, Science 8
- MJC Cut Off Points: Arts 9, Science 9
- NYJC Cut Off Points: Arts 9, Science 9
- SAJC Cut Off Points: Arts 9, Science 9
- CJC Cut Off Points: Arts 10, Science 10
- SRJC Cut Off Points: Arts 13, Science 13
- TPJC Cut Off Points: Arts 13, Science 14
- JJC Cut Off Points: Arts 13, Science 16
- PJC Cut Off Points: Arts 16, Science 16
- YJC Cut Off Points: Arts 20, Science 20
- IJC Cut Off Points: Arts 20, Science 20
L1R5 aggregate scores/ Cut Off Points (with bonus points) of students admitted to JCs in the 2012 Joint Admissions Exercise (JAE).
|Anglo-Chinese School (Independent)||
|Hwa Chong Institution||
|St. Andrew’s JC||
|St. Joseph Institution||
JC Cut Off Points (Bonus Points)
|For students seeking admission to JC/Poly/ITE and with the following CCA grades:a. Grades of A1 – A2 (2 points)b. Grades of B3 – C6 (1 point)|
|For students seeking admission to JC/MI courses and with grades of A1 to C6 in both their first languages (i.e. English and a Higher Mother Tongue). This is provided that these choices come before any Poly/ITE choices.(2 points)|
|For students seeking admission to JC/MI courses and with grades of A1 to C6 in Malay/Chinese (Special Programme) (MSP/CSP) or Bahasa Indonesia (BI) as their third language. This is provided that these choices come before any Poly/ITE choices.(2 points)|
|For students from feeder schools if they choose their affiliated Junior College course(s) as their:a. 1st choice, or b. 1st and 2nd choices. (2 points)|
The bonus points can be deducted from their total points, and will be helpful to enter the JC (depending on the JC’s Cut Off Points). Theoretical Minimum Score is 0 points (if under CLEP or MLEP programme), otherwise minimum score is 2 points.
Education Minister Heng Swee Keat said teachers “grow knowledge, instill beliefs, inculcate values, nurture passion, and in so doing, they shape the future” of students.
SINGAPORE: Education Minister Heng Swee Keat said on Thursday “teachers affect all of us more deeply” than one can know.
In a Facebook post ahead of Teachers’ Day on Friday, Mr Heng sent his warmest thoughts and admiration to all teachers who dedicate themselves to bringing out the best in children.
In the tribute to all teachers, Mr Heng said they “grow knowledge, instill beliefs, inculcate values, nurture passion, and in so doing, they shape the future” of their students.
He added that every child who grows up confident and compassionate has been affected by a caring teacher in some way.
Mr Heng said in order to give every child a profound educational experience, every teacher must be a caring educator.
Continue reading at http://www.channelnewsasia.com/news/singapore/teachers-have-profound/803528.html
O Level E Maths and A Maths Tuition starting next year at Bishan
View Mr Wu’s GEP Testimonial at
Despite being in the Gifted Education Programme (GEP), Mr Wu is just an ordinary Singaporean. His secret to academic success is hard work and the Maths Techniques he has discovered by himself while navigating through the education system.
He would like to teach these techniques to students, hence choosing to become a full-time Mathematics tutor. Mr Wu has developed his own methods to check the answer, remember formulas (with understanding), which has helped a lot of students. Many Math questions can be checked easily, leading to the student being 100% confident of his or her answer even before the teacher marks his answer, and reducing the rates of careless mistakes.
Mr Wu’s friendly and humble nature makes him well-liked by students. Many of his students actually request for more tuition by themselves! (not the parents)
O Level E Maths and A Maths Tuition starting next year at Bishan, the best location in Central Singapore.
Timings are Monday 7-9pm, Thursday 7-9pm. Perfect for students who have CCA in the afternoon, or students who want to keep their weekends free.
Register with us now by email (firstname.lastname@example.org). Vacancies will be allocated on a first-come-first-serve basis.
Thanks and wishing all a nice day.
23 people. In a room of just 23 people there’s a 50-50 chance of two people having the same birthday. In a room of 75 there’s a 99.9% chance of two people matching.
Put down the calculator and pitchfork, I don’t speak heresy. The birthday paradox is strange, counter-intuitive, and completely true. It’s only a “paradox” because our brains can’t handle the compounding power of exponents. We expect probabilities to be linear and only consider the scenarios we’re involved in (both faulty assumptions, by the way).
Let’s see why the paradox happens and how it works.
Continue reading at http://betterexplained.com/articles/understanding-the-birthday-paradox/
The Monty Hall Problem!
Maths can be fun too!
Build up interest in Mathematics by trying out some of these interesting Maths Riddles.
