River Valley Primary School, River Valley, Singapore

Abstract: This paper presents an innovative instructional approach called the Problem-Posing and Model-Building (PPMB) approach, designed to deepen primary school students' mathematical understanding and thinking skills. Developed and implemented in a Primary 4 mathematics classroom at River Valley Primary School in Singapore, this approach integrates problem-posing activities with the model method within authentic Singaporean contexts. Unlike traditional instruction where teachers demonstrate model drawing for problem solving, the PPMB approach guides students to generate their own mathematical problems from real-life situations and construct visual models through inquiry and discovery. A twelve-week classroom case study was conducted with two Primary 4 classes (n=78), comparing the PPMB approach with conventional instruction. Results indicate that students in the PPMB class demonstrated significantly better problem-solving performance (t=3.87, p<.001, d=0.88), enhanced problem-posing ability (t=4.23, p<.001, d=0.96), and improved attitudes toward mathematics (t=3.45, p<.01, d=0.78) compared to the control group. Qualitative data from classroom observations and student interviews further revealed that the PPMB approach helped students see connections between mathematics and daily life, develop flexible thinking, and build confidence in mathematical reasoning. This study contributes to the growing body of research on student-centered pedagogies in Singapore mathematics education and offers practical insights for frontline teachers seeking to foster deeper mathematical learning.

Keywords: problem posing, model method, primary mathematics, instructional innovation, fractions, Singapore mathematics education