Pro D day event

 Hi all, 

For the upcoming Pro D day, I am going to a workshop with Stanley Park Ecology Society for a day of place-based, outdoor learning. 

Curricular teaching lesson plan

 Hi there!

Here is the link to the lesson plan. Please let me know if you can't open the link.

https://drive.google.com/file/d/1YSUL2v91i_wmQhY2r-PGHl3enkHx5vuI/view?usp=drive_link

Non-curricular microteaching reflection and reading response

 Reflection on non-curricular micro-teaching 

(Topic: fortune-telling) 

What went well: 

I planned an engaging activity that most participants have not heard of, and it really sparked interest in them. 

What could use improvement:

“Teacher presence” could be stronger. More eye contact, louder voice could be areas of improvement to focus on. One method I could use is memorizing a script, so that I have something to fall back on. 

What would I do differently next time:

Having less content and focusing on one aspect of the topic, allows a more in-depth analysis to students. 

 

Being stuck is not new to me. I’m the kind of math learner and problem solver who pushes through difficult questions until I’m completely exhausted. Some might call it perseverance, but I’ve realized that it’s not always the most effective way to reach a solution. It often leaves me feeling desperate, doubting my efforts in class, and even reconsidering my life choices. One way I’ve learned to combat this mindset is by reminding myself that the problem in front of me isn’t as significant as it seems. I’m still an intelligent person, just facing a challenge. Everyone, no matter how smart, encounters their own "hero's journey" in these moments. It’s cyclical, and no one can avoid it.

Once I began to see this as a normal human experience, I was able to rethink my approach to difficult math problems. First, I make sure my brain gets enough oxygen—by going for a walk or taking a spin class. Exercise refreshes my mind, boosting serotonin levels, and helping me tackle problems with more confidence. When I’m relaxed, my brain becomes more effective at finding solutions—whether through using online resources or reaching out to a friend, rather than suffering in silence.

My takeaway from being stuck is that challenging math problems are just one part of life, and the best approach is not letting the fear of them take over.

Microteaching lesson Plan

 Hi! 

Here is the link to my lesson plan page: 

https://drive.google.com/file/d/1a1PrVxsY8XNwgPu_oGuqoneiw9_qkRLj/view?usp=drive_link

My topic is (A Brief) Introduction to Chinese-fortune Telling. Looking forward to presenting it in class tomorrow!

Response to Battleground Schools

John Dewey’s revolutionary approach to math learning in an inquiry-based environment is crucial for teachers to consider. Reflecting on my own secondary school experience in Vancouver, I recall engaging in inquiry-based learning in all my science classes—coming up with project ideas and writing reflection assignments after almost every class. However, this approach was rare in math. My math teachers strictly followed the textbook, often rushing through an entire chapter in a single class block, with most work done independently through practice questions. While Dewey’s method can be applied to all subjects, why is it more challenging in math? In my view, math is often seen as a “serious” subject that demands discipline. You can’t learn to solve quadratic equations simply by “exploring,” although exploration can be a fun introduction. Some repetition—similar to "factory-style" practice—is necessary to reinforce memory and skills.

The New Math movement, with its goal of preparing students for university, reminds me of my experience as a tutor. I worked with a fourth-grade student preparing for the SSAT math exam. They studied alone at home, only coming to the center for mock exams and then returning home to prepare for the next test. This left them feeling frustrated and unmotivated because the SSAT content didn't align with their school curriculum. Many U.S.-based standardized tests, like the SSAT and SAT, emphasize test-taking strategies and stamina, focusing on understanding the system rather than true mastery of content. For years, there has been debate over whether these exams should be abolished because they primarily assess exam skills rather than a student's genuine abilities.

New Math advocates aimed to cultivate highly intelligent students capable of competing globally, but I wonder if this focus has negatively affected students' learning, contributing to a kind of math anxiety. I've seen students distressed by the fear of not meeting their parents' expectations. Many parents—especially those with elitist tendencies—prioritize test scores, equating them with their child’s chances of getting into prestigious universities. While their intention is to secure the best education for their child, this focus on high scores creates immense pressure, leading to anxiety about failure rather than fostering a genuine love of learning and growth.

Math Art Project Reflection

 How did our math art project come to life?

Our group - Manveen, Caris, Krystal, and I - recreated Holly Laws's "Trefoil Knot" using clay and discussed Knot Theory as a branch of topology in our presentation. We introduced key concepts like knot invariants and tricolorability. Knot invariants remain topologically equivalent through simple transformations such as stretching, bending, twisting, or shrinking. Tricolorability, a tool for identifying these invariants, refers to the ability of a knot to be coloured with three distinct colours, where each uninterrupted chain is one colour, and each intersection has either all three or just one colour. In our model, one side demonstrated tricolorability, while the other side reflected Holly Laws’s original choice of colours and materials. Additionally, we highlighted the cultural, scientific, and everyday significance of knots, noting how knot theory models DNA replication, helping visualize and predict the complex topological structures of DNA. ​​Moreover, to pique further interest, we talked about the importance of Knot Theory in understanding the behaviours of various diseases related to protein aggregation such as Alzheimers, as well as, knots in higher dimensions.

​​As part of our activity, we provided clay and strings for classmates to create their own trefoil knots, challenging them to explore transformations that preserve topological equivalence. This hands-on approach deepened our understanding and reinforced the value of incorporating interactive activities into classroom teaching to help students grasp abstract concepts. 

How did I feel making the project?

Our group delegated tasks, and I was responsible for gathering materials for creating the trefoil knot. Initially, I didn’t anticipate that buying the materials would be challenging, assuming it was as simple as walking into a store and picking up what we needed: air-dry clay, bracelet beads, and string. Because of this, I postponed the task while focusing on other coursework. The day before our group was scheduled to meet and create the trefoil, I went to Staples, only to discover that the air-dry clay was out of stock. I quickly headed to another stationery store and found an alternative clay, though it was a different color. I then visited the Dollarama on Granville (closer to where I live) to find beads, but unfortunately, the ones I found were not aesthetically pleasing. This led me to visit the Dollarama in Gastown, where I finally found suitable beads. By the time I finished all the shopping, I was running late for my inquiry class and had to take an Uber instead of the bus. Thankfully, I managed to have everything ready for our group on time without causing any delays.

From this experience, I learned that as a teacher, no task is simple. Even something as seemingly straightforward as buying project materials took extra time, money, and added stress. Teachers have many responsibilities—class preparation, grading, providing feedback to students—all of which demand effective time management. I realized that this is a skill I need to continue developing, as time is truly of the essence for teachers.

Takeaway I can use as a teacher in my own classroom 

The biggest takeaway from this project is the importance of encouraging students to contribute their own knowledge to their environment. For our math art presentation, one of my responsibilities was to introduce knot theory. I felt confident taking on this role because I had previously taken a course on the topic at UBC (MATH 309: Introduction to Knot Theory with Professor Liam Watson). Motivated and excited to share what I had learned, I was able to compile interesting information and deliver a mini crash course to my colleagues, many of whom were encountering the concept for the first time.

Presenting is something I’ve always put a lot of effort into, sometimes finding it challenging. However, with the background knowledge I had, this time I thoroughly enjoyed creating the presentation slides and found ways to make my delivery more engaging. As an added bonus, I even deepened my understanding of knot theory!

This experience has shown me the value of "reverse teaching" in the classroom. Often, when students learn a math concept, they memorize how it works, then move on. Allowing them to teach what they've learned to their peers—through methods like peer tutoring—can enhance their understanding, activate relational learning, and improve long-term retention.