I have actually been teaching mathematics in Girraween since the winter of 2011. I really delight in teaching, both for the joy of sharing mathematics with others and for the opportunity to take another look at old information as well as improve my individual understanding. I am certain in my capability to instruct a selection of undergraduate programs. I am sure I have been rather effective as a teacher, which is confirmed by my good student opinions along with a large number of unsolicited compliments I got from trainees.

My Teaching Ideology

According to my feeling, the two major aspects of mathematics education are mastering practical problem-solving skills and conceptual understanding. Neither of them can be the single target in an effective maths program. My goal being a teacher is to reach the appropriate equilibrium in between both.

I believe solid conceptual understanding is really essential for success in an undergraduate maths training course. A number of the most beautiful concepts in maths are basic at their base or are developed on original viewpoints in easy means. One of the aims of my mentor is to uncover this simpleness for my trainees, in order to both raise their conceptual understanding and decrease the harassment factor of mathematics. An essential concern is the fact that the elegance of mathematics is often at odds with its strictness. To a mathematician, the supreme understanding of a mathematical result is usually provided by a mathematical proof. students usually do not feel like mathematicians, and therefore are not naturally outfitted in order to take care of this kind of points. My task is to filter these ideas down to their point and describe them in as basic way as I can.

Pretty frequently, a well-drawn scheme or a short decoding of mathematical expression right into layperson's expressions is the most helpful method to report a mathematical view.

My approach

In a typical very first or second-year maths course, there are a variety of skill-sets that trainees are actually expected to learn.

This is my honest opinion that students typically find out maths greatly with exercise. That is why after showing any type of further ideas, the majority of time in my lessons is typically spent training as many cases as possible. I very carefully select my situations to have unlimited selection to make sure that the students can determine the features that prevail to all from the attributes which are certain to a precise model. During creating new mathematical strategies, I commonly present the data as if we, as a team, are exploring it together. Commonly, I will show an unfamiliar sort of trouble to solve, explain any kind of problems that prevent preceding methods from being employed, suggest a new strategy to the issue, and then bring it out to its rational completion. I consider this particular technique not just involves the trainees yet equips them by making them a component of the mathematical process rather than just spectators that are being explained to just how to operate things.

In general, the conceptual and problem-solving facets of maths complement each other. Certainly, a firm conceptual understanding causes the methods for solving issues to appear even more natural, and hence much easier to soak up. Having no understanding, trainees can often tend to consider these approaches as strange formulas which they should remember. The more experienced of these students may still have the ability to solve these troubles, however the procedure comes to be useless and is not likely to be retained after the course is over.

A strong experience in analytic also constructs a conceptual understanding. Seeing and working through a variety of different examples enhances the psychological image that a person has about an abstract concept. Hence, my goal is to emphasise both sides of maths as clearly and concisely as possible, so that I maximize the trainee's potential for success.