IP Math Tuition in Singapore for Sec 3 & Sec 4 Integrated Programme Students

IP Math tuition in Singapore has become essential for students navigating the unique challenges of the Integrated Programme Mathematics curriculum. Introduced by the Ministry of Education in 2004, the Integrated Programme (IP) enables academically strong students, typically the top 10% of the cohort, to engage in a seamless six-year education journey from secondary through junior college, bypassing the GCE O-Level examinations entirely.

At Andrew Yap Education Centre, established in 2010, we specialise exclusively in Sec 3 and Sec 4 IP Math tuition. Our founders, Mr Andrew Yap (former Subject Head) and Mrs Jasmine Yap (former Education Consultant) of the Hwa Chong Institution Mathematics Department, possess intimate, first-hand knowledge of the IP Mathematics syllabus, having helped shape these very programmes at one of Singapore’s premier institutions.

Whether your child is preparing for Sec 3 IP Math, transitioning into Sec 4, or laying the foundation for H2 Mathematics at junior college, our IP Math tuition programme is designed to help IP students master accelerated mathematics with clarity, confidence, and consistency.

About the Integrated Programme

The GCE O-Levels serve as an essential intermediate benchmark for the majority of the secondary school students. However, pupils who are academically strong (normally the top 10 percent of the cohort) will be offered the Integrated Programme (IP) to engage in wider learning experiences during their secondary and JC years.

The IP programme was first introduced by the Ministry of Education in 2004. It enables a seamless upper-secondary and junior college education, where secondary school students can advance directly to junior college (JC) without the need to sit for the GCE O-Level examinations. It is a six years programme, which starts directly after PSLE and culminates in the GCE A-Levels, or other diplomas, such as the International Baccalaureate (IB).

The IP prgramme aims to foster greater flexibility and diversity in the education system so as to accommodate a variety of abilities and interests of the students. It is envisioned as a “through-train” education system that allows better use of the curriculum time to immerse students in broader learning to enhance their critical thinking, creativity, leadership skills and intellectual thinking.

How IP Differs From the O-Level Route

The biggest difference is not the syllabus alone. It is the timeline.

O-Level students sit their examination at the end of Secondary 4 and have a clear checkpoint in between. IP students have no such checkpoint, which means every gap in understanding carries forward until Junior College.

Under the IP route, students are not preparing for a single national examination in Secondary 4. They work towards school-based assessments and, eventually, the GCE A-Level examinations. This is why many IP families find the first year of Secondary 3 quietly demanding, even for strong students.

Key differences at a glance

Factor	O-Level route	IP route
Main national exam	GCE O-Level, end of Sec 4	GCE A-Level, end of JC2
Mathematics pathway	E-Math, plus A-Math or no A-Math	IP Mathematics, integrating A-Math and earlier H2 topics
Pace	Set to the O-Level syllabus	Faster, with extension topics introduced earlier
Checkpoints	Frequent, national	Fewer, school-based
Typical entry	Standard secondary admission	Top students, usually around the top 10% (per the Ministry of Education)

Source: Ministry of Education, Singapore — Integrated Programme overview.

Suggested figure Where the checkpoints fall on each route

Both routes are six years long. Only one of them contains a national examination that stops the clock at Secondary 4.

O-Level route National checkpoint at Sec 4

Sec 1 Sec 2 Sec 3 Sec 4GCE O-Level JC 1 JC 2GCE A-Level

IP route No national checkpoint until JC2

Sec 1 Sec 2 Sec 3School-based Sec 4School-based JC 1 JC 2GCE A-Level

No national reset in between — gaps carry forward

Figure 1 — Secondary 1 to JC2 checkpoint structure on the O-Level and Integrated Programme routes.

Why the pace is different

IP Mathematics compresses content that O-Level students meet over several years. Topics such as vectors and more demanding calculus appear earlier, and proof-based reasoning in geometry is expected sooner. Students who learned to memorise methods in O-Level often struggle when asked to justify each step.