Three guests check into a hotel room. The clerk says the bill is $30, so each guest pays $10. Later the clerk realizes the bill should only be $25. To rectify this, he gives the bellhop $5 to return to the guests. On the way to the room, the bellhop realizes that he cannot divide the money equally. As the guests didn’t know the total of the revised bill, the bellhop decides to just give each guest $1 and keep $2 for himself. Each guest got $1 back: so now each guest only paid $9; bringing the total paid to $27. The bellhop has $2. And $27 + $2 = $29 so, if the guests originally handed over $30, what happened to the remaining $1?
Try it out before looking at the answer!
Counting on her mind
1,248 words 24 May 2005 Digital Life English (c) 2005 Singapore Press Holdings Limited
You can reach for the stars with Jaws, Braille and determination, mathematics whiz Yeo Sze Ling tells HELLEN TAN
Given that multiple degrees are common today, the fact that Miss Yeo Sze Ling has two degrees in mathematics, and is working on her doctorate in the same field, is probably not news.
Until you find out that she is blind.
The 27-year-old who earned her Bachelor’s degree (Honours) and a Master’s degree from National University of Singapore (NUS) is now into research on coding mathematics theories and cryptography.
These are used in computing algorithms to protect passwords or data from being stolen when they are zipped from computer to computer.
The field is an interest she shares with John Nash Jr, a mathematical genius who won a Nobel Prize, portrayed in the Oscar-winning movie, A Beautiful Mind.
Certainly, like Nash, her achievements should mean a lot.
He was a schizophrenic who thought he was doing secret cryptography work for the American government.
She has been blind from the age of about four when glaucoma struck. Glaucoma is a condition that increases pressure within the eyeball causing sight loss.
Technology has come in handy.
On campus, she totes a laptop.
At home in a four-room HDB flat in Bishan, her desktop Compaq PC holds today’s tech staples – e-mail and MSN Messenger for exchanging notes with friends.
The Internet is her source for research as well as for online newspapers or electronic books like A Beautiful Mind.
Education Minister Heng Swee Keat has said that with information readily available, rote learning has to make way for digital literacy.
SINGAPORE: Education Minister Heng Swee Keat has said that with information readily available, rote learning has to make way for digital literacy.
Speaking at the Second International Summit of the Book on Friday, Mr Heng said there is a need to place greater emphasis on critical and inventive thinking.
Whether it is a papyrus, print or the iPad, it seems that books are here to stay.
Professor Tommy Koh, chairman of the Organising Committee of the Second International Summit of the Book, and Ambassador-at-Large, said: “I think the book will endure to the end of time.
“But the form of the book has changed and will change. The container will change, the platform on which we read the book will also change.
“My children, for example, prefer to read the book either on the computer, on the iPad, on the tablet and other electronic forms. I still prefer the printed book. But in one form or another, the book will endure. There can be no human civilisation without books.”
But the question is whether readers are able to discern truths from untruths, especially in an era that is inundated with information.
Mr Heng said: “Some fear that the technologically sophisticated books of the future will dull the mind, as we no longer bother to use our imagination to render words into sounds and images.
“They worry too that we will forget to think for ourselves after we close the book because social media offers such an array of ready-made opinions that we will just pick one off the virtual shelf rather than form our own.
“We need to place greater emphasis on critical and inventive thinking, so that we may go on to imagine and create new insights.
“At the workplace, as the information revolution transforms the nature of work, our ability to move from theory to practice, to apply learning imaginatively in different contexts, and to create new knowledge, will become increasing valuable.”
The head of the Government Parliamentary Committee (GPC) for Education, Member of Parliament Lim Biow Chuan, said that the Primary School Leaving Examination could do with less focus on aggregate scores.
SINGAPORE: The head of the Government Parliamentary Committee (GPC) for Education, Member of Parliament Lim Biow Chuan, said that the Primary School Leaving Examination (PSLE) could do with less focus on aggregate scores.
He said that this would take away the stress associated with the examination.
Education Minister Heng Swee Keat said recently that changes to the PSLE will be announced at the National Day Rally on Sunday.
It is an annual affair that sends the nation’s parents, students and teachers into a frenzy — for many in Singapore, the PSLE has become a high-stakes examination.
Roger Cheong, a parent, said: “Maybe there should not be so much emphasis on PSLE at such a young age… Maybe as a gauge, but there shouldn’t be so so much weightage on it.
The Education Ministry has acknowledged this and embarked on a year-long review sometime in 2012.
Ahead of the announcements of possible changes, some have suggested going back to basics.
Mr Lim said: “I never knew what was my PSLE score. We selected a few schools that we chose and from there, MOE would post us to those schools, based on our performance. So you don’t have to go down to those minute details as to whether you score 270 or 265 or 275.
