# KooBits Capabilities

1     CONTENT

1.1   Summary

Questions from Koobits is suitable for students from all levels of ability. The questions are broken down into 3 categories, Mechanical Sums, Problem Sums, High Ability & Maths Olympiad (by Hwa Chong Institution). More than 100,000 questions in the question bank.

Mechanical Sums – basic problems requiring direct use of mathematical skills & numbers to find a solution.

e.g. 2+3=5 etc.

Problem Sums – word problems requiring the student to extract the numbers and figures from a situation and use the appropriate skills to find a solution.

e.g. John has 2 marbles. Meanwhile, Alex has 3 marbles. How many marbles do John and Alex own, together?

2 marbles + 3 marbles = 5 marbles

High Ability & Olympiad – requires higher order thinking skills to solve a more complicated and intertwined question.

1.2   Key Points

• More than 100,000 questions. Cannot be achieved by a conventional textbook/workbook.
• Includes FREE High Ability & Maths Olympiad questions by Hwa Chong Institution, Singapore (organisers of APMOS – The Asia Pacific Mathematical Olympiad For Primary Schools). One would need to pay extra just to purchase these questions separately.
• Auto marking allows the completion of more questions by the students as it saves time required to manually correct the answers.

2       MODEL TOOLS

2.1   Summary

The Singapore Way emphasises on the use of pictorial models to map out the mathematical problem. This allows the student to grasp the ‘big picture’.However, if the teacher checks the completed model drawn by a student, there is no way to know if the student has understood the reasons why the model looks the way it does. Some students may just copy what the teacher has drawn without understanding. Koobits allow students to complete partial models and tracks every single number being input into the model. That way if the wrong number is put at the wrong place, the student can try again. This promotes understanding. Of course, the tools allows one to draw a model from scratch as well.

2.2   Key Points

• Apart from putting in a number as the answer, students can also draw a full model when submitting the solution.
• The tool supports partial models, where the students put in the associated numbers at the right location, to promote understanding.

3       PERSONALISATION

3.1   Summary

Every child is different. There are fast learners and there are slow learners. Also boys and girls learn Mathematics differently. Girls are naturally more inclined towards Statistics while boys prefer mechanics and logic. With such a wide spectrum of learning abilities, there is no one size fits all solution. Therefore personalisation is important.

The common scenario is either one of two outcomes

A  – The teacher focuses on the better students such that the slower students are ignored in order to advance the class.

B – The teacher puts more attention on slower students at the expense of quicker students thus limiting their progress.

3.2   Key Points

• With workbooks, when a student does not know the answer, one will just flip straight to the answer. This is a one way learning method and there is no opportunity to make attempts at solving a problem. With Koobits Video Tutorial, Hints, and Feedback, there is now a multitude of ways that the student can use to make attempts at solving a problem.
• Auto Marking and ability analysis. This allows Koobits to adjust the questions according to the student’s abilities.
• Auto Assign, the system automatically assigns questions to the students based on their abilities so they are constantly stretched but not beyond their abilities. Teachers can focus on teaching and mentoring rather than being bogged down by other tasks.

4       PEER LEARNING

4.1   Summary

China has always been ranked at the top of assessments involving mathematics with Singapore coming in at second place. The creator of Koobits is born in China and later immigrated to Singapore.  This gives him a dual perspective on 2 of the most successful countries for success in Mathematics.

One of the successful concepts in use in China is ‘Question of the Day’. The teacher would write a question on the board and students would try to answer the questions on the board. The person that answers first gets recognition from his peers provided if the answer is correct. Else, it would be a huge embarrassment. Therefore students tend to discuss the question amongst themselves first before attempting the questions. This encourages peer to peer learning.

This concept of ‘Question of the Day’ is digitally replicated in Koobits with the challenges and leaderboard system.

4.2   Key Points

• Through the many challenges that are available and the leaderboard system, students are encourage to attempt the questions but not before discussing it with their friends.
• Discussion allows one to also explain the thought process to others, further cementing the understanding of the problem.
• As their peers are almost at the same level as themselves, students can better understand explanations from someone is viewing things from their perspective.