What this means for tuition

Because the gap between IP and O-Level is about depth and speed, the help a student needs is different too. O-Level tuition often focuses on exam technique and past papers. IP tuition needs to rebuild conceptual reasoning, keep pace with the school scheme of work, and prepare students for the transition to H2 Mathematics. If you are unsure whether your child is keeping up, the first check is whether they can explain why a method works, not just reproduce it.

O-Level tuition typically

Exam technique and past papers

Focused on a fixed national syllabus
Rehearsal of familiar question patterns
Pacing set by the O-Level examination

IP tuition needs

Conceptual reasoning at school pace

Rebuilding the “why” behind each method
Keeping pace with the school scheme of work
Preparation for the H2 transition in JC

17 IP Schools We Support

Our Sec 3 and Sec 4 IP Math students come from across Singapore’s Integrated Programme schools. Andrew and Jasmine Yap’s familiarity with the syllabi at these institutions, allows our lessons to align precisely with what each IP school is teaching.

Why Choose Our IP Math Tuition

Andrew Yap and Jasmine Yap will personally oversee the sound implementation of the Mathematics curriculum in alignment with the MOE syllabus at Andrew Yap Education Centre. In addition, the Centre has a stringent selection criterion for the employment of teachers to ensure that the Centre only selects the best Mathematics teachers to teach students at the Centre.

The Centre provides JC Math Tuition and Secondary Math Tuition in Singapore that are most aligned with MOE standards. With the two founders’ many years of experiences in teaching Mathematics and leading a Mathematics department at top IP schools, the systematic and meticulously planned curriculum in Mathematics together with their team of dedicated teachers will certainly add value to students’ learning and build the competencies to achieve a good grade in Mathematics at both internal and national examinations.

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Meet Our Distinguished Founders - Academic Excellence Personified

Andrew Yap - Founder & Master Educator

Andrew Yap graduated from the National University of Singapore with a Master degree in Science (Mathematics) under the Accelerated Master Programme (AMP). He was the recipient of the prestigious Lijen Industrial Development Medal awarded to the student who wrote the best thesis in the Honours year.

Andrew’s academic excellence and leadership experience in Singapore’s top schools have enabled him to develop innovative teaching methodologies that have helped countless students achieve distinction grades in mathematics.

Jasmine Yap - Co-Founder & Award-Winning Educator

Jasmine Yap graduated from the National University of Singapore with a First Class Honours degree in Mathematics. She was the recipient of the prestigious Lee Kuan Yew Gold Medal awarded to the best performing graduate throughout the course of study at NUS Science Faculty.

Jasmine’s innovative teaching methods and caring approach have consistently produced exceptional results, making her one of Singapore’s most sought-after mathematics educators.

Benefits of Enrolling in Our IP Math Tuition

Specialized Programme

Bridge to JC Math

Integrated Concepts

Crafted Resources

Specialized Programme for IP Students Only

Our programme is exclusively designed for Secondary 3 and 4 IP students, following closely with the unique syllabi across 18 IP schools. Unlike generic tuition centres, we understand that IP Maths incorporates Additional Mathematics elements as integrated components, requiring specialized teaching approaches.

Bridge the Gap to Junior College Mathematics

IP Maths creates smoother transitions to advanced mathematics by integrating A Math concepts early. Our programme ensures students find it easier to advance to more challenging mathematics with enhanced learning curves, preparing them for seamless JC progression.

Master Integrated Mathematical Concepts

While IP schools’ mathematics syllabi may differ from each other, our expert tutors—former Hwa Chong subject head and level head—understand these variations intimately. We focus on helping students make connections across topics covered while building confidence through rigorous practice.

Carefully Crafted Learning Resources

Students receive meticulously designed notes with worked examples, featuring both basic questions for fundamental understanding and challenging problems for higher-order thinking. Our question sets expose students to diverse problem types essential for IP success.

Why IP Mathematics Is Harder Than the O-Level Syllabus

Integrated Programme Mathematics is not simply O-Level Mathematics run faster. The gap is in what gets taught, how early it arrives, and how much reasoning each question demands.