“You get broad-based results, and from there, you are allocated schools of your choice. It may not be the exact school of your choice, but it may be a group of schools that you choose and all of them are in the same category.”
Mr Lim also hoped to see more places set aside for the Direct School Admission (DSA) exercise, where students apply to secondary schools based on their achievements and talents before the release of their PSLE results.
If you are interested in Mathematics, do consider to study Mathematics at NUS!
Undergraduate Study in Mathematics (NUS)
The Department of Mathematics at NUS is the largest department in the Faculty of Science. We offer a wide range of modules catered to specialists contemplating careers in mathematical science research as well as to those interested in applications of advanced mathematics to science, technology and commerce. The curriculum strives to maintain a balance between mathematical rigour and applications to other disciplines.
We offer a variety of major and minor programmes, covering different areas of mathematical sciences, for students pursuing full-time undergraduate studies. Those keen in multidisciplinary studies would also find learning opportunities in special combinations such as double degree, double major and interdisciplinary programmes.
Honours graduates may further their studies with the Graduate Programme in Mathematics by Research leading to M.Sc. or Ph.D. degree, or with the M.Sc. Programme in Mathematics by Course Work.
The history of the Department of Mathematics at NUS traces back to 1929, when science education began in Singapore with the opening of Raffles College with less than five students enrolled in mathematics. Today it is one of the largest departments in NUS, with about 70 faculty members and teaching staff supported by 13 administrative and IT staff. The Department offers a wide selection of courses (called modules) covering wide areas of mathematical sciences with about 6,000 students enrolling in each semester. Apart from offering B.Sc. programmes in Mathematics, Applied Mathematics and Quantitative Finance, the Department also participates actively in major interdisciplinary programs, including the double degree programme in Mathematics/Applied Mathematics and Computer Science, the double major programmes in Mathematics and Economics as well as with other subjects, and the Computational Biology programme. Another example of the Department’s student centric educational philosophy is the Special Programme in Mathematics (SPM), which is specially designed for a select group of students who have a strong passion and aptitude for mathematics. The aim is to enable these students to build a solid foundation for a future career in mathematical research or state-of-the-art applications of mathematics in industry.
The Department is ranked among the best in Asia in mathematical research. It offers a diverse and vibrant program in graduate studies, in fundamental as well as applied mathematics. It promotes interdisciplinary applications of mathematics in science, engineering and commerce. Faculty members’ research covers all major areas of contemporary mathematics. For more information, please see research overview, selected publications, and research awards.
Singapore‘s grading system in schools is differentiated by the existence of many types of institutions with different education foci and systems. The grading systems that are used at Primary, Secondary, and Junior College levels are the most fundamental to the local system used.
“If you’ve ever said ‘I’m no good at numbers,’ this book can change your life.” (Gloria Steinem)
Primary 5 to 6 standard stream
- A*: 91% and above
- A: 75% to 90%
- B: 60% to 74%
- C: 50% to 59%
- D: 35% to 49%
- E: 20% to 34%
- U: Below 20%
Overall grade (Secondary schools)
- A1: 75% and above
- A2: 70% to 74%
- B3: 65% to 69%
- B4: 60% to 64%
- C5: 55% to 59%
- C6: 50% to 54%
- D7: 45% to 49%
- E8: 40% to 44%
- F9: Below 40%
The GPA table differs from school to school, with schools like Dunman High School excluding the grades “C+” and “B+”(meaning grades 50-59 is counted a C, vice-versa) However, in other secondary schools like Hwa Chong Institution and Victoria School, there is also a system called MSG (mean subject grade) which is similar to GPA that is used.
The mean subject grade is calculated by adding the points together, then divided by the number of subjects. For example, if a student got A1 for math and B3 for English, his MSG would be (1+3)/2 = 2.
O levels grades
- A1: 75% and above
- A2: 70% to 74%
- B3: 65% to 69%
- B4: 60% to 64%
- C5: 55% to 59%
- C6: 50% to 54%
- D7: 45% to 49%
- E8: 40% to 44%
- F9: Below 40%
The results also depends on the bell curve.
Junior college level (GCE A and AO levels)
- A: 70% and above
- B: 60% to 69%
- C: 55% to 59%
- D: 50% to 54%
- E: 45% to 49% (passing grade)
- S: 40% to 44% (denotes standard is at AO level only), grade N in the British A Levels.
- U: Below 39%
Yau’s work is mainly in differential geometry, especially in geometric analysis. His contributions have had an influence on both physics and mathematics and he has been active at the interface between geometry and theoretical physics. His proof of the positive energy theorem in general relativity demonstrated—sixty years after its discovery—that Einstein‘s theory is consistent and stable. His proof of the Calabi conjecture allowed physicists—using Calabi–Yau compactification—to show that string theory is a viable candidate for a unified theory of nature. Calabi–Yau manifolds are among the ‘standard toolkit’ for string theorists today.
