Primary school · Singapore · 2026
Helping students turn what they know into a way forward.
Four months of developing the thinking behind mathematical problem-solving—and helping students become more independent learners.
Explore what we foundBuilt with the school
A shared effort, from leadership to the classroom.
Shaped with the school’s leaders, introduced through teacher professional development, and adapted to students’ learning needs.
Shaping the intervention
Extensive discussions with the Principal, Vice-Principal and Head of Mathematics shaped the intervention around the cohort’s needs. A professional development session brought mathematics teachers on board with the approach.
What we found
Knowing the content was only part of the picture.
Our review of students’ working revealed recurring difficulties in how they connected information, reasoned and chose their next step.
Select a finding to explore it.
A closer look
87%Drawing inferences
Students noticed information but struggled to work out what it implied.
A straight line is named. What does that tell us about the angles?
Source: Arkverse’s review of 100 Primary 5 baseline scripts across ten mathematics questions. Figures show students whose work displayed each difficulty at least once, based on the team’s cognitive marking judgements.
The missing connection
From noticing a clue to knowing what to do.
“Pause and plan” was not enough. Students needed practice connecting the clue, the relevant knowledge and the next step.
ABCD is a square. AB = AE and ∠DAE = 50°. Find q.
Step 1 of 4
Find the relationships hidden in the wording.
ABCD is a square, AB = AE and angle DAE is 50°. We need angle EBC, labelled q. The square gives right angles; the equal sides make triangle ABE isosceles.
Changes observed in student work and by trainers
Different starting points. A way forward for each.
One approach supported different pathways—from building a dependable routine to adapting a personal thinking frame.
What was getting in the way
Words, diagrams and mathematical properties were not well connected. Starting a question was difficult.
Where we focused
Connect properties through the Concept Tree, break down questions and practise a clear first step with THINK.
What began to change
Worksheet examples showed clearer links between properties and diagrams, numbered steps and checks on simpler questions.
The next step Consolidating a dependable routine before increasing complexity.
Carrying the thinking forward
Making stronger thinking part of everyday learning.
The programme report set out classroom activities and mediation prompts teachers could carry forward—helping students explain their reasoning and recognise where else their thinking could be useful.
This work connects with MOE’s emphasis on Critical, Adaptive and Inventive Thinking, and Communication, Collaboration and Information Skills.
Developing stronger thinking in your school or organisation.
Tell us what your students or team need to navigate. We’ll explore an approach with you.
Or email hello@arkverse.io