Content Starts Earlier Than Students Expect

O-Level Mathematics builds a foundation over several years, with Additional Mathematics added as a separate subject for students who take it. IP students follow an integrated curriculum in which A Math content is covered as part of their regular lessons, so the material arrives sooner and stacks up quickly. A student who would normally meet differentiation in Secondary 4 may be working with it in Secondary 3.

Some topics pulled forward from H2 Mathematics, such as vectors and more demanding calculus, appear earlier than their O-Level peers encounter them. This is the core reason IP Math tuition is so valuable: the syllabus is compressed, so the student must absorb more concepts in the same number of terms.

Suggested figure How the content load compresses

The same topics, arriving sooner and stacked closer together on the IP route.

O-Level

Sec 2Foundation

Sec 3A Math — separate subject

Sec 4Differentiation

JC 1Vectors (JC)

JC 2H2 calculus

Sec 2A Math integrated

Sec 3Differentiation + vectors

Sec 4Proof + H2 topics

JC 1H2 extension

JC 2A-Level prep

Sec 2Sec 3Sec 4JC 1JC 2

Figure 2 — Indicative topic arrival by level. Exact sequencing differs by IP school; our lessons follow each school’s scheme of work.

Questions Demand Proof, Not Procedure

The bigger difference is the kind of thinking required. O-Level questions often reward a clear method applied to a familiar pattern. IP questions frequently ask students to justify each step, prove a result, or handle an unfamiliar setup built from principles they have only just learned.

A student who memorises a formula without understanding its derivation will struggle when a question changes the context slightly. This is why strong IP students tend to ask “why does this work?” while average students ask “which formula do I use?”

“Strong IP students ask ‘why does this work?’ Average students ask ‘which formula do I use?’”

Less Time Per Topic, Less Room for Error

Because the pace is faster, a gap in one topic compounds quickly. A weak grasp of algebraic manipulation in Secondary 3 makes calculus harder in Secondary 4, which in turn affects later H2 work. Students who fall behind rarely have time to recover unassisted during term.

Aspect	O-Level Mathematics	IP Mathematics
Pace	Spread over the course	Compressed, faster-moving
Topic depth	Standard depth	Extended depth, earlier content
Question style	Method-based	Justification and proof
Effect of a gap	Usually recoverable in class	Compounds quickly

Recognising these differences early lets parents and students plan support before the pressure builds, rather than reacting after a weak test result.

How IP Compares With the IB Programme

Parents often weigh IP against the International Baccalaureate Diploma Programme (IBDP), since both lead to a university-level qualification and both suit academically strong students. They are structurally different, and the difference shapes how IP Math tuition should be planned.

The IB Diploma is a two-year post-16 programme, usually taken after the IB Middle Years Programme or a similar lower-secondary track. Students choose Mathematics at either Analysis and Approaches or Applications and Interpretations, at Standard or Higher Level. Assessment is spread across internal assessments and final examinations sat in May and November, and the programme is designed around the Theory of Knowledge core and a Creativity, Activity, Service requirement.

IP, by contrast, is a six-year route run by Singapore’s schools under Ministry of Education guidance. Students sit no O-Level examinations, so the whole Mathematics sequence is compressed into a single continuous curriculum. For most IP students, that means A Math content arrives in Secondary 3 and 4, with H2 Math topics such as vectors and more demanding calculus introduced earlier than an O-Level student would meet them.

Feature	IP (Singapore)	IB Diploma
Length	Six years, secondary to JC	Two years after the MYP or equivalent
Maths pathway	Integrated, A Math and H2 topics taught early	Analysis and Approaches or Applications and Interpretations
Main assessment	Mix of school tests and national examinations	Final examinations plus internal assessment
Entry	Top students after Primary School Leaving Examination	Application to an IB school

The practical consequence is that IP students face a single high-pace curriculum with no natural break, so gaps in Secondary 3 tend to compound. Tuition works best when it is matched to the school’s scheme of work and the Secondary 3 or 4 topic currently being taught, rather than to a generic syllabus.

