“A farmer has some chickens and ducks. There are 42 heads and 120 legs in total. How many chickens and ducks are there?”
Your Primary 5 child stares at this question, pencil hovering over blank space. Five minutes pass. Then ten. The anxiety on their face grows as they realize they have no idea where to even begin. They’ve read it three times, but the words might as well be in a foreign language.
Sound familiar? If you’re a parent in Woodlands, you’ve likely witnessed this scenario during homework time. Problem sums, those multi-step word problems that require more than just computation, are the single biggest source of Math frustration for Singapore primary school students and their parents.
The truth is, problem sums aren’t just harder Math questions. They require a completely different skill set than straightforward calculations. While your child might ace their multiplication tables and handle straightforward “What is 456 ÷ 12?” questions perfectly, problem sums demand conceptual understanding, logical reasoning, visualization, and strategic thinking, skills that don’t develop naturally for most children without explicit instruction.
This comprehensive guide explores why problem sums are so challenging, the common struggles children face, proven teaching methods that actually work, and how primary math tuition in Woodlands can transform your child from problem sum-phobic to problem sum-confident. Whether your child is in Primary 3 just encountering their first multi-step problems, or Primary 5-6 preparing for PSLE Paper 2, this article will give you the insights and strategies to help them succeed.
Understanding the Problem Sum Challenge
What Makes Problem Sums Different
Problem sums require a fundamentally different cognitive process than straightforward computation:
Straightforward Math:
Question: “248 × 36 = ?”
Process: Apply algorithm → Calculate → Write answer
Skills needed: Memorized procedures, calculation accuracy
Problem Sums:
Question: “John bought 5 books at $12 each and 3 pens. He paid with a $100 note and received $7 change. How much did each pen cost?”
Process: Read → Comprehend → Identify knowns/unknowns → Devise strategy → Translate to mathematical operations → Calculate → Verify answer makes sense
Skills needed: Reading comprehension, logical reasoning, visualization, strategy selection, multi-step thinking, checking
The complexity difference is enormous. Problem sums integrate:
Language comprehension – Understanding what the question asks
Information extraction – Identifying relevant vs. irrelevant information
Mathematical translation – Converting words to numbers and operations
Strategic thinking – Choosing appropriate problem-solving methods
Calculation accuracy – Performing computations correctly
Verification – Checking if the answer is reasonable
When any one of these skills is weak, problem sum performance suffers.
The Singapore Math Curriculum Context
Singapore’s Math curriculum is internationally acclaimed but also exceptionally demanding. By Primary 4-5, students encounter problem sums requiring:
Multi-step reasoning – Three or more operations to reach the answer
Mixed operations – Combining addition, subtraction, multiplication, division, fractions, decimals, percentages
Ratio and proportion – Comparing quantities and finding equivalent relationships
Before-after scenarios – Tracking changes over time
Pattern recognition – Identifying and extending numerical or visual patterns
Spatial visualization – Interpreting geometric problems
These aren’t “enrichment” challenges, they’re standard PSLE Paper 2 fare. Students must master problem sums to perform well in examinations.
Why Problem Sums Matter for PSLE
PSLE Math comprises two papers:
Paper 1 (45% of total):
Multiple choice and short answer
Primarily straightforward calculations
Most students score reasonably well
Paper 2 (55% of total):
Problem sums requiring detailed working
Differentiates students significantly
Makes or breaks overall Math grade
A student scoring 90% on Paper 1 but only 50% on Paper 2 ends up with just 66% overall, barely scraping an AL5 (65-74%). Meanwhile, a student scoring 80% on both papers achieves 80% overall, comfortably in AL2 (85-89%) range.
The implication: Problem sum competency is absolutely critical for PSLE success. This is why primary math tuition in Woodlands often focuses heavily on Paper 2 preparation.
Common Struggles Children Face with Problem Sums
Understanding where children get stuck helps parents and tutors provide targeted support.
Struggle 1: Reading Comprehension Barriers
What it looks like: Your child reads the problem sum three times but still can’t explain what it’s asking. They misinterpret key words like “more,” “fewer,” “left,” “altogether,” or “difference.”
Why it happens:
Math-specific vocabulary (sum, product, quotient, difference) is unfamiliar
Long, complex sentence structures overwhelm working memory
Multiple pieces of information scatter attention
Technical language obscures meaning
Example: “Sarah had 3/5 as many stickers as Tom. After Sarah gave 15 stickers to Tom, they had an equal number of stickers. How many stickers did Sarah have at first?”
