Mathematics
OP4 From Problems to Problem-Makers: Building Mathematical Thinkers Through Inquiry
Date: 31 March 2026
Time: 0800 - 0900
Venue: Anglo-Chinese School (Primary)
Teacher: Mr Koh Chaik Khoon (Anglo-Chinese School (Primary))
Observers will witness a dynamic two-part mathematics lesson where Primary 4 students actively construct mathematical understanding and develop 21st century competencies through structured inquiry. The session begins with an authentic problem hook that immediately engages students in real-world mathematical thinking.
Observers can expect to see the teacher employing carefully scaffolded questioning techniques that progress from critical thinking prompts to adaptive thinking challenges. Students will work collaboratively in pairs and/or groups, demonstrating inventive thinking as they explore solutions and coming up with new problems together. The teacher will facilitate group sense-making sessions using targeted questions that deepen conceptual understanding.
The lesson culminates in student presentations featuring mathematical discourse, where learners defend their reasoning against peer questioning. Observers will see structured reflection activities using specific prompts that promote metacognition and intellectual ownership of learning.
Mr Koh Chaik Khoon is a Senior Teacher in Mathematics at Anglo-Chinese School (Primary), where he has dedicated many years to nurturing mathematical excellence among Gifted Education Programme (GEP) and High Ability Learners (HAL). His extensive experience working with high-ability students has shaped his deep understanding of how to challenge and engage young mathematical minds through innovative pedagogical approaches.
Mr Koh is passionate about inquiry-based learning methodologies, with expertise in developing questioning techniques that foster critical and adaptive thinking. His passion for cultivating 21st Century
Competencies in mathematics education is evident in his innovative lesson designs that emphasise collaborative learning, mathematical discourse, and metacognitive reflection.