Yau was born in Shantou, Guangdong Province, China with an ancestry in Jiaoling (also in Guangdong) in a family of eight children. When he was only a few months old, his family emigrated to Hong Kong, where they lived first in Yuen Long and then 5 years later in Shatin. When Yau was fourteen, his father Chiou Chenying, a philosophy professor, died.
After graduating from Pui Ching Middle School, he studied mathematics at the Chinese University of Hong Kong from 1966 to 1969. Yau went to the University of California, Berkeley in the fall of 1969. At the age of 22, Yau was awarded the Ph.D. degree under the supervision of Shiing-Shen Chern at Berkeley in two years. He spent a year as a member of the Institute for Advanced Study, Princeton, New Jersey, and two years at the State University of New York at Stony Brook. Then he went to Stanford University.
Since 1987, he has been at Harvard University, where he has had numerous Ph.D. students. He is also involved in the activities of research institutes in Hong Kong and China. He takes an interest in the state of K-12 mathematics education in China, and his criticisms of the Chinese education system, corruption in the academic world in China, and the quality of mathematical research and education, have been widely publicized.
Just to share an inspirational story about studying Mathematics, and our very own Prime Minister Lee Hsien Loong. 🙂
Interview of Professor Béla Bollobás, Professor and teacher of our Prime Minister Lee Hsien Loong
I: Interviewer Y.K. Leong
B: Professor Béla Bollobás
I: I understand that you have taught our present Prime
Minister Lee Hsien Loong.
B: I certainly taught him more than anybody else in
Cambridge. I can truthfully say that he was an exceptionally
good student. I’m not sure that this is really known in
Singapore. “Because he’s now the Prime Minister,” people
may say, “oh, you would say he was good.” No, he was truly
outstanding: he was head and shoulders above the rest of
the students. He was not only the first, but the gap between
him and the man who came second was huge.
I: I believe he did double honors in mathematics and computer science.
B: I think that he did computer science (after mathematics) mostly because his father didn’t want him to stay in pure mathematics. Loong was not only hardworking, conscientious and professional, but he was also very inventive. All the signs indicated that he would have been a world-class research mathematician. I’m sure his father never realized how exceptional Loong was. He thought Loong was very good. No, Loong was much better than that. When I tried to tell Lee Kuan Yew, “Look, your son is phenomenally good: you should encourage him to do mathematics,” then he implied that that was impossible, since as a top-flight professional mathematician Loong would leave Singapore for Princeton, Harvard or Cambridge, and that would send the wrong signal to the people in Singapore. And I have to agree that this was a very good point indeed. Now I am even more impressed by Lee Hsien Loong than I was all those years ago, and I am very proud that I taught him; he seems to be doing very well. I have come round to thinking that it was indeed good for him to go into politics; he can certainly make an awful lot of difference.
At age forty, Abraham Lincoln studied Euclid for training in reasoning, and as a traveling lawyer on horseback, kept a copy of Euclid’s Elements in his saddlebag. In his biography of Lincoln, his law partner Billy Herndon tells how late at night Lincoln would lie on the floor studying Euclid’s geometry by lamplight. Lincoln’s logical speeches and some of his phrases such as “dedicated to the proposition” in the Gettysburg address are attributed to his reading of Euclid.
Lincoln explains why he was motivated to read Euclid:
I consulted Webster’s Dictionary. They told of ‘certain proof,’ ‘proof beyond the possibility of doubt’; but I could form no idea of what sort of proof that was. I thought a great many things were proved beyond the possibility of doubt, without recourse to any such extraordinary process of reasoning as I understood demonstration to be. I consulted all the dictionaries and books of reference I could find, but with no better results. You might as well have defined blue to a blind man.
At last I said,- Lincoln, you never can make a lawyer if you do not understand what demonstrate means; and I left my situation in Springfield, went home to my father’s house, and stayed there till I could give any proposition in the six books of Euclid at sight. I then found out what demonstrate means, and went back to my law studies.”
Kami penuh waktu Matematika guru, Mr Wu (Citizen Singapura), memiliki pengalaman yang luas (lebih dari 7 tahun) di les matematika. Mr Wu telah mengajar matematika sejak tahun 2006.
Mr Wu adalah pasien dengan siswa, dan akan menjelaskan konsep jelas kepada mereka. Dia mendorong untuk siswa lemah, sedangkan siswa yang lebih kuat tidak akan merasa bosan karena Mr Wu akan memberikan latihan yang cukup menantang bagi mereka untuk belajar lebih banyak. Singkatnya, setiap siswa harus mengalami perbaikan setelah kuliah.