For a child with reading comprehension barriers, the phrases “3/5 as many,” “after,” “gave,” and “equal number” create multiple confusion points. They can’t visualize what’s happening, so they can’t begin solving.
The consequence: Children give up before attempting, randomly try operations hoping for correct answers, or wait for parents to “translate” every problem.
Struggle 2: Inability to Visualize the Problem
What it looks like: Your child can’t picture what’s happening in the problem. They read about chickens and ducks but can’t imagine the scenario or see the relationships between quantities.
Why it happens:
Abstract thinking skills still developing
Never taught systematic visualization techniques
No exposure to model drawing or other visual tools
Verbal information doesn’t automatically convert to mental pictures
Example: “A rectangular tank measuring 40 cm by 30 cm by 25 cm is 3/4 filled with water. How many litres of water are in the tank?”
A child who can’t visualize sees meaningless numbers. A child who can visualize mentally constructs the tank, understands what “3/4 filled” means spatially, and can approach the problem systematically.
The consequence: Without visualization, problem sums remain abstract word puzzles. The child can’t grasp relationships, proportions, or changes occurring in the problem.
Struggle 3: Choosing the Wrong Strategy
What it looks like: Your child attempts the problem but uses an inappropriate method. They try working backwards when direct calculation would work, or attempt guess-and-check when model drawing is needed.
Why it happens:
Limited toolkit of problem-solving strategies
Doesn’t recognize problem types and their matching strategies
Defaults to trial-and-error without systematic approach
Never explicitly taught when to use which method
Example: “Container A has twice as much water as Container B. When 200ml is poured from A to B, both containers have equal amounts. How much water was in Container A at first?”
Wrong approach: Random calculations trying different operations Right approach: Model drawing (bar models) showing the before-after relationship
Without knowing problem types and their appropriate strategies, children waste time on ineffective methods or give up frustrated.
The consequence: Inefficiency, wasted time, mounting frustration, and often incorrect answers despite understanding underlying concepts.
Struggle 4: Weak Foundational Concepts
What it looks like: Your child gets confused because they don’t truly understand fractions, ratios, percentages, or other foundational concepts the problem sum builds on.
Why it happens:
Earlier topics memorized without understanding
Procedural knowledge without conceptual grasp
Moved to advanced topics before mastering basics
Gaps from previous years never addressed
Example: “John spent 2/5 of his money on a book and 1/3 of the remainder on a pen. He had $24 left. How much money did he have at first?”
If your child doesn’t deeply understand:
What “2/5 of” means conceptually
What “remainder” indicates mathematically
How to work with fractions of unknowns
…they’re stuck before they begin, regardless of problem-solving strategies.
The consequence: Children can’t access problem sums because the foundation isn’t solid. Attempting advanced problem-solving with weak basics is like building a house on sand.
Struggle 5: Calculation Errors Undermining Correct Approaches
What it looks like: Your child understands the problem, chooses the right strategy, sets up the solution correctly, then makes careless calculation mistakes that lead to wrong answers and lost marks.
Why it happens:
Working memory overload managing multiple steps
Rushing due to time pressure or anxiety
Weak mental math or calculation fluency
Inadequate checking procedures
Example: Problem requires: 120 ÷ 4 = 30, then 30 × 7 = 210 Child calculates: 120 ÷ 4 = 30, then 30 × 7 = 200 (mental math error) Result: Entire problem marked wrong despite correct method
The consequence: Demoralizing to lose marks despite understanding. Over time, children lose confidence in their problem-solving ability when the real issue is calculation accuracy.
Struggle 6: Time Management and Exam Pressure
What it looks like: Your child can solve problem sums given unlimited time at home but freezes or rushes during timed assessments, leading to poor performance despite capability.
Why it happens:
Anxiety under time pressure
Difficulty prioritizing easier vs. harder problems
Perfectionism causing excessive time on single questions
Lack of exam strategy training
The consequence: Test scores don’t reflect actual understanding. Children who could solve problems given time end up with low marks due to incomplete papers or stress-induced errors.
Effective Teaching Methods for Problem Sums
Now let’s explore proven approaches that help children master problem sums.
