Welcome to my profile. I am a maths teacher at Badgerys Creek.

Students as active participants in learning

When I teach mathematics, there are three skills I would like to support in my students. I would like to pass on measurable intuition, techniques, and abstractions for resolving problems. These ideas guide me to develop a training style in which trainees must be active parties in learning.

I would like my students to be able to state their beliefs quantitatively and be capable to prove whether those ideas align with the real life. I want my learners to be revolutionists. As we work scenarios, I have students propose approaches for some combination issues. This is an opportunity to emphasise that research is important and you often can not know beforehand how a issue will come out. I wish for my learners to don't hesitate to try things and explore. From time to time they locate answers I had not taken into consideration.

In any course, beyond the customized content, I show that maths can be delightful and we are able to price the human endeavour. I sometimes set ends, like the progress of calculus, in historical context. I show how mathematics has artistic merit.

What I enjoy in teaching

One of my preferred aspects of teaching mathematics is assisting students to perceive the concepts underlying the material handy. I think this attitude derives from my particular appreciation of opportunities to watch the big picture of maths and also the manner in which different bits of mathsematical subject suited with each other. As I started teaching as a graduate student, I understood that I actually loved socialising with trainees and distributing my enthusiasm for mathematics with them. Though the topic varied, I admired speaking about mathematics.

I aim to describe themes as clearly as possible and give great deals of models. Additionally, I make it a preference to be devoted about the data. I also come with a ready-made task for the end of the lesson so that the scholars have a possibility to work problems prior to they leave. From time to time this activity consists of practice challenges, but other times it is a research of the theme on a deeper level.