Mr Wu lulus dengan B.Sc. (First Class Honours) dengan Mayor di Matematika (National University of Singapore).
Kami sangat percaya bahwa kepribadian dan karakter guru adalah sama pentingnya dengan kualifikasi akademik. Untuk Matematika Tutor, kesabaran ketika menjelaskan kepada siswa mutlak diperlukan.
NUS: B.Sc. (First Class Honours) dengan Mayor di Matematika, Daftar Dean (Top 5% dari seluruh Fakultas Ilmu)
A Level: Matematika (A), Fisika (A), Kimia (A), Biologi (A), General Paper (A1)
O Tingkat: (Raffles Institution)
Bahasa Inggris (A1), Gabungan Humaniora (A1), Geografi (A1), Matematika (A1), Matematika Tambahan (A1), Fisika (A1), Kimia (A1), Biologi (A1), Bahasa Cina lebih tinggi (A2)
PSLE: (Nanyang Primer) 281, Lee Hsien Loong Excellence Award
Bahasa Inggris (A *), Bahasa Cina (A *), Matematika (A *), Sains (A *), Bahasa Cina Tinggi (Distinction), Ilmu Sosial (Distinction)
Apakah dalam Program PMP dari Pratama ke tingkat sekunder.
Terdaftar dengan MOE sebagai Guru Bantuan
(Orang tua yang ingin melihat sertifikat Mr Wu silahkan email kami. Orang tua juga dapat melihat profil StarTutor Mr Wu pada http://startutor.sg/23561, dengan sertifikat diverifikasi.)
Meskipun kualifikasi akademik Mr Wu, ia tetap seorang guru yang rendah hati dan sabar. Juga, orang tua dapat yakin bahwa Mr Wu mengajar pada tingkat yang siswa dapat sepenuhnya mengerti. Untuk A Level, kami akan mencoba untuk mengajarkannya dengan cara yang jelas dan sederhana sehingga bahkan Sec 3/4 siswa dapat mengerti. Untuk O Levels, kita akan mengajarkannya sedemikian rupa sehingga bahkan Sec 1/2 siswa dapat memahami, dan sebagainya.
Mr Wu hanyalah orang biasa yang telah menguasai keterampilan dan teknik yang diperlukan untuk unggul dalam matematika di Singapura. Dia ingin mengajarkan teknik ini untuk siswa, maka memilih untuk menjadi Matematika penuh waktu guru. Mr Wu telah mengembangkan metode sendiri untuk memeriksa jawaban, mengingat rumus (dengan pemahaman), yang telah membantu banyak siswa. Banyak pertanyaan Math dapat diperiksa dengan mudah, menyebabkan siswa menjadi 100% yakin nya atau jawabannya bahkan sebelum guru menandai jawabannya, dan mengurangi tingkat kesalahan ceroboh.
Mr Wu juga kakak dari dua mahasiswa kedokteran. Adiknya sedang belajar Kedokteran di Universitas Monash, dan adiknya sedang belajar Kedokteran di Yong Loo Lin School of Medicine, NUS.
Tujuan pengajaran adalah untuk memungkinkan siswa untuk memahami konsep-konsep dalam silabus, meningkatkan minat pada pelajaran, dan untuk menjelaskan dengan jelas metode untuk memecahkan masalah matematika. Matematika adalah subjek yang sangat kumulatif, dasar yang kuat diperlukan untuk maju ke tingkat berikutnya. Kami sangat berharap dapat membantu lebih banyak siswa membangun fondasi yang kuat di Matematika.
Untuk Matematika, kami percaya bahwa cara terbaik untuk maju adalah melalui praktek dan pemahaman. Teknik untuk memeriksa jawaban dan metode singkat untuk menjawab pertanyaan lebih cepat berguna. Ketekunan sangat penting dalam Matematika, yang penting adalah untuk tidak menyerah, dan terus mencoba!
Untuk individu Matematika kuliah, tutor dapat melakukan perjalanan ke rumah siswa.
“Didiklah anak di jalan yang patut baginya: dan ketika dia sudah tua, dia tidak akan menyimpang dari itu.”
– Amsal 22:6
Let A=patient has disease
Let B=result of test is positive
Note that the probability is surprisingly quite low! (This is called the False positive paradox, a statistical result where false positive tests are more probable than true positive tests, occurring when the overall population has a low incidence of a condition and the incidence rate is lower than the false positive rate. See http://en.wikipedia.org/wiki/False_positive_paradox)
By GC, (6 d.p.)