In practice: an IB student’s support plan is built around a two-year external examination cycle. An IP student’s plan has to be built around continuous school assessment from Secondary 3 onward — which is why our lessons follow the school scheme of work, topic by topic.

Our Teaching Approach and Pedagogy

IP Math moves faster than O-Level Mathematics, so our lessons are built around a few deliberate choices rather than a fixed script. We teach the integrated syllabus as one continuous line of thinking, not as separate A Math and H2-style units stitched together.

Concept first, then procedure

Students who only memorise methods struggle when a question is phrased differently. In our lessons, each topic starts with the idea behind the method. For example, when we introduce the derivative, we ask students to describe what happens to a gradient as two points move closer, before any differentiation rules appear. Once the idea is secure, the formulas become tools the student can reconstruct under exam pressure.

Explicit links to H2 Mathematics

Because IP students meet vectors, proofs and demanding calculus earlier than their O-Level peers, we flag where each topic leads. A student who understands why the chain rule works is far better prepared for the composite functions they will meet in junior college. We map these connections openly so students see the purpose of the work, not just the next question on the worksheet.

Diagnose, then correct

Each term begins with a short diagnostic test, and we review the results line by line. Errors are sorted into three types: conceptual gaps, careless slips, and misreading of the question. Each type needs a different fix. Conceptual gaps are reteached from the start. Careless slips are addressed with checking habits. Misreading is handled with question-reading drills. This sorting stops students repeating the same mistakes for months.

Written method and exam discipline

We ask students to show clear working at every step, because marks in Singapore’s Sec 3 and Sec 4 IP papers depend on method as well as the final answer. Practice papers are timed, and each one is marked against the examination’s own mark scheme approach so students learn where the marks are actually awarded.

Suggested figure How errors are sorted each term

One diagnostic test, three different corrections — so the same mistake does not survive to the next topic.

Diagnostic test Start of each term, reviewed line by line

Type 01

Conceptual gap

Reteach the topic from the start.

Type 02

Careless slip

Build checking habits into every step.

Type 03

Misread question

Question-reading drills under time.

Figure 3 — Our termly error-sorting routine for Sec 3 and Sec 4 IP students.

Enrol in our IP Through-Train Mathematics Programme Now

Our 2-hour weekly classes maintain optimal student-teacher ratios. This intimate environment encourages questions and ensures thorough concept mastery before progression.

Class Schedule, Fees & Enrolment
Secondary Math Classes / IP Math

Level

Day

Time

Start Date

Fees

Status

Sec 4 A Math / IP Math

Saturday

2:45 PM - 4:45 PM

2nd Jan 2027

$360/ 4 lessons + 1 time non-refundable registration fee of $30

Filling up fast

Sec 3 A Math / IP Math

Sunday

3:00 PM - 5:00 PM

3rd Jan 2027

$360/ 4 lessons + 1 time non-refundable registration fee of $30

Secondary Math Classes / IP Math

Sec 4 A Math / IP Math

Day

Saturday

Time

2:45 PM - 4:45 PM

Start Date

2nd Jan 2027

Tutor

Mrs Jasmine Yap

Sec 3 A Math / IP Math

Day

Sunday

Time

3:00 PM - 5:00 PM

Start Date

3rd Jan 2027

Tutor

Mrs Jasmine Yap

Class Format and Size

Choosing between group and one-to-one lessons is one of the first decisions parents face when arranging IP Math tuition, and it shapes how much a student actually learns. The right format depends on where the student is strong, where they stall, and how much independent practice they can manage.

Group lessons work well for IP students who are keeping pace with the school syllabus and need structured exposure to harder problem types. Peers working through the same accelerated topics create a useful benchmark, and students often pick up strategies from classmates they would not have reached alone. The trade-off is that a tutor cannot give every student equal time in a crowded room, so a student who falls behind in one topic may not get the individual correction they need before the next topic begins.

