SES Maths Programme

maths child playing numbers

The SES Maths Programme aims to effectively support students with dyslexia who have persistent difficulties with mathematics. We hope for all our learners to gain confidence in their mathematical abilities by helping them to experience small steps of success.

The programme is designed to cater to students with dyslexia. We adopt dyslexia-friendly principles to ensure that learning remains relevant and suitable for our students. 

 

How Dyslexia affects Maths?

how dyslexia affects maths 03

Does your child with dyslexia show the following?

  • Difficulty understanding Maths concepts
  • Difficulty reading word problems
  • Understanding what the Maths problem means
  • Difficulty identifying what the question wants him/her to find
  • Remembering his/her times' tables even though you have taught it many times
  • Difficulty following the events in word problems
  • Difficulty doing calculations that involve more than 1 step

 

About Us

We are a team of Maths Educational Therapists who are trained in dyslexia studies and teaching Mathematics at the Primary level.

We have at least 2 years of teaching experience under the Main Literacy Programme (MLP) before specialising in Maths.
All our teachers possess the following qualifications:
1. Certificate in Supporting SpLD Learners in Mathematics (formerly known as Certificate course in Dyscalculia and Numeracy Teaching)
2. Professional Certificate Course in Numeracy

 

Who do we support?

We support all Primary school students with a diagnosis of dyslexia, who attend MOE primary schools in Singapore.

We also support students who are attending school-based dyslexia remediation (SBDR) in their schools but have yet to receive a formal diagnosis of dyslexia. 

 

Our Curriculum

The students in the SES Maths Programme are diverse in their mathematical ability.

To support all of these students, we have 2 main curricula:

  1. Essential Maths
  2. Problem Sums for Upper Primary

Our curriculum is structured around the latest MOE Primary Maths Syllabus. 

View all programme fees here

 

How is SES Maths Programme different from tuition agencies?

Our programme is an intervention programme designed for students with dyslexia. Our therapists specifically design lessons that customise to the needs of our students with dyslexia. Lessons are interactive and engaging as students get to touch and move our classroom materials to help them understand Maths better. We also bring in strategies they learn from our Main Literacy Programme (MLP) to help our students understand the language used in maths.

 

ses logo

Specialised Educational Services (SES) is a division of the Dyslexia Association of Singapore. SES programmes are tailored to fit the learning needs of students with a learning difference.

SES Programmes are NOT funded by the Ministry of Education (MOE), the MOE only supply a grant for the DAS Main Literacy Programme (MLP).  

Essential Maths

The Essential Maths Curriculum was developed to help students who are struggling to cope with Maths at the school level.

essential maths 01

 

What we cover in Essential Maths

Curriculum Components  Description
Conceptual Understanding We teach your child how to understand the concepts in Maths.
Procedural Proficiency We help your child to master his/her addition, subtraction, multiplication, division and times tables.
Mathematical Communication We teach your child how to write his/her steps in a way that is clear for teachers to understand. We also encourage students to share his/her steps on how to solve a problem clearly. 
Reading Comprehension We introduce reading comprehension skills into Maths to help him/her understand word problems better.

Thinking Skills & Heuristics

In Maths, we also teach skills like comparing, sequencing, identifying relationships and patterns, etc. These are important skills used not only in Maths but also in Science and other aspects of life.

 

Our Classes

Our lessons are conducted weekly, 1 hour per lesson. Our class sizes are kept small (maximum 4 in each class) so that our teachers can have enough time with each student. We also ensure that the students in each class are of similar ability, so that we can cover as much content with everyone as possible.

 

View all programme fees here

 

 

PROBLEM SUMS FOR UPPER PRIMARY

The Problem Sums for Upper Primary (PSUP) Curriculum was developed to help students in Primary 5 Standard or Primary 6 Standard who already are strong in their math concepts, but continue to show difficulties with understanding and solving word problems.

PSUP 02

 

 

What we cover in Problem Sums for Upper Primary

Curriculum Components  Description
Challenging Word Problem Types We identify challenging word problem types in each topic and teach students how to use reading comprehension skills to understand the problems better, and how to use heuristic strategies to solve the problems.
Heuristic Strategies Strategies such as Guess and Check, Making Suppositions, Systematic Listing, etc. are broken down and taught clearly to the students. We teach students how to identify when to use each of these strategies to solve their word problems.
Mathematical Communication We give students the opportunity to share with his/her classmates and teacher the thinking process that he/she goes through to solve a problem clearly.
Reading Comprehension We introduce reading comprehension skills into Maths to help him/her understand word problems better.

