In my past life, working for multinational companies, I found that maths doesn't present itself as a series of workbook sums to be answered. Rather, it’s usually wrapped within a problem that requires great insight: such as optimizing a business process in a manufacturing plant, forecasting the liabilities from a leveraged investment.
Maths helps us get a sense of the world. It guides us to know whether something is worth investigating or investing time in. It can provide solutions in the form of research and then be applied to construct plans and strategies.
But often, the problem itself isn't always clear. It needs discussion: clarifying important issues and checking that the right question is being solved, so as to arrive at the right solution. The skills needed are collaborative and require imagination and creativity.
For example, recently our grades 7 and 8 have been working on Fermi problems, named after the famous Italian physicist who was challenged at a conference to answer the question, How Many Piano Tuners Are There In Chicago? “What!” you might exclaim. How could you possibly know? Well, in fact, you probably have a pretty good idea as to the answer – as did Fermi - should you ask yourself the right questions.
Such a task puts Maths in the middle of a real world problems – in this example it deals with issues such as supply and demand (that’s a clue by the way), and the problem solving skills can be applied to a number of business and scientific processes. If you’re really stuck on this, why not ask one of our students who should be able to help with the problem.
Teaching the art of problem solving, alongside a rigorous instruction in techniques and method, can be quite challenging. Recent international tests focusing on learners Maths skills has led to a lots of reflection by state educators, particularly in the west, as to how best to teach the subject.
During my time at a number of private schools, from primary to high school, including my last assignment at an elite school for talented students, I have always looked for the best approach to improve my student’s outcomes. In discussion with my professors, as I recently completed a specialized postgraduate maths-education course, I have come to the conclusion that the three most important elements are; a good curriculum; highly trained and engaging teachers; and small class sizes. All of which play to the strengths of CISK and the IB framework.
The small classroom size allows me to teach and set goals closer to each learner’s individual level. There’s time for each student to have a ‘voice’ in discussions and to give feedback about problem solving issues. The curriculum provided by the IB program is both stimulating and challenging. It provides the flexibility to incorporate the strengths of Asian educational successes, but explore and investigate mathematical reasoning for deeper understanding.
My role as the facilitator is to make good choices: about what to study and when; getting the pace right and making the lessons accessible and interesting; and placing them in real world contexts that make sense to the students.
What I found thus far, is a great group of learners with lots of enthusiasm and the raw talent to build a successful community of mathematicians. I am looking forward to helping the Mathematics department develop at CISK and providing an excellent, robust program for our students and prepare them for their future studies.
Maths helps us get a sense of the world. It guides us to know whether something is worth investigating or investing time in. It can provide solutions in the form of research and then be applied to construct plans and strategies.
But often, the problem itself isn't always clear. It needs discussion: clarifying important issues and checking that the right question is being solved, so as to arrive at the right solution. The skills needed are collaborative and require imagination and creativity.
For example, recently our grades 7 and 8 have been working on Fermi problems, named after the famous Italian physicist who was challenged at a conference to answer the question, How Many Piano Tuners Are There In Chicago? “What!” you might exclaim. How could you possibly know? Well, in fact, you probably have a pretty good idea as to the answer – as did Fermi - should you ask yourself the right questions.
Such a task puts Maths in the middle of a real world problems – in this example it deals with issues such as supply and demand (that’s a clue by the way), and the problem solving skills can be applied to a number of business and scientific processes. If you’re really stuck on this, why not ask one of our students who should be able to help with the problem.
Teaching the art of problem solving, alongside a rigorous instruction in techniques and method, can be quite challenging. Recent international tests focusing on learners Maths skills has led to a lots of reflection by state educators, particularly in the west, as to how best to teach the subject.
During my time at a number of private schools, from primary to high school, including my last assignment at an elite school for talented students, I have always looked for the best approach to improve my student’s outcomes. In discussion with my professors, as I recently completed a specialized postgraduate maths-education course, I have come to the conclusion that the three most important elements are; a good curriculum; highly trained and engaging teachers; and small class sizes. All of which play to the strengths of CISK and the IB framework.
The small classroom size allows me to teach and set goals closer to each learner’s individual level. There’s time for each student to have a ‘voice’ in discussions and to give feedback about problem solving issues. The curriculum provided by the IB program is both stimulating and challenging. It provides the flexibility to incorporate the strengths of Asian educational successes, but explore and investigate mathematical reasoning for deeper understanding.
My role as the facilitator is to make good choices: about what to study and when; getting the pace right and making the lessons accessible and interesting; and placing them in real world contexts that make sense to the students.
What I found thus far, is a great group of learners with lots of enthusiasm and the raw talent to build a successful community of mathematicians. I am looking forward to helping the Mathematics department develop at CISK and providing an excellent, robust program for our students and prepare them for their future studies.