The pedagogical approach and instructional design of PR1ME Mathematics are based on top performing Singapore, Republic of Korea and Hong Kong. The approach and instructional design are proven to be effective in developing conceptual mastery and procedural fluency, and are crafted to enable the teacher and student to evaluate learning and identify areas of remediation, if needed.
Mathematical knowledge is cumulative in nature and a Let’s Remember section at the beginning of each chapter provides valuable feedback to the teacher on the need for remediation or readiness for new learning. Information about the objective of each task, the precursor skill or concept tested and where it is taught in the Coursework Book are provided in the Coursework Manual.
Items are systematically developed and varied to ensure full review of precursor concepts and skills.
Precursor knowledge and mastery of subtraction of numbers without regrouping is required in order for students to learn subtraction of numbers with regrouping.
Develops Deep Conceptual Understanding and Addresses Different Learning Styles and Needs
The 3-stage Concrete-Pictorial-Abstract approach to mathematics instruction and learning enables students to make connections between principles and symbols through concrete activities and visual representation, making mathematical understanding deep and long lasting.
Concrete stage - Physical materials such as base ten blocks used in hands-on activities, designed to develop conceptual understanding.
Pictorial stage - Visuals that represent previously used physical materials help students visualize concepts and connect mathematical ideas.
Abstract stage - Numbers and mathematical symbols are used as final representations of concepts and skills.
Deep Conceptual Understanding and Procedural Fluency
PR1ME Mathematics uses visuals and instructional scaffolding to ensure that students understand concepts and procedures instead of just memorizing them and carrying them out in a rote manner.
Concepts and Procedures
Conceptual understanding is developed through the use of concrete materials in a carefully crafted activity and the pictorial representation shows the subtraction of 236 from 400.
Students understand the relationship between the concept of subtracting a number from hundreds and the procedure for performing the operation. This is important for solving problems and for thinking creatively.
Consistent Lesson Structure Includes Built-in Formative and Summative Assessment
Each chapter in the Coursebook comprises several lessons. Lessons are structured in two parts: Learn introduces the concept and Practice provides guided practice and formative assessment of the concept just taught.
Concepts are taught in Learn using the Concrete-Pictorial-Abstract approach.
Practice provides guided practice and an opportunity for immediate formative assessment, enabling the teacher to immediately assess students’ understanding of the concept just taught and identify remediation needs.