 

Our Classes

Our lessons are conducted weekly, 1 hour per lesson. Our class sizes are kept small (maximum 4 in each class) so that our teachers can have enough time with each student and each student will have the opportunity to share his/her knowledge. We also ensure that the students in each class are of similar ability so that we can cover as much content with everyone as possible.

 

View all programme fees here

Math's Programme Teaching Approach

1. Orton-Gillingham Approach

Language-based

We cover the meaning of Math terms in detail and use comprehension strategies to help students understand the structure of sentences in word problems.

Direct Instruction

Teachers give short instructions that are to the point to help students understand what they are supposed to do.

Cognitive

We do not feed students answers; we help them explore and find out the answers for themselves.

Diagnostic & Prescriptive

We identify our students' strengths and weaknesses before teaching them. In our teaching, we focus on the concepts that they need more help with. 

Structure, Cumulative & Sequential

Our curriculum is arranged from easy to difficult. We help students to bridge any gaps in their learning so that they can work towards the more challenging concepts at their school level.

Emotionally Sound

We are sensitive to your child's learning needs and pace and try not to push them way beyond their limit. 

2. Concrete-Representational-Abstract Approach (C-R-A)

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1. Concrete Stage

Physical objects are used to help students experience the concept in real life.

For example, to show 3 ÷ 1/3, we use fraction circles to show 3 wholes and get students to see how many times they can fit 1/3 to make 3 wholes.

2. Representational Stage

Pictures are used to represent the objects in the same problem. This helps students t reduce their dependence on objects to solve the problem.

3. Abstract Stage

Students can now draw on their understanding from the Concrete and Representational stages to help them solve the problem.

 

 3. Polya's Problem Solving Process

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1. Understand the Problem

Students are taught comprehension strategies to help them make sense of the problem. We also make the problems visual for the students by getting them to show us what is happening using bar models or real-world objects.

2. Come up with a Plan

Teachers and students discuss the steps needed to solve the problem. If a new strategy is needed to solve the problem, the teacher will demonstrate how the new strategy works.

3. Solve the Problem

Students work through the steps systematically to solve the problem.

4. Check the Solution

Students are taught a strategy to check that their answers are accurate and make sense. 

4. Try-Share-Learn-Apply Approach

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This approach help students walk through the problem-solving process in a collaborative and interactive setting. First, they try to solve a problem on their own, they then share with their peers. Our Educational Therapist will draw out key features and a suggested method to solve the problem, and students would then apply it to their learning.

 

View all programme fees here

Admission Matters

 

What happens after I submit my application form?

admission process 08

Processing

We will process your application and call/email you regarding a profiling test for your child. You can expect this within 2 - 4 weeks of your application. All students joining the maths program are required to sit for an in-house profiling test. The administrative fees for conducting the test is $53.50, inclusive of 7% GST.

Profiling

A member of the Maths team will conduct the profiling test and share the findings with you. The profiling documents will be sent to the learning centre manager for placements within a week.

Placement

The Centre Manager of your preferred centre will begin sourcing for a suitable class for your child. He/She will get back to you when there is a class that fits the needs of your child. This process will take approximately 4 weeks.

The total waiting time from application to placement will take approximately 8 weeks. This period is subjected to the availability of a suitable class and your acceptance of the proposed class.

 

Frequently Asked Questions (Maths)

 

 

1.  How does Dyslexia affect the learning of Maths?

 

Dyslexia is a specific learning condition that affects one's ability to read and spell accurately. It mainly affects the ability to recognise the units of sound in language and to recall information quickly and efficiently.

In Singapore, we use the English language to teach Mathematics. We use words to talk about mathematical ideas, yet students may not be aware that the same word can have a different meaning in maths. They may also struggle to understand the sentence structure used in maths.

A person with Dyslexia would experience difficulties with the following:

  1.  Understanding mathematical terms
  2.  Understanding the relationships between quantities.
  3.  Keeping track of events in word problems
  4.  Understanding Maths concepts
  5.  The spelling of Maths terms
  6.  Difficulty telling apart Maths terms with similar sounds (example: thirty vs thirteen)
  7.  Recalling mathematical facts (example: times tables)
  8.  Multi-step calculations
  9.  Multi-step word problems

 

2. Who will benefit from DAS Maths Lessons?

DAS Maths lessons are suitable for students with a diagnosis of dyslexia and are experiencing difficulties with any of the following:

  1. Understanding mathematical language
  2. Difficulty grasping Math concepts
  3. Carrying out mathematical procedures accurately
  4. Comprehending Math word problems

 

3. What are the criteria for students to come on the DAS Maths Programme?

The DAS Maths Programme is open to all Primary school students with a diagnosis of Dyslexia.

