As a parent in Punggol, you’ve probably seen the scene a dozen times: Your teen is sitting at their desk, ostensibly doing their Secondary Math homework, but their eyes are glued to a screen. You worry. Is it the iPad? Is it the phone? Is “screen time” the reason their latest Algebra or Trigonometry grades are slipping?
A recent article from the National Institute of Education (NIE) suggests we might be looking at the problem all wrong.
The Surprise Finding: Screens Aren’t the Villain
The article, Why the screen time debate misses the real classroom problem, points out a fascinating shift. In a study comparing students from 2006 to 2021, researchers found that while students today spend more time on devices, they are actually using them more for academic purposes than for gaming—a total reversal from 15 years ago.
The real takeaway? Not all screen time is equal.
The core issue isn’t the device; it’s engagement. According to the NIE, when students are bored or disconnected, screens become an escape. But when they are motivated and find meaning in what they’re learning, screens become tools.
Why This Matters for Your Secondary Math Student
If your child is at Punggol Secondary, Edgefield, or Greendale, they are navigating a high-pressure environment. With the shift to Full Subject-Based Banding (SBB) and the jump from Primary 6 “procedural” math to Secondary “abstract” math, it’s easy for a student to feel “blur” and lose interest.
When a student feels they “just aren’t a math person,” they stop trying. That’s when the phone comes out. The screen isn’t the cause of the failing grade—it’s a symptom of disengagement.
How We Solve the “Real” Problem
We don’t just drill formulas. We align our teaching with the exact principles the NIE article champions: Autonomy and Meaningful Learning.
- From “How” to “Why”: The NIE article highlights that students thrive when they understand why a task matters. In our classes, we don’t just teach the steps to solve a Quadratic Equation; we show how it applies to real-world logic, making the subject “click” for teens who are tired of rote memorization.
- Autonomy-Supportive Coaching: Just like the AI tools being tested at NIE to help teachers improve their instructional language, we focus on encouraging, non-controlling language. We give our students choices in how they approach problem-solving, which builds the intrinsic motivation needed to tackle tough O-Level A-Math topics.
- Building Confidence, Not Just Grades: When a student feels competent, they don’t need to “escape” into a game. We specialize in identifying foundational gaps—the “domino effect” of math—and fixing them so your child feels the win of solving a hard problem.
Stop Blaming the Screen—Start Boosting the Engagement
If your teen is struggling to keep up with the pace of math in school, don’t just take away their device. Give them a reason to use their brain instead.
Whether they are aiming for a G3 distinction or trying to move up from G2, our math lessons focuses on the “human core” of teaching—building relationships and making math meaningful.