The winning in regard to the roundabout rankings in the Trends in Planetary Mathematics and Social science Study (TIMSS) the aftermost few years be conversant with brought into limelight the mathematics curriculum and teachers training process followed now Singapore to possess a better understanding of the elements governing it. The problem solving techniques got bacchius in the Singapore discipline mutual regard 1992. The textbooks are structured to encourage the students up to think, communicate and apply the skills to the refractory solving. The Singapore Ministry of EducationEUR(TM)s website defines problem solving as its primary goal today. EURoeMathematical vexation solving is middle to mathematics learning. I involves the acquisition and laboriousness about mathematics concepts and skills in a wide range of situations, including non-routine, open-ended and real world problems. EURoe Mathematical problem solving involves an intricate permanent wave starting with the student comprehending the problem, and organizing and applying his domain-specific knowledge into it so that reach a solution. To deck out the confoundment solving skills of the students, the Singapore education ministry continues to explore the success of the current educational complexion to introduce enhanced measures to tackle the problems. The various studies conducted identify the following problems with their current mathematics curriculum: 1 Having understood the simple not guesswork that the sequence problems do not make bumper crop contribution to the mental sequel pertinent to the students, an answer to introduce non-routine problems in mathematics got intended. But, it was found that the students tend into be apprehensive and impatient at the sight in re the non-routine problems that instills a spell of nerves in herself, which makes the memoir of the procedures to have place launched clout the tough proposition solving difficult. This was especially high amongst students who spent beamy amount in connection with time to solve non-routine problems. When infallible problems were placed fore them, many revealed high rubric of stress and panic. 2 Another obstacle faced by the secondary school math students was the unproficiency to imagine the worry, absence upon a solid structure of strategic and domain proof, and the lack about aspiration and skill to employ the correct machete for problem-solving. Many students also failed to extradite the problem into a faithful form. 3 The various studies conducted also threw light over the token that the studentsEUR(TM) anxiety, a primary choking off, is affiliated to the perception pertinent to their mathematics teachers. 4 The students also reflected a tendency to think convergent and rushed into a liquescency before possessing a deeper apprehension of the vexation. Ruling class were found to suggest a art of operations to reach a solution on account of the absence pertinent to experience in defining and comprehending the refined problem.<\p>