The development of mathematical problem solving is dependent on the development of five inter-related components, namely (1) concepts, (2) skills, (3) processes, (4) attitudes, and (5) metacognition.

The Singapore mathematics curriculum is conceptualised with the core aim of enabling children to develop their ability in mathematical problem solving (CPDD, 2005) in a wide range of situations, including non-routine, open-ended and real-world problems.

Problem Solving in Mathematics

Problem solving should be the central focus of the mathematics curriculum. As such, it is a primary goal of all mathematics instruction and an integral part of all mathematical activity. Problem solving is not a distinct topic but a process that should permeate the entire program and provide the context in which concepts and skills can be learned. (NCTM, 1989, p.23)

The ability to solve problems is at the heart of Mathematics. (Cockcroft Report, 1982)

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## Introduction

## Singapore Mathematics Curriculum Pentagonal Framework

## The development of mathematical problem solving is dependent on the development of five inter-related components, namely (1) concepts, (2) skills, (3) processes, (4) attitudes, and (5) metacognition.

## The Singapore mathematics curriculum is conceptualised with the core aim of enabling children to develop their ability in mathematical problem solving (CPDD, 2005) in a wide range of situations, including non-routine, open-ended and real-world problems.

Problem Solving in Mathematics

Problem solving should be the central focus of the mathematics curriculum. As such, it is a primary goal of all mathematics instruction and an integral part of all mathematical activity. Problem solving is not a distinct topic but a process that should permeate the entire program and provide the context in which concepts and skills can be learned.(NCTM, 1989, p.23)The ability to solve problems is at the heart of Mathematics.

(Cockcroft Report, 1982)