1 Jan 2001 –> $100
1 Feb 2001 —> $110
1 Mar 2001 –> $120
Notice that this is an AP with ;
This is inclusive of 1 Jan 2001!!!
Thus, 1 Jan 2001 + 23 months —> 1 Dec 2002
1 Jan 2001 –> 100
end of Jan 2001 –> 1.005(100)
1 Feb 2001 –> 1.005(100)+100
end of Feb 2001 –> 1.005[1.005(100)+100]=
From the pattern, we can see that
So months (inclusive of Jan 2001 !!!)
1 Jan 2001+36 months —> 1 Jan 2004
1 Jan 2004+7 months —> 1 Aug 2004
Then on 1 Sep 2004, Mr B will deposit another $100, making the amount greater than $5000.
Hence, answer is 1 Sep 2004.
Let the interest rate be x %.
Note that from Jan 2001 to Nov 2003 is 35 months. (Jan 2001 to Dec 2001 is 12 months, Jan 2002 to Dec 2002 is 12 months, Jan 2003 to Nov 2003 is 11 months :))
Modifying our formula in part ii, we get
Setting and using GC, we get
Hence, the interest rate is 1.80%.
Junior Colleges (JC)
These offer two-year courses leading to the GCE A-level examination.
|Code||Zone||College Name||Established||Address||Type||Special Programmes|
|0705||North||Anderson Junior College||安德逊初级学院||AJC||1984||4500 Ang Mo Kio Avenue 6||Government|
|7001||West||Anglo-Chinese School (Independent) IB World School||英华中学 (自主)||ACS(I)-IBDP||2004 (IBDP)||121 Dover Road||Independent||IP, MEP|
|0803||West||Anglo-Chinese Junior College||英华初级学院||ACJC||1977||25 Dover Close East||Government-Aided||MEP, DEP(TSD), LEP (EL)|
|0802||South||Catholic Junior College||公教初级学院||CJC||1975||129 Whitley Road||Government-Aided||LEP (EL)|
|3101||East||Dunman High School||德明政府中学||DHS||2005 – IP||10 Tanjong Rhu Road||Autonomous||IP, MEP, BSP, LEP (CL), AEP|
|0806||Central||Hwa Chong Institution||华侨中学||HCI||1974||661 Bukit Timah Road||Independent||IP, HP, LEP (CL), AEP, BSP|
|0713||North||Innova Junior College||星烁初级学院||IJC||2005||21 Champions Way||Government||LEP (ML)|
|0703||West||Jurong Junior College||裕廊初级学院||JJC||1981||800 Corporation Road||Government||LEP (CL)|
|0712||East||Meridian Junior College||美廉初级学院||MJC||2003||21 Pasir Ris Street 71||Government|
|0908||West||Millennia Institute||励仁高级中学||MI||2004||60 Bukit Batok West Avenue 8||Government||DTP|
|0805||North||Nanyang Junior College||南洋初级学院||NYJC||1978||128 Serangoon Avenue 3||Government-Aided||LEP (CL), AEP|
|0712||Central||National Junior College||国家初级学院||NJC||1969||37 Hillcrest Road||Government||IP, HP, AEP, MEP, STaR|
|7801||West||NUS High School of Mathematics and Science||新加坡国立大学附属数理中学||NUSHS||2005||20 Clementi Ave 1||Independent||IP, DIP|
|0711||West||Pioneer Junior College||先驱初级学院||PJC||1999||21 Teck Whye Walk||Government|
|0704||South||Raffles Institution||莱佛士初级学院||RI||1826||10 Bishan Street 21||Independent||IP, HP, LEP (JL), LEP (EL), MEP, TSD|
|3103||West||River Valley High School||立化中学||RVHS||1956 2006 – IP||6 Boon Lay Avenue||Autonomous||IP, BSP|
|0710||North||Serangoon Junior College||实龙岗初级学院||SRJC||1988||1033 Upper Serangoon Road||Government|
|0804||South||Saint Andrew’s Junior College||圣安德烈初级学院||SAJC||1978||55 Potong Pasir Avenue 1||Government-Aided|
|0709||East||Tampines Junior College||淡滨尼初级学院||TPJC||1986||2 Tampines Avenue 9||Government||LEP (ML), TSD|
|0702||East||Temasek Junior College||淡马锡初级学院||TJC||1977||22 Bedok South Road||Government||IP, HP, LEP (CL), MEP|
|0706||East||Victoria Junior College||维多利亚初级学院||VJC||1984||20 Marine Vista||Government||IP, HP, TSD, NAV|
|0708||North||Yishun Junior College||义顺初级学院||YJC||1986||3 Yishun Ring Road||Government|
Centralised Institutes (CI)
Uploaded on Mar 8, 2011
Japanese mathematics professor Kokichi Sugihara spends much of his time in a world where up is down and three dimensions are really only two. Professor Sugihara is one of the world’s leading exponents of optical illusion, a mathematical art-form that he says could have application in the real world.