One-to-one lessons suit students who need targeted repair, such as a recurring gap in algebraic manipulation or a habit of rushing through working. The tutor can diagnose the exact step where reasoning breaks down and rebuild it. The cost is higher, and the student loses the peer comparison that some learners find motivating.

Factor	Small group	One-to-one
Individual feedback	Shared across the group	Full, immediate
Best for	Keeping pace, exposure to varied problems	Targeted gap repair, confidence rebuilding
Peer benchmarking	Yes	No
Cost per lesson	Lower	Higher

The practical rule: choose a small group if the student completes homework with few errors, and choose one-to-one if the same mistakes keep returning after corrections.

The research on feedback supports this. John Hattie and Helen Timperley’s 2007 review in Review of Educational Research, “The Power of Feedback,” found feedback is most effective when it is specific and timely, which favours smaller formats when a student needs precise correction.

Before enrolling, ask the centre for its typical class size, lesson length and how it handles students who fall behind between sessions. Our own class sizes and lesson durations are listed in the timetable above, and we are happy to confirm the current figures on a free trial lesson.

Simple 4-Step Enrolment Process

Step 1

Get in touch via WhatsApp or call us at +65 8388 1912, or email ayec2026@yahoo.com, to confirm fees, schedule and slot availability for Sec 3 or Sec 4 IP Math.

Step 2

Complete the registration. Download our Registration Form, fill it in, and WhatsApp the completed form back to us.

Step 3

Confirm your slot. Transfer the first payment and notify us via WhatsApp.

Step 4

Begin learning. You will receive a confirmation message at least 3 days before your child’s first lesson.

Success Stories From Our IP Math Students

Our students consistently achieve outstanding results in their mathematics examinations.

Here’s what they say about our math tuition Singapore programs

Tan Shan Min (Nanyang Girls’ High School) Grade 'A' in Sec 4 IP Maths

Mrs Yap is an extremely caring and patient teacher who ensures that all students understand the methods and formulae taught in class. I like how she finds the simplest ways to explain the most complex solutions to us, and how she can make solving math questions so much easier. Before attending her class last year, it was a hurdle for me to complete quizzes and examinations, let alone score well in them. Mrs Yap helped me strengthen my foundation in math (which was something I always struggled to do) and provided me with a thorough understanding of new math topics. Moreover, the pace of the class caters to all the students' needs despite the fact that we are from different schools. Mrs Yap's worksheets and in-class notes are concise and are very helpful when it comes to revision, be it for weekly quizzes or big examinations. The extra practices help me perform efficiently during examinations and I no longer feel as nervous as I did before when it came to math. I used to find math burdensome, but I grew to enjoy its learning process under Mrs Yap's constant care and guidance! Thank you Mrs Yap!

Amanda Ng (Nanyang Girls' High School) Grade 'A' in Sec 4 IP Maths

At the start of Secondary 3, I was struggling with Mathematics. I had been failing almost every quiz for the first few months and had a hard time trying to understand the content taught in school. However, after a few lessons under Mrs Yap, my results improved tremendously and I have been getting a consistent A1 since then. Mrs Yap has also instilled in me an interest for Mathematics and I am very thankful for her guidance over the past two years! Mrs Yap is a very dedicated, experienced and caring Mathematics teacher. She always ensures that everyone in class understands what is being taught before moving on to the next chapter. Whenever someone is in doubt, she will explain patiently until the student gets it. Whenever I am unable to solve questions out of tuition class, I will send her the questions through Whatsapp or email and she will never hesitate to answer all of them. Mrs Yap also frequently sacrifices her own time to answer her students' queries before or after tuition class. Her dedication and experience has helped me perform well for Mathematics in upper secondary. Thank you Mrs Yap!

