Ms Poh See Kee
Corporation Primary School
As a mathematics educator, I believe mathematics is more than getting answers. Mathematics is a way of thinking. I want students to move beyond memorising procedures to making sense of concepts, reasoning deeply and persevering through challenges. Through open-ended tasks, purposeful questioning and a classroom culture where mistakes are valued as learning opportunities, I strive to develop curious, resilient, and adaptive thinkers. I continually seek ways to make mathematics learning meaningful, authentic and connected to the real world.
Ms Tay Hui Kheng
Greendale Secondary School
I believe every student can learn. When conventional methods fall short, I adapt and find new approaches that work for each learner, because teaching is never one-size-fits-all. I listen closely to my students, as their feedback is what drives me to keep improving. In Mathematics, we teach more than concepts. We teach students to embrace mistakes, persist through challenges, and build resilience that extends far beyond the classroom.
Ms Yeo Yah Hwee June
Peirce Secondary School
I believe every student can excel in Mathematics when given opportunities to learn at their own pace. Through differentiated instruction, collaborative learning and the purposeful use of educational technology, I create meaningful learning experiences that deepen understanding and build confidence. By integrating real-world applications and E21CC, students’ curiosity is sparked, concepts are made relatable and the relevance of Mathematics in daily life is highlighted. I encourage students to struggle productively, embrace mistakes as part of learning and develop the resilience needed to grow and succeed in Mathematics.
Ms Anna Lee Kai Wen
Manjusri Secondary School
I believe every child can learn Mathematics, regardless of ability. By making learning accessible, relevant, and grounded in curiosity, while providing appropriate scaffolding, we empower students to experience success in Mathematics. These positive experiences build confidence, which in turn inspires them to explore, question, and learn more deeply. I strive to create a supportive environment where curiosity and confidence reinforce one another, nurturing resilient and motivated learners who see themselves as capable mathematicians.
Ms Diyana Jumahat
Admiralty Secondary School
At the heart of my teaching is the belief that “Math Time is Precious Time”, a phrase I repeat so frequently that my students instinctively complete the sentence with me. To me, math time is precious because every lesson is an opportunity to actively engage students through meaningful, enjoyable learning experiences without compromising the rigour of mathematics. By building confidence through small successes, I hope to nurture resilient learners who find joy and meaning in mathematics.
Ms Siow Yun Jie
Nanyang Junior College
I believe in creating a safe and supportive classroom where questioning is encouraged and every question is valued as part of the learning process. Through purposeful questioning techniques, I seek to uncover students’ understanding and misconceptions to deepen learning. I value continual learning, where both students and teachers grow alongside one another. I also aim to incorporate real-life applications where possible to make learning meaningful, while fostering curiosity, collaboration, and confidence in students to take ownership of their learning.
Mr Lee Kee Wei
River Valley High School
I see students as curious and perceptive individuals who want to engage with ideas and deepen their understanding through collaboration with others. To me, mathematical learning begins with meaningful problems that reveal patterns and build intuition. These ideas are then formalised and justified, so that students develop a more rigorous understanding. Students are then lead to extend and deepen their understanding, seeing Mathematics as a connected and evolving discipline. I hope to nurture reflective and critical learners who communicate reasoning clearly, with confidence and curiosity.