In this module, we were introduced to the key changes in the syllabus in 2020 including big ideas and developing students' metacognition and communication skills. The focus of this module was on our pedagogical knowledge and we discussed strategies on the curriculum strands of Numbers, Algebra and Geometry. In particular, we focused on the CPA (Concrete-Pictorial-Abstract) approach, guided discovery and learnt about the theories underlying students' understanding of numbers, algebra and geometry. We also learnt about Polya's 4 step problem-solving model which is crucial in framing problem solving, the crux of Singapore's Mathematics Curriculum. Throughout the module, I was continuously mind blown as I re-learnt what I had previously understood about mathematics and truly appreciated why I had to do things in a certain way, why certain mathematical vocabulary were created and why certain conventions were applied.

I learnt how to sequence content in an appropriate manner and ensure that there is a link between topics and within the topics. I learnt about how the model method in primary school could be used to help facilitate my teaching, and also how to transit students from the model method to letter-symbolic algebra. During the module we also played with manipulatives such as algecards, and those related to geometry. As part of the assessment, we had to produce a video of ourselves using Polya's 4-steps to explain how to solve a mathematical problem, a lesson plan and guided discovery worksheet on a particular lesson objective (in my case - inequalities), as well as some reflections from our time in the teaching assistantship. On top of that, we were routinely tested on our pedagogical content knowledge with tests.