Ian Ng (Hwa Chong Institution) Grade 'A' in Sec 4 IP Maths

Mathematics used to be a subject that I constantly got less than stellar results for and I saw myself losing interest in Mathematics. Before joining Mrs Yap’s class, I disliked Mathematics and always got B for every test and exam. However, with Mrs Yap’s dutiful teaching, my results picked up swiftly and I began to enjoy Mathematics. Mrs Yap is an experienced and responsible teacher who takes it upon herself to ensure her students attain good grades. For every lesson I missed, she went the extra mile to send me photos of the practice questions through whatsapp which I truly appreciate. This guaranteed that I would not lack behind the rest. The questions and notes that she gives to us is comprehensive, concise and just enough to make sure we are ready for the exam, being careful not to be too overwhelming. In the final lap of our exams this year, she also prepared gifts for us that proved to be a very vital confidence booster, prompting us to push on and that the end is near. Mrs Yap’s guidance has allowed me to do consistently well for Mathematics this year, topping my class every term. Thank you Mrs Yap for guiding me along this year!

Charmaine Sum (Raffles Girls School) Grade 'A' in Sec 4 IP Maths

I came into Mrs Yap’s class with not-so-ideal grades and was starting to dislike Maths. Since I’ve started attending Mrs Yap’s class, I’ve grown to enjoy the subject more. Mrs Yap is very patient, she never hesitates to answer my questions outside of class and gives helpful tips on how to tackle challenging questions that may be tested in exams. She has also helped me tremendously in strengthening my foundation in the subject, which helps me to grasp new concepts a lot quicker and achieve more consistent results. Mrs Yap is very clear and concise when explaining concepts and the notes she provides are very helpful for revision! I am very grateful to have been under her guidance and I look forward to continuing lessons with her!

Ryan Tham (Raffles Institution) Grade 'A' in JC H2 Maths at 'A' Levels

Mr Yap is a teacher who cares. His years of experience in teaching Mathematics has led to his uncanny ability to transfer the knowledge of what he knows to his students effectively. His experience has rendered him able to spot common weaknesses of students and rectify them, proving to be life-saving in examinations. Mr Yap is also very creative, coming up with many methods to help his students understand and remember what he has taught which has come in handy in tests and examinations. Going beyond the repetitive motions, his methodical and succinct teaching style has helped built up my foundations in Mathematics in a short span of a year allowing me to improve from being an 'S' grade to an 'A' grade in my A levels. With such a heart for his students, and as long as you put in your best along with Mr Yap's guidance, improvement is guaranteed.

Meredith (Hwa Chong Institution) Grade 'A' in JC H2 Maths at 'A' Levels

A patient, caring and dedicated teacher, Mr Yap’s guidance had made Math a much less daunting subject. I joined AYEC in JC1 when I found myself struggling with graph transformations, and I have never regretted my decision ever since. Mr Yap’s lessons are always engaging and he often entertains us with funny math jokes which are very helpful in keeping sleep deprived students like me awake. In addition to his remarkable ability to simplify complicated Math concepts, the notes that he provides are probably the best notes that I have ever seen. They are succinct and accurately highlight the key concepts that we need to know in every topic while incorporating a wide variety of questions that would expose us to the common question types that could surface in examinations. What I appreciate the most is that Mr Yap’s concern for his students extend beyond the classroom. Mr Yap constantly motivates us to do better and often sends us encouraging messages before examinations. Thank you Mr Yap for making my A Level Math journey such an enjoyable one!

Ryan Phua (Nanyang Junior College) Grade 'A' in JC H2 Maths at 'A' Levels

Throughout my journey in JC, Mr Yap has been one of the best tutors I've ever met. The efforts he puts in his teaching by going the extra mile for his students (hand- picking questions to consolidate our learning process and going through the syllables thoroughly) is a testimonial to how dedicated he is towards teaching. He also provides many alternative ways to solve a question to help us broaden both our thinking and our learning. Moreover, he makes learning fun by injecting a little humour during each lesson which really makes learning much more bearable and enjoyable. Not only does he have a dedicated and fun side, he too is meticulous in his ways of teaching as he personally makes his own solutions for every question he plans to go through in class beforehand for his students to better understand them (not many maths tutors does this because they usually just copy the answer keys directly!) Furthermore, he is really caring towards his students as he ensures the safety of our students during lessons and also motivates us really hard to strive for excellence. I'm glad I chose AYEC and I would once again like to thank them for helping me achieve the grades I desired.

