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Advanced Diploma in Primary Mathematics Education

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Programme Type

Full-time, Part-time

NIE PD Courses

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Advanced Diploma in Primary Mathematics Education provides teachers with a framework of knowledge and skills in the teaching of primary Mathematics.

The programme also provides perspectives on the change and development in primary Mathematics curriculum for teachers to reflect re-examine and refine their classroom practices. Lastly, it enables teachers to develop competencies in the design and practice of assessment and evaluation.

The objectives of the programme is to:

  • To equip current and potential pedagogical leaders among primary mathematics teachers with the necessary mathematical pedagogical content knowledge to weave in mathematical processes in the teaching, learning and assessment of primary mathematics topics.
  • To prepare current and potential pedagogical leaders among primary mathematics teachers to spearhead their school-based curriculum programmes including whole-school assessment programmes.
  • To provide in-depth perspectives of various mathematical systems and structures so that teachers can reflect, re-examine and refine their classroom practices to make mathematical connections between primary mathematics and the levels beyond.

 

This programme is for current primary school teachers who hold either a:

  • Diploma in Education (Dip Ed), OR
  • Postgraduate Diploma in Education (PGDE) from NIE or its equivalent.

To be considered for admission into one of the reviewed Advanced Diploma above, applicants will need to have at least 2 years of teaching experience in the corresponding subject.

For participants on the full-time pathway, application is through the Academy of Singapore Teachers, based on nomination by the school Principal. You will not be eligible to use your SkillsFuture Credits if you are sponsored for the programme.


For enquiry on course administration, please e-mail: [email protected].

The Advanced Diploma is offered under a dual-pathway framework - full-time or modular.

The full-time pathway allows for participants in the cohort to enjoy a direct focused route to complete all their courses within 1 semester.

Participants on the modular pathway will not be part of a cohort. They have the flexibility of choosing which courses in the programme to attend at their convenience in consideration of their work commitments. They can take up to 5 years to complete all the courses in no fixed order. However, there will be an additional 1 AU of Professional Portfolio required from the participants in the modular pathway under the supervision of a tutor.

Structures Graduation requirement 
 ADPME (full-time) Successfully completed 10 courses (20AUs) 
 ADPME (modular)  Successfully completed 10 courses (20AUs) + Professional Portfolio (1AU)

 

Course Code OPAL2.0 Code  Course Title AUs
IME4416 31307 Topics in Numbers 2
IME4417 31308 Topics in Geometry & Measurement 2
IME4409 31311 Mathematical Processes in Numbers 2
IME4410 31312 Mathematical Processes in Data Handling 2
IME4404 31309 School-Based Curriculum Development in Mathematics 2
IME4411 31313 Mathematical Processes in Algebra 2
IME4412 31314 Mathematical Processes in Geometry 2
IME4413 31315 Mathematical Processes in Measurement 2
IME4414 31316 Mathematical Processes in Ratio, Rate & Speed 2
IME4418 31310 School-Based Assessment Practices in Mathematics 2
IME4415 N.A. Professional Portfolio (For ADPME modular) 1

IME4416: Topics in Numbers

This course provides the foundational understanding of arithmetic topics which form a major portion of the primary mathematics curriculum. Problem solving processes will be introduced and re-visited in the different topics, which include historical evolution of number concepts; development of place value systems; classification of extended number systems; elementary number theory.

IME4417: Topics in Geometry & Measurement

This course aims to equip the primary mathematics teacher with a deeper understanding of geometry and measurement topics in the primary mathematics curriculum. Topics include the historical evolution of the concept of measurement in two and three dimensions; the foundational concepts of congruence and similarity; modern approaches to geometry based on symmetry and transformations and their implications for classroom teaching.

IME4409: Mathematical Processes in Numbers

This course will focus on different ways to foster mathematical processes in primary mathematics classrooms, according to the Singapore mathematics curriculum framework, for Numbers, including Whole Numbers, Fractions, Decimals and Percent. The use of mathematical tasks to develop mathematical thinking and reasoning will also be discussed.

