Maths Does Not Have To Be Dry

This is my first article about mathematics for Tutorhunt.

Why most students feel dry, boring and complete disinterest in mathematics.

This brings to the point, what purpose does a student study mathematics for?

Of course, examination result is the most important in the mind of students and parents.

However, consideration has to be given whether a student want to co

With the introduction of 9-1 curriculum, emphasis on understanding and application of analysis is added to this mix.

This throws unique challenges to both students, teachers and tutors.

On the one hand students are expected excel in examinations and schools are tailoring their approach to primarily achieving top levels.

Hardly any school dedicates time to the approach of inspiring students` interest in mathematics.

One of the key driver that helps the students to achieve top grade in (any) subject is the natural interest for the particular subject.

When I say analysis, a student has to show as to why a method or technique is chosen for solving a particular problem.

For example, the technique of completing square of single variable quadratic expression is used for finding minimum or maximum value of a particular single variable quadratic expression.

The 9-1 examiners now expect students to write the reason i.e. the square part is always positive and can reach infinity, therefore the sign of square part will determine whether the expression has minimum (or maximum) value.

You can start this kind of reasoning level problems (or I call it experiments) from year 7 end or year 8.

One of my student has learnt geometrical construction and learnt how to construct angle of 60 degrees only using compass and ruler.

The reasoning level problem I chose was to how to construct a straight line that is longer than (say 28 cm) the 15cm ruler that the student had at the time.

Try it out yourself (students) both problems if you have not already come across.

The students use tracing paper for drawing rotation transformation when they first learn about rotation.

Once learnt construction, revisit rotation and use construction to draw rotational transformations.

This is an example of spiral model of teaching mathematics introduced in 9-1 curriculum.

Human intuition is one of the great technique in mathematics, and the extension of mathematical intuition is mathematical deduction.

When introducing higher concepts such as trigonometry or coordinate geometry, raise the question to the students as to when they subconsciously started to use trigonometry or coordinate even without realising it. In fact, the first time a baby started to move perhaps the baby has comprehension of mathematical concepts at subconscious level. This idea has tripped couple of my students when I mentioned it.

Basic idea such as geometrical equivalence of real numbers, zero, equal numbers etc. will makes students think and understand the relationship between branches of mathematics.

So, in essence, connect mathematical concepts to real word that might inspire your interest, and in the process it is most likely that you will become more mathematically able person and achieve top grade in your maths examinations and assessments.