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Three sloped ramps are aligned along three of the four sides of a square. Each ramp appears to be sloped in the same direction but when a marble is placed at one end of the ramp it seems to defy gravity.
It’s called an “anti-gravity slide”. Only when the the entire structure is turned 180 degrees, is the illusion revealed.
Japanese mathematics professor Kokichi Sugihara from the Meiji Institute near Tokyo, has made a career of creating optical illusions. He’s devised and built more than a hundred of them, like this one called “Perches and a Ring”.
[Kokichi Sugihara, Meiji University Professor]: “Among these models, there are those which are reproductions of optical illusions, and others that seem like normal models, but when you add movement to them, they show movement that should be impossible in real life. This is done by using the same trick, and I call them ‘impossible motions’.”
Professor Sugihara’s “impossible motions” have been recognized around the world. He won first prize in an international competition last year with this one, called “Magnet-Like Slopes”.
Sugihara says the success of his illusions is tied to human perception. Because humans have the capacity to perceive two-dimensional objects as being three-dimensional, they can be fooled into believing that something “impossible” is taking place during the course of the illusion.
For Sugiraha the illusions aren’t just for amusement. He says they have real world application. For example, he says misjudgments made by drivers on steeply curved roads could be mitigated by changing their perceptions of the immediate environment.
[Kokichi Sugihara, Meiji University Professor]: “If we can find how drivers misjudge an incline, we would be able to construct roads where these incidents are less likely to happen. In other cases, we could also reorganize the surrounding environment so that drivers could more easily see the difference between an ascending and descending road, and it could lead to reducing traffic jams.”
Sugihara says says his dream is to create playground amusements – even buildings with his models. More immediately though he has plans for an “impossible object exhibition”, a venue to demonstrate that seeing really is believing.
Published on Jul 9, 2012
SINGAPORE – Douglas Tan was only seven years old when he discovered a knack for solving mathematical problems, tackling sums meant for the upper primary and secondary levels.
He went on to join the Gifted Programme in Rosyth Primary School and, in 2006, enrolled in the National University of Singapore High School of Math and Science (NUSHS). At 15, he was offered a place at the National University of Singapore (NUS) Faculty of Science to study mathematics.
Tomorrow, the 19-year-old will be this year’s youngest graduate at NUS, receiving his Mathematics degree with a First Class Honours. This puts him almost six years ahead of those his age.
Douglas, who is currently serving his National Service (NS), said the thought of going to prestigious universities overseas never occurred to him. “I was just happy doing what I was doing – solving math problems,” he said.
In every class he took, Douglas was the youngest but it was neither “awkward nor tough to fit in”, he said. In fact, his age was a good conversation starter and his classmates, who were typically three to five years older, would take care of him.
Seeing that he could complete his degree before he entered NS, Douglas took on three modules a semester and completed the four-year course in just two and a half years.
The longest he had ever spent on a math problem was 10 hours over a few days. “I’m a perfectionist. When I do a problem, I try to do it with 100 per cent,” he noted.
Douglas aspires to be a mathematician and is looking into a Masters degree but he has yet to decide if he wants to do it here or overseas.
Another young outstanding graduate this year is 20-year-old Carmen Cheh, who received her degree in Computer Science last Friday with a First Class Honours and was on the dean’s list every academic year of the four-year course.
Offered a place at the NUS School of Computing after three and a half years in NUSHS, Carmen was then the youngest undergraduate of the programme at 16.
She was introduced to computer science and concept programming at 11 by her father, a doctor who also challenged her to solve puzzles he created. Her inability to solve them spurred her interest in the subject.
Carmen, who is from Perak in Malaysia, said she decided to study for her degree in Singapore as she wanted to study in a country she felt “comfortable” in. At the same time, she was awarded an ASEAN scholarship to study in the Republic.
Next month, Carmen will begin her doctoral programme in Computer Science with a research assistantship at the University of Illinois at Urbana-Champaign.
The youngest ever to enrol into the NUS undergraduate programme is Abigail Sin, who entered the Yong Siew Toh Conservatory of Music at 14. She graduated in 2010 at age 18 with First Class Honours. She also received the Lee Kuan Yew gold medal.
This week, NUS celebrates the graduation of 9,913 students, its largest cohort in six years.
H1 Mathematics provides a foundation in mathematics for students who intend to enrol in university courses such as business, economics and social sciences. The syllabus aims to develop mathematical thinking and problem solving skills in students. A major focus of the syllabus will be the understanding and application of basic concepts and techniques of statistics. This will equip students with the skills to analyse and interpret data, and to make informed decisions. The use of graphic calculator is expected.
