Psychological Aid of Mathematics

My teaching approaches are centred on understanding rather than on memorisation. I try to introduce new ideas in ways that students can relate to, using examples, questioning, and real-life situations where appropriate. For example, when teaching Probability as a topic in Mathematics, I might use a familiar game or situation to introduce the concept before moving on to the formal Mathematical language. When working with more difficult algebra, I break the problem into smaller steps so that students can see the reasoning behind each step. My aim is for students to view Mathematics as an understandable and a logical subject, rather than a mnemonic collection of rules.

One of the experiences that has influenced my teaching the most was my voluntary placement at Ikosi Senior High School, Ketu, Lagos. I taught Further Mathematics to eight Grade-12 students who were preparing for their final secondary school examinations. None of the students had studied Further Mathematics before, so I had to establish the necessary foundations while also working towards the WAEC examination within the same academic year.

I began by assessing what each student already understood and identifying the areas where they needed the most support. I then planned lessons that connected new Further Mathematics topics to concepts they had already encountered in core Mathematics. I used regular low-stakes assessments to monitor their progress and adjusted the pace of teaching when necessary. I also placed considerable emphasis on confidence, as some students were initially intimidated by the subject because it was completely new to them. As the year progressed, I supported them not only with Mathematical contents but also with examination techniques and time management.

By the end of the year, all eight students sat the WAEC Further Mathematics examination and achieved distinction and credit grades. I was particularly pleased with this because they had started the year without any previous experience of the subject. This experience reinforced my belief that students can make significant progress when they receive clear teachings, appropriate challenges, and consistent support.

I have also worked as a Sunday School teacher__a position that has given me further experience in explaining ideas to learners across different ages and abilities. It has helped me develop patience, clear communication, and the ability to keep learners engaged, as these are qualities that I believe are equally important in a Mathematics classroom.

I also pay close attention to students' confidence and attitude toward Mathematics, and I recognise that anxiety and the fear of making mistakes can sometimes prevent students from demonstrating what their capabilities. With these, I therefore encourage students to ask questions, attempt challenging problems, and learn from mistakes without feeling embarrassed. At the same time, I believe that students benefit from clear expectations, routines, and accountability, coupled with a personal aim to provide a classroom environment that combines high standards with encouragement and support.