Dilys Han (Hwa Chong Institution) Grade 'A' in JC Maths at 'A' Level

Mr Yap is an extremely dedicated teacher, who will stop at nothing to ensure that his students have a thorough understanding of the syllabus. Under his guidance, I have improved tremendously from a U to an A. Mr Yap somehow very skillfully makes each daunting chapter in JC math a lot easier to understand. As such all the math questions that once seemed so formidable, became lot more approachable, and much easier to handle. Mr Yap's lessons are also never boring. He always incorporates his witty sense of humour into any segment of the lesson possible, making each math lesson very interesting. Being a very experienced teacher, Mr Yap could efficiently identify my weaknesses, and helped me improve on them. Additionally, Mr Yap is also a very caring teacher. He has never failed to motivate me to do better, to push myself beyond my imaginable limits. Not once did he give up hope on me, even though my results were sometimes not very pleasing. Thank You Mr Yap for being such an inspirational and fantabulous teacher!

Mathea (Hwa Chong Institution) Grade 'A' in JC Maths at 'A' Level

I first joined Mr Yap after getting a U for my block test in J1. Even though I have always struggled with Maths, Mr Yap's clear explanations of mathematical concepts and exam tips made Maths seem much more manageable. His stories and jokes in class were always welcome and lightened the mood considerably especially in the often intense lead up to exams. Most importantly, Mr Yap always believed in my ability to do well even when my results didn't show immediate improvement, and it was his confidence in me that inspired me to keep working hard. Mr Yap's concise yet detailed notes were the perfect study companion and his crash courses perfectly encompassed all the essential information needed for each topic. It is due to Mr Yap's hard work and dedication that I eventually achieved my desired grade for the Mathematics A-levels!

Clarissa (Hwa Chong Institution) Grade 'A' in JC Maths at 'A' Level

Mr Yap is a friendly and patient teacher. He is encouraging and is always willing to answer questions before or after lessons. He often shares stories with the class to make the lesson more interesting. He is passionate in his teaching and asks questions occasionally to engage students. The lesson notes provided are also the best math notes I have ever seen. They are concise, covering all the concepts and also made the topics easier to understand. Mr Yap covers many different types of questions during lessons, providing sufficient examples and different solving methods, thus adequately preparing me for examinations. He also provides many revision lessons and crash courses prior to examinations to help students in their revision. He gets along well with his students and is easy to communicate with. Math was a subject I struggled with the most in JC1 but prior to A levels, it became the subject I was most confident in. Thank you for the one and a half years of math, Mr Yap.

Faith Lim (Cedar Girls’ School) Grade 'A' in IP Maths

Mrs Yap is an extremely patient and detailed teacher who easily understands my math questions. I used to smuggle terribly with Upper Secondary Math, as there were many abstract concepts that I could not comprehend easily. It did not help that no one seemed to understand my doubts. However, after attending Mrs Yap’s lessons, I started to understand the topics even better than before due to the clear structure and in-depthness that Mrs Yap’s lessons possessed. Her worksheets and lessons ensure that we explore every aspect of an topic and explains the reasons for more complicated concepts, making sure we build a good foundation for each topic. Not only that, Mrs Yap is able to connect extremely well with the students in class and has an uncanny ability to understand our doubts totally. Within a few sentences, Mrs Yap is able to clarify our doubts immediately. Mrs Yap is also extremely friendly and does not get frustrated even if I stay back or text her to ask her questions. I definitely do not regret signing up for Mrs Yap’s classes, as it has given me more confidence when answering questions. and has managed to pull my grades up from a near fail grade to an A.

