In contrast to previous curriculum, the students seem to believe that they have improved their mathematics and these improvements has reflected on their exam results. In the classroom, they solve many problems by playing games and sharing with others. The teacher provides many materials to the students and wants them to create their own questions so as to develop students’ creative thinking. Further, the teacher encourages the students to estimate the problems given by logically thinking. As understood from the students’ drawings, the questions asked in the classroom seem to be related to developing higher order thinking skills (see Figure 1). During the learning process, the teacher requires the students to use separate sheets for activities instead of notebooks. Then, the activity sheets written by students are collected and they are filed in the students’ portfolio. The portfolio here is used as a learning tool as well as assessment tool.