A student can score ninety-five percent in mathematics and still be unable to think mathematically. When surviving the examination system becomes indistinguishable from learning, we stop teaching mathematics and start teaching studenting.
We Are Not Teaching Mathematics. We Are Teaching Studenting. Read More »
A problem is rarely heavy when it is born. It becomes heavy on its way to the student. What a matchstick game, a board full of numbers and two old puzzle books can teach us about the spirit in which mathematics should be done.
Gamify the Problem: Teaching Mathematics Through Puzzles and Play Read More »
A student rarely learns mathematics from our definitions alone. They learn it from the hundred small words we use every day without noticing. Five everyday phrases from the mathematics classroom, and what each one quietly teaches.
Ask Questions, Not Doubts: Small Words That Shape Mathematical Thinking Read More »
A four-hour one-shot promises a whole chapter before dinner. A sixty-second reel promises a trick before the next swipe. One is a feast and the other a snack, but both leave the same hunger behind: the feeling of having understood, without the understanding.
One-Shot or Short: Two Shops and Four Solve-Keepers of the Pedagogy Market Read More »
The Socratic method—centered on questioning and deep thinking—is often lost in the JEE coaching race. Caught in a cycle of rapid problem-solving, I rarely find time for meaningful discussions, which weakens true understanding and leads to avoidable mistakes.
Rhombus, Attention Residue, Doubts: A Teacher’s Dilemma Read More »