Method 1: The Model Drawing Approach (Singapore’s Secret Weapon)
Model drawing, also called “bar modeling,” is Singapore Math’s signature tool for visualizing problem sums. It’s essentially drawing rectangular bars to represent quantities and relationships.
Why it’s powerful:
Makes abstract relationships concrete and visible
Works for most primary-level problem types
Reduces cognitive load by externalizing thinking
Reveals relationships that words obscure
How it works:
Example Problem: “Mary had 5 times as many stickers as Jane. After Mary gave 40 stickers to Jane, both had an equal number. How many stickers did Mary have at first?”
Step-by-step model drawing:
Draw what we know initially:
Mary: [▬][▬][▬][▬][▬] (5 units)
Jane: [▬] (1 unit)
Show the change: Mary loses 40 stickers (cross out from Mary’s bars) Jane gains 40 stickers (add to Jane’s bars)
Draw after the change:
Mary: [▬][▬][▬] -40
Jane: [▬] +40
Now equal, so: 5 units – 40 = 1 unit + 40 Therefore: 4 units = 80, so 1 unit = 20 Mary originally: 5 × 20 = 100 stickers
The visualization makes the solution obvious in a way that purely verbal reasoning doesn’t.
Teaching model drawing effectively:
Stage 1: Concrete (Primary 2-3) Start with simple problems and physically drawing with rulers:
Single-step problems
Clear, discrete quantities
Direct relationships
Stage 2: Pictorial (Primary 3-4) Progress to more abstract representations:
Multi-step problems
Part-whole relationships
Before-after scenarios
Stage 3: Abstract (Primary 4-6) Handle complex problems:
Fractions and ratios
Multiple changes
Algebraic-type problems using units
Common mistakes parents make with model drawing:
Trying to teach it without mastering it themselves first
Moving too quickly to complex problems
Not ensuring children understand the underlying logic
Using it only occasionally rather than systematically
The tuition advantage: Primary math tuition in Woodlands with experienced teachers systematically teaches model drawing across problem types, ensuring children develop fluency with this powerful tool.
Method 2: Teaching Problem-Solving Heuristics
Heuristics are general problem-solving strategies. Singapore’s MOE curriculum emphasizes several key heuristics that children should learn explicitly.
Key Heuristics for Primary Math:
Heuristic 1: Act It Out / Use Manipulatives
When to use: Problems involving physical actions, arrangements, or spatial relationships
Example: “5 friends sit in a row. In how many ways can they arrange themselves if two specific friends must sit together?”
Approach: Use actual objects (counters, toys) or draw figures to physically try different arrangements.
Why it works: Makes abstract scenarios tangible, especially helpful for younger children or visual learners.
Heuristic 2: Draw a Diagram / Model
When to use: Quantity comparison, part-whole relationships, before-after scenarios
Example: Most ratio, fraction, and comparison problems
Approach: Bar models, number lines, or other visual representations
Why it works: Externalizes thinking, shows relationships clearly, reduces working memory demands
Heuristic 3: Make a Systematic List
When to use: Combinatorics, finding all possibilities, pattern problems
Example: “Using digits 2, 3, and 5 without repetition, how many three-digit numbers can you form?”
Approach:
Systematically list: 235, 253, 325, 352, 523, 532
Count total possibilities: 6 numbers
Why it works: Ensures no possibilities missed, reveals patterns, builds organizational skills
Heuristic 4: Look for Patterns
When to use: Number sequences, repeated operations, shape patterns
Example: “Find the next number in the sequence: 2, 6, 12, 20, 30, ?”
Approach:
Differences: +4, +6, +8, +10…
Pattern: Differences increase by 2
Next difference: +12
Answer: 30 + 12 = 42
Why it works: Recognizes regularity, predicts continuation, develops mathematical reasoning
Heuristic 5: Work Backwards
When to use: Problems giving final result and asking for initial quantity
Example: “Jane spent half her money on a toy, then spent $5 on candy. She had $10 left. How much did she have at first?”
Approach:
Work backwards from end: Had $10 left
Before candy: $10 + $5 = $15
Before toy (that was half): $15 × 2 = $30
Initial amount: $30
Why it works: Natural approach when starting point is unknown but endpoint is given
Heuristic 6: Guess and Check (Intelligently)
When to use: Trial-and-error appropriate but must be systematic
Example: “The sum of two numbers is 20 and their product is 96. Find the numbers.”