4. What are the charges for the Maths Programme?

Lessons are charged on a term basis (10 lessons), inclusive of GST. View programme fees here.

5. Placement Procedure

Parents will complete the SES Programmes Application and Maths Supplementary Forms. The following documents are necessary.

Submission of the child’s latest SA / CA (Semestral / Continual Assessment exam papers) is required for placement eligibility to the Learning Centre. Incomplete Exam papers will not be submitted for review.

*The Maths Core Team reviews the child’s exam paper. A Maths Placement assessment (chargeable at $53.50 inclusive of 7% GST and $26.75 inclusive of GST for students on Bursary) will be necessary for placement if the Exam papers provide insufficient information or are incomplete. No written report will be given. Kindly note, that the Maths Placement testing is not a guarantee of placement on the Maths programme. 

6. Confirmation of Placement

Parents are informed of placement by the Center Managers. If the child is not suitable for placement, the Center Manager will also inform the parent as the criteria was not met. Depending on the requests for classes, the waiting time for classes would be approximately 4 weeks. Parents will be informed should the wait be longer or sooner. 

7. How often are classes conducted?

Math lessons are held weekly, 1 hour each session. Class sizes are usually capped at a teacher-student ratio of 1:4.

8. Where are the lessons conducted?

Lessons are conducted at all DAS Learning Centres except for REX Learning Centre.

9. Our Philosophy

The Maths Programme is guided by the following principles:

  • Language-based
  • Structured, cumulative and sequential
  • Simultaneously multi-sensory
  • Emotionally sound
  • Cognitive
10. Our Teaching Approach - How we Teach!

Each lesson starts with a review of what was taught in the previous lesson. A new concept will then be taught via the Concrete-Representational-Approach (C-R-A). Students are given the opportunity to interact with manipulatives to help them visualize and get a sense of the mathematical concept. The final segment of the lesson covers word problems related to the new concept. Students are guided through POLYA's 4-step processes to help them be systematic in problem-solving. Our lessons are kept fun and interactive through games and engaging activities. Orton-Gillingham principles are also incorporated to ensure that our lessons are specifically designed and kept dyslexia-friendly for our students.

11. What we teach in DAS Maths classes, our Curriculum components.

We use concrete materials and teaching manipulatives to explain basic maths concepts to students. Students are provided with hands-on experience to handle these materials to aid their understanding of
the relevant maths concepts.

Our Maths lessons encompass each of the following six competencies:

  1. Conceptual Understanding
  2. Procedural Proficiency
  3. Mathematical Communication
  4. Application of Math knowledge to solve problems
  5. Reading Comprehension
  6. Thinking Skills & Heuristics

12.  Research on Maths and Dyslexia you might be interested in reading.

Jordan, J., Wylie, J., & Mulhern, G. (2010). Phonological awareness and mathematical difficulty: A longitudinal perspective. British Journal of Developmental Psychology, 28, 89-107.

Simmons, F. R., & Singleton, C. (2009). The mathematical strengths and weaknesses of children with dyslexia. Journal of Research in Special Educational Needs, 9(3), 154-163.

DAS RESEARCH

Bunn, T. (2014). Mathematical difficulties in Singapore: A case-study approach. Asia Pacific Journal of Developmental Differences, 1(1), 90-113.

Yeo, J. J. R., Bunn, T., Abdullah, A., Shukri, S. A., & Oehlers-Jaen, A. (2015). Evaluating The Progress Of Dyslexic Children On A Small-Group Maths Intervention Programme In Singapore. Asia Pacific Journal of Developmental Differences, 2(1), 144-157.

Oehlers-Jaen, A., Yeo, J. J. R., Shukri A., Abdullah, A. (2016). Evidence-led improvements to the DAS Maths Programme, Asia Pacific Journal of Developmental Differences, 3(2), 248-260.

13. How much is the SES Maths Programme?

  Singapore Citizen   Singapore PR and 
International Student
  Per Hour Per Term Per Hour Per Term
Maths Programme (10 lessons) $59 $590  $65.50 $655

Fees are inclusive of GST.
With effect from 01 January 2020

A non-refundable profiling fee of $53.50 will be collected for this programme with effect from February 2019.
This profiling test required for the purpose of class placement.