IME4410: Mathematical Processes in Data Handling

This course deepens teachers’ mathematics pedagogical content knowledge about the teaching and learning of data handling. Various forms of data collection, organisation, representation and interpretation will be discussed. How children make sense of data will be focused upon to help them draw connections between school mathematics and the real-world.

IME4404: School-Based Curriculum Development in Mathematics

This course introduces the participants to both the components and the processes of curriculum development in mathematics. Participants will apply the knowledge to school-based mathematics curriculum development, and discussed it in relation to the Singapore mathematics curriculum.

IME4411: Mathematical Processes in Algebra

This course will explore different ways to foster mathematical processes according to the Singapore mathematics curriculum framework in the teaching of basic algebraic reasoning and the introduction of formal algebra.

IME4412: Mathematical Processes in Geometry

The course aims to increase teachers’ pedagogical content knowledge for the teaching of Geometry. Different ways to foster mathematical processes according to the Singapore mathematics curriculum framework, the diagnosis of learning difficulties and misconceptions and how to help students enhance their spatial visualisation will be covered. Course topics include various teaching strategies and approaches, including the use of technology, word problems, pupils’ thinking, their errors and misconceptions and remedial instructions.

IME4413: Mathematical Processes in Measurement

The course aims to increase teachers’ pedagogical content knowledge for the teaching of Measurement. Different ways to foster mathematical processes according to the Singapore mathematics curriculum framework, the diagnosis of learning difficulties and misconceptions and how to help students make sense of measurement will be covered. Course topics include fundamental ideas in measurement, various teaching strategies and approaches incorporating the use of technology, word problems, pupils’ thinking, their errors and misconceptions and remedial instructions.

IME4414: Mathematical Processes in Ratio, Rate & Speed

This course focuses mathematical processes according to the Singapore mathematics curriculum framework in the teaching and learning of ratio, rate and speed. It deepens teachers’ mathematics pedagogical content knowledge in the topics.

IME4418: School-Based Assessment Practices in Mathematics

This course advances teachers’ assessment literacy beyond knowledge-comprehension- practice phase of initial teacher preparation into the application-analysis phase. Within a broader framework of curriculum-instruction-assessment, it builds upon teachers’ existing knowledge of assessment strategies in primary mathematics to plan school-based, level-wide assessment programmes for teaching and learning purposes.

IME4415: Professional Portfolio

Teachers on the part-time pathway in the Advanced Diploma in Primary Mathematics Education programme will have to prepare a professional portfolio that demonstrates theory-practice nexus from what they have learnt from the 10 courses in the programme.

For participants on the modular pathway who have completed 10 courses and their Professional Portfolio within the 5-years validity period can apply for accreditation of the courses into the programme by completing the form here.

Using the Advanced Diploma for entry into NIE’s full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education

Upon successful completion of this programme, you may wish to apply for admission into the NIE/NTU degree programme. Admission is not automatic and all applications would be given due consideration. The admission criteria for returning teachers who are interested in using the Advanced Diploma to help gain admission into the full-time Bachelor of Arts (Education) / Bachelor of Science (Education) OR part-time Bachelor of Education are as follows and may be subjected to further updates from the Office of Teacher Education:

  • Obtained at least overall Pass in Dip Ed/ Dip PE/ Cert Ed and a minimum of 'C' Grade in an Advanced Diploma (obtained prior to the introduction of GPA System) or a minimum of CGPA of 2.50 in an Advanced Diploma (obtained after introduction of GPA System)*

AND

  • Recommendation by Principal

*For admission to Bachelor of Education (Primary) Part-time Programme, in addition to the above criteria, candidates must also meet the following:

  • Be employed by the Ministry of Education;
  • Have at least two years of trained teaching experience; and
  • Have an annual appraisal grade of at least Grade C or better.