Approach:
Guess: 10 + 10 = 20, but 10 × 10 = 100 (too high)
Adjust: 12 + 8 = 20, and 12 × 8 = 96 ✓
Why it works: When algebraic methods unavailable, systematic trials converge to solution
Heuristic 7: Make Suppositions / Assumptions
When to use: “Chicken and duck” type problems (assumation method)
Example: “42 chickens and ducks in total. 120 legs in total. How many of each?”
Approach:
Suppose all were chickens: 42 × 2 = 84 legs
Difference from actual: 120 – 84 = 36 legs
Each duck adds 2 extra legs (4 vs. 2)
Number of ducks: 36 ÷ 2 = 18
Number of chickens: 42 – 18 = 24
Why it works: Simplifies complex scenarios by making strategic assumptions
Teaching heuristics effectively:
Explicitly name and teach each heuristic – Don’t assume children will discover them
Practice each heuristic across multiple problems – Build recognition and fluency
Teach problem type recognition – “When you see _____, think _____”
Model the thinking process aloud – Verbalize decision-making
Practice selecting appropriate heuristics – Not just applying predetermined methods
Method 3: The Four-Step Problem-Solving Process
Teach children a consistent four-step approach for all problem sums:
Step 1: UNDERSTAND
Read carefully (sometimes twice or three times)
Identify: What do I know? What do I need to find?
Underline key information
Cross out irrelevant information
Rephrase the question in own words
Step 2: PLAN
What strategy might work? (Choose heuristic)
What operations will I need?
Draw initial sketch or model
Step 3: SOLVE
Execute the plan systematically
Show clear working
Calculate carefully
Write units throughout
Step 4: CHECK
Does the answer make sense?
Is it reasonable given the context?
Check calculations
Verify against original question
Why this process matters:
Most children skip directly to solving without understanding or planning, leading to confused attempts. The structured four-step process:
Reduces impulsivity and random calculating
Builds metacognitive awareness
Creates checkpoints preventing errors
Develops systematic thinking habits
The consistency advantage: When taught the same structured approach for all problem sums, children develop automaticity. They know exactly what to do when encountering any new problem.
Method 4: Extensive Practice with Scaffolding
Like any skill, problem-solving requires substantial practice, but the type of practice matters enormously.
Ineffective practice:
30 problem sums for homework without guidance
Child struggles alone, gets frustrated, copies answers
No learning occurs
Effective practice:
Guided examples first (teacher models full process)
Gradual release (teacher guides, students participate)
Independent practice with similar problems
Immediate feedback and correction
Increasing complexity progressively
The scaffolding progression:
Level 1: Worked Examples Teacher solves completely while explaining thinking aloud Students observe and understand the complete process
Level 2: Guided Practice Teacher starts, students contribute ideas Collaborative problem-solving
Level 3: Semi-Independent Students attempt with teacher checking key steps Immediate correction of errors
Level 4: Independent Practice Students solve alone Teacher reviews and provides feedback
Level 5: Application and Transfer New problem types requiring strategy adaptation
Why scaffolding matters: Throwing children into deep independent practice before they’re ready creates:
Frustration and anxiety
Practice of incorrect methods (solidifying bad habits)
Avoidance of challenging problems
Declining confidence
Proper scaffolding builds competence gradually, ensuring success experiences at each stage.
The Small Group Tuition Advantage for Math Learning
While parents can help at home and schools provide instruction, small group tuition offers unique advantages for mastering problem sums.
Advantage 1: Optimal Student-Teacher Ratio
The challenge in school: 35 students per class means:
2-3 minutes of individual attention per 2-hour lesson
Teacher can’t monitor every student’s problem-solving process
Errors go unnoticed until tests
Struggling students hide in the crowd
The small group solution: 6-8 students per class means:
15-20 minutes of individual attention per session
Teacher observes each student’s approach in real-time
Immediate correction of misconceptions
No place to hide; every student receives focused attention
Why this matters for problem sums: Problem-solving is a cognitive process. Teachers need to see the thinking, not just the answer. Small groups allow observation of the actual problem-solving approach, enabling targeted intervention.