H2 Mathematics prepares students adequately for university courses including mathematics, physics and engineering, where more mathematics content is required. The syllabus aims to develop mathematical thinking and problem solving skills in students. Students will learn to analyse, formulate and solve different types of problems. They will also learn to work with data and perform statistical analyses. The use of graphic calculator is expected.
This subject assumes the knowledge of O-Level Additional Mathematics.
Continue reading at http://nanyangjc.org/index.php/staff/organisation-chart/mathematics-department/
Toán Nhóm Học phí lớp để bắt đầu vào năm tới, năm 2014.
Toán học phí Trung tâm
내년에 시작하는 수학 그룹 수업료 클래스 2014.
수학 수업료 센터
Matematika Kelompok Kelas Belajar mulai tahun depan, 2014.
Matematika Pusat Belajar
अगले साल शुरू करने के लिए गणित समूह ट्यूशन क्लास, 2014.
गणित शिक्षण केंद्र
Matematika Group Class pagtuturo upang simulan ang susunod na taon, 2014.
Matematika pagtuturo Centre
Maths Group Tuition Class to start next year, 2014.
Maths Tuition Centre
Advice to Students:
Over the years, I have collected some information that I hope will help students, particularly beginning math students, to improve their study and learning habits. An important part of what you learn at college is how to learn, so that you can carry that on for the rest of your life. Find out what works for you and what doesn’t.
These observations are centered around first-year calculus courses, so not everything may apply to you, but even more advanced students can benefit from some of them.
As you develop your own learning habits, please think carefully about the following topics:
Continue reading at http://www.math.union.edu/~dpvc/courses/advice/welcome.html
Keywords (for Google):
Singapore Maths Tuition Class
Singapore Matematik Kelas Tuisyen
சிங்கப்பூர் கணிதம் பயிற்சி வகுப்பு
Singapura Matematika Kelas Belajar
सिंगापुर मैथ्स ट्यूशन क्लास
싱가포르 수학 수업료 클래스
Singapore matematika pagtuturo Class
Singapore Toán Học Lớp
This is a list of Famous Nonmathematicians who studied Mathematics, featuring Singapore’s Prime Minister, Lee Hsien Loong, with first class honours in mathematics from Trinity College, University of Cambridge.
We often tell our students that there are many things besides teaching and actuarial work that they can do with a degree in mathematics, but they often don’t believe us. Here is a list of well-known people who were math majors (or some equivalent in other countries and times), although not all of them completed their degrees.
THE PUBLIC REALM
•Ralph Abernathy, civil rights leader and Martin Luther King’s closest aide.
•Corazon Aquino, former President of the Philippines. She was a math minor at the College of Mt. St. Vincent.
•Harry Blackmun, Associate Justice of the US Supreme Court, AB summa cum laude in mathematics at Harvard.
•Simeon DeWitt, was the first math major at Rutgers. He became General George Washington’s Chief Geographer in the Revolutionary War. His maps of Yorktown helped win the final battle of that war. Afterwards (1784-1834) he was the Surveyor General for New York State; he helped to plan the Erie Canal, and to develop the grid system of streets and avenues in New York City, among other things.
•David Dinkins, Mayor of New York, BA in mathematics from Howard.
•Alberto Fujimori, President of Peru, MS in mathematics from the University of Wisconsin-Milwaukee.
•Ira Glasser, Executive Director of the American Civil Liberties Union, both a BS and an MA.
•Lee Hsien Loong, Deputy Prime Minister of Singapore, a Bachelor’s from Cambridge.
Read more at http://www.math.uh.edu/~tomforde/famous.html
Study mathematics, physics, and chemistry well. Then no matter where you go, you will fear nothing!
Ancient Chinese Proverb
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Nice post on Mathematics and 3D printing!
3D printing is the latest advance in technology, that will possibly revolutionise the world!
Quote from source:
Below are some images of some of the mathematical structures he and Carlos Salinas have done using a MakerBot 3D printer. Most of these were first designed by using a software called Mathematica, which has the ability to handle complex surfaces and then create the file necessary to run on the MakerBot Software.
How thousands of online students can get the effect of one-on-one tutoring
Educators have known for 30 years that students perform better when given one-on-one tutoring and mastery learning—working on a subject until it is mastered, not just until a test is scheduled. Success also requires motivation, whether from an inner drive or from parents, mentors or peers.
Online learning is a tool, just as the textbook is a tool. The way the teacher and the student use the tool is what really counts.
“Tuition” is no longer a word that fills students with dread. In fact, these students volunteer themselves for tuition.