2023 Sec 4, Dean Han from Catholic high school (IP)

Having joined Mr Andrew Yap since early Secondary 3, I’ve consistently seen the care and dedication he brings to teaching Mathematics. Beyond clear and structured explanations, he takes the time to explain nuances for different schools and their syllabi, and gave me tailored advice and practical exam strategies. His experience as a teacher is definitely vast, and the tips and tricks taught cannot be found in any textbooks. His guidance helped me approach questions more methodically, manage my time better during exams, and develop a deeper understanding of concepts rather than just memorising formulas.

The guidance given by Mr Yap during my secondary days definitely formed a solid foundation in Mathematics, raising my grades to A*, but more importantly, was crucial for my JC journey.

2025 Sec 4 Ray Tan from Hwa Chong Institution (IP)

Mr Yap manages to teach Math in a way that the average commercialised tutoring sessions cannot replicate; his lessons, notes and teaching style are all pretty easy to understand for new learners to the topic. He also injects humour and little tidbits of information to help us better understand the topic such as explaining how a formula is derived which helps me to understand why the formula is structured in this way, and it also helps to make the class less monotonous. He is very approachable as well and is able to answer almost any questions you may have to help you understand clearer. Overall, his lessons are informative yet not boring and interactive, and I appreciate the effective help and tutoring he has provided in my time with him.

2023 Sec 4, Dean Han from Catholic high school (IP)

2025 Sec 4 Ray Tan from Hwa Chong Institution (IP)

Frequently Asked Questions About IP Math Tuition

What is IP Math?

IP Math is the Mathematics curriculum followed by students in Singapore's Integrated Programme — a six-year secondary-to-JC pathway offered at 17+ top schools. IP Math is accelerated and integrates Additional Mathematics topics into the core syllabus from Sec 3 onwards.

How is IP Math different from O-Level A Math?

IP Math is broader and faster-paced than O-Level Mathematics. IP students cover A Math content as part of the integrated syllabus — but also encounter topics drawn from H2 Math (vectors, more demanding calculus, proofs in plane geometry) earlier than their O-Level peers. The pace and depth difference is why specialised IP Math tuition is so valuable.

Visit Our Centre

Our Address

Block 302, #01-1842
Ang Mo Kio Ave 3
Singapore 560302

Programs Available

Start Your IP Math Excellence Journey — Book a Free Trial

Join the ranks of our successful students and experience the difference at Andrew Yap Education Centre.

IP Math Tuition in Singapore for Sec 3 & Sec 4 Integrated Programme Students

About the Integrated Programme

How IP Differs From the O-Level Route

Key differences at a glance

Why the pace is different

What this means for tuition

Exam technique and past papers

Conceptual reasoning at school pace

17 IP Schools We Support

Why Choose Our IP Math Tuition

Meet Our Distinguished Founders - Academic Excellence Personified

Andrew Yap - Founder & Master Educator

Jasmine Yap - Co-Founder & Award-Winning Educator

Benefits of Enrolling in Our IP Math Tuition

Specialized Programme for IP Students Only

Bridge the Gap to Junior College Mathematics

Master Integrated Mathematical Concepts

Carefully Crafted Learning Resources

Why IP Mathematics Is Harder Than the O-Level Syllabus

Content Starts Earlier Than Students Expect

Questions Demand Proof, Not Procedure

Less Time Per Topic, Less Room for Error

How IP Compares With the IB Programme

Our Teaching Approach and Pedagogy

Concept first, then procedure

Explicit links to H2 Mathematics

Diagnose, then correct

Written method and exam discipline

Conceptual gap

Careless slip

Misread question

Enrol in our IP Through-Train Mathematics Programme Now

Class Schedule, Fees & EnrolmentSecondary Math Classes / IP Math

Class Format and Size

Simple 4-Step Enrolment Process

Success Stories From Our IP Math Students

Frequently Asked Questions About IP Math Tuition

Visit Our Centre

Our Address

Programs Available

Start Your IP Math Excellence Journey — Book a Free Trial

Class Schedule, Fees & Enrolment
Secondary Math Classes / IP Math