Advantage 2: Safe Space for Questions and Mistakes
The psychology of large classes:
Children fear looking stupid in front of 35 peers
Only confident students raise hands
Shy or struggling students remain silent
Misconceptions persist unexposed
The small group atmosphere:
Intimate setting reduces performance anxiety
Students comfortable asking “dumb” questions
Mistakes become learning opportunities, not embarrassments
Collaborative rather than competitive environment
Why this matters for problem sums: Problem sums generate confusion, that’s normal and expected. Learning happens through asking questions and making mistakes. Small groups create psychologically safe spaces for this essential learning process.
Advantage 3: Peer Learning Benefits
The power of learning from classmates:
Seeing another student’s different approach sparks ideas
Explaining to peers deepens own understanding
Healthy peer modeling (not intimidating competition)
Social motivation from seeing classmates succeed
Example scenario: Problem about ratios. Student A uses model drawing. Student B uses working backwards. Student C tries guess-and-check. Teacher facilitates discussion: “Look, three different methods all work! Which makes most sense to you?”
Why this matters for problem sums: There’s rarely one “right” way to solve complex problems. Exposure to multiple approaches:
Expands students’ strategy toolkit
Develops flexible thinking
Deepens conceptual understanding
Reduces over-reliance on memorized procedures
Advantage 4: Balanced Challenge Level
The school classroom dilemma: Teachers must pitch lessons to middle ability level, inevitably:
Moving too fast for weaker students
Too slow for advanced students
Rarely perfectly paced for any individual
Small group flexibility: With fewer students of similar ability levels:
More precise ability matching possible
Pace adjustments easier to implement
Differentiation more feasible
Each student works in their “zone of proximal development”
Why this matters for problem sums: Problem sums exist on a difficulty continuum. Students need problems that are:
Challenging enough to require thinking
Not so hard as to be demoralizing
Building systematically from current level
Small groups enable better calibration to individual readiness levels.
Advantage 5: Consistent, Systematic Curriculum
The school reality:
Teachers manage multiple subjects and administrative duties
Limited time for in-depth problem sum practice
Curriculum pacing dictated by standardized schedules
Remediation time limited
The Woodlands tuition focus:
Dedicated Math time specifically for problem sums
Systematic progression through problem types
Adequate practice at each difficulty level
Time for deep understanding, not just coverage
Why this matters for problem sums: Mastery requires systematic exposure across problem types with sufficient practice at each level. Tuition provides the time and focus often unavailable in school constraints.
How Parents Can Support Math Learning at Home
While primary math tuition in Woodlands provides professional instruction, parental support at home remains crucial.
Support Strategy 1: Create a Positive Math Environment
What to do:
Never say “I was bad at Math too” (this gives permission to fail)
Celebrate effort and persistence, not just correct answers
Frame mistakes as learning opportunities
Show genuine interest in their problem-solving process
What to avoid:
Comparing with siblings or classmates
Expressing frustration when they don’t understand
Focusing only on scores, not understanding
Suggesting Math is inherently difficult or boring
Support Strategy 2: Help Without Over-Helping
The balance: Too little help: Child struggles ineffectively, wastes time, gets frustrated Too much help: Child becomes dependent, doesn’t develop independence
Effective helping approach:
Let them try first – “Give it a go, then tell me where you’re stuck”
Ask guiding questions rather than giving answers:
“What is the question asking?”
“What information do we have?”
“What strategy might help?”
Provide hints, not solutions
Encourage self-checking – “Does that answer make sense?”
Support Strategy 3: Encourage Visualization and Drawing
Simple encouragement:
“Can you draw what’s happening in this problem?”
“Show me with a picture or diagram”
Keep blank paper always available during homework
Praise visual approaches even if not perfect
Support Strategy 4: Practice Mental Math and Number Sense
Daily micro-practice:
Quick calculations during daily activities
“If 3 apples cost $4.50, how much for 1?”
Number games during car rides
Estimation exercises: “About how many ____ in ____?”
Why it matters: Strong mental math reduces cognitive load during problem-solving, freeing working memory for strategic thinking.
Support Strategy 5: Know When to Get Professional Help
Signs it’s time for tuition:
Your explanations aren’t working
Homework regularly takes 1+ hours
Child’s anxiety about Math is increasing
You’re both becoming frustrated
Gaps are widening, not closing
Don’t wait until crisis: Early intervention when struggles first appear yields better outcomes than emergency intervention in Primary 6.
When Professional Math Tuition Becomes Necessary
Scenario 1: Foundation Gaps Are Preventing Progress
If your child struggles with fractions but the school is teaching ratios (which build on fractions), they need:
Targeted gap-filling
Systematic foundation rebuilding
Patient, individualized instruction
Woodlands tuition can provide the dedicated time for remediation that schools can’t offer.
Scenario 2: Problem-Solving Strategies Aren’t Developing
If your child:
Randomly tries operations without strategy
Can’t independently start problems
Gives up immediately on challenging questions
Shows no improvement despite school teaching
They need explicit strategy instruction that small group tuition specializes in providing.
Scenario 3: PSLE Is Approaching
Primary 5-6 students need:
Intensive exposure to exam-standard problem sums
Systematic coverage of all problem types
Time management and exam technique training
Confidence building through mastery
This requires dedicated, focused preparation beyond school curriculum coverage.
How BrightMinds Education Teaches Problem Sums
Our approach at BrightMinds combines proven methods with the advantages of small group learning:
Our Systematic Curriculum
Primary 3-4: Building Foundations
Introduction to model drawing with simple problems
Basic heuristics training
Developing systematic four-step approach
Building calculation fluency
Primary 5: Comprehensive Mastery
Advanced model drawing for complex scenarios
Full heuristics toolkit development
Extensive practice across all problem types
Exam-standard problem exposure
Primary 6: PSLE Preparation
Intensive practice with challenging problems
Exam time management strategies
Mock paper practice and analysis
Confidence building through systematic success
Our Teaching Approach
Small groups (6-8 students):
Every student’s thinking process visible to teacher
Immediate identification and correction of errors
Safe environment for questions and mistakes
Peer learning from multiple solution approaches
Experienced, specialist Math teachers:
Deep understanding of common misconceptions
Multiple explanation methods for different learning styles
Patient guidance through challenging problems
Expertise in building both competence and confidence
Regular assessment and feedback:
Monthly diagnostic tests identifying specific weaknesses
Progress tracking and parent communication
Individual attention to areas needing reinforcement
Celebrating improvements and building momentum
Convenient Woodlands Location
Located at Woodlands Street 82, we serve families throughout Woodlands, Admiralty, and Sembawang:
No long journeys to distant tuition centres
Consistent attendance without travel stress
Community-focused, neighborhood atmosphere
Accessible for regular, sustained learning
Conclusion: From Problem Sum Struggles to Problem Sum Success
Problem sums are challenging, there’s no denying it. They require a sophisticated combination of reading comprehension, mathematical understanding, strategic thinking, and calculation accuracy. Most children don’t naturally develop these skills without explicit, systematic instruction.
The good news? With proper teaching methods, adequate practice, and supportive learning environments, every child can improve their problem-solving abilities significantly.
Key takeaways:
Problem sums require different skills than straightforward calculations
Model drawing and problem-solving heuristics are learnable tools
Small group tuition provides advantages difficult to replicate at home or in large classrooms
Early intervention prevents confidence erosion and widening gaps
Systematic, scaffolded practice with expert guidance yields results
Your child doesn’t have to struggle with problem sums forever. With the right support, whether through enhanced home practice, strategic use of resources, or professional primary math tuition in Woodlands, they can develop the skills and confidence to tackle even the most challenging PSLE problems.
Transform Your Child’s Math Journey with BrightMinds
At BrightMinds Education, we specialize in helping Woodlands children master problem sums through our small group approach. Our experienced Math teachers use proven methods, model drawing, systematic heuristics training, and scaffolded practice, to build both competence and confidence.
We serve Primary 3-6 students at all ability levels:
Building foundations for younger students
Intensive PSLE preparation for Primary 5-6
Targeted gap-filling for struggling students
Challenge and enrichment for advancing students
Don’t let problem sum struggles continue unchecked. Every month matters in building the solid foundation your child needs for PSLE success and beyond.
Contact BrightMinds Education today to:
Schedule a trial class at our Woodlands centre
Discuss your child’s specific Math challenges
Learn how our small group approach transforms problem-solving abilities
Start your child’s journey from frustration to confidence
Visit us at Woodlands Street 82 or reach out to learn more. Let’s work together to help your child not just solve problem sums, but genuinely understand and even enjoy the challenge of mathematical thinking.
Because mastering problem sums isn’t about being naturally gifted at Math, it’s about having the right teaching, strategies, and support. We provide all three.