The curious early years of learners reminded me why mathematics needed to be more than a maze of numbers and rigid formulas. When I first stepped into the classroom twenty years ago, I carried a bold mission: to breathe life into math and nurture that natural curiosity. I chose hands-on manipulatives that turned abstract ideas into concrete playful experiences, geometric models that revealed hidden patterns, and mind-bending puzzles that encouraged learners to think in new ways. Each tool became a spark—turning confusion into clarity, hesitation into excitement, and routine lessons into moments of real discovery.
Colours stimulate imagination, so I used vibrant blocks to bring Algebra to life. By grouping and rearranging them, learners could see patterns and equations unfold, making abstract concepts into something playful and clear. This simple approach helped hesitant learners gain confidence and begin to see themselves as problem-solvers.
Hands-On strategies for IGCSE: building concrete understanding
As I transitioned to teaching in Cambridge Lower secondary, IGCSE, and AS and A-levels, Active learning took center stage in my mathematics classes, where practical activities and model-making transformed abstract concepts into real experiences. These strategies nurtured problem-solving skills, built confidence, and showed learners that math is something to explore, not just something to memorise or be scared of. Some of the activities I used while teaching brought forth elements of curiosity and excitement for learning in my classrooms.
- Bringing Trigonometry to life with clinometers: Learners measure angles of elevation and depression in real-world settings, estimating the height of a tree or building. This connects trigonometric ratios to tangible objects.
- Discovering similarity through model-making: By constructing similar triangles with paper cut-outs, learners visually compare side lengths and angles, reasoning logically about proportionality rather than memorising rules.
- Unlocking quadratic functions through multiple approaches: Combining algebraic methods (factoring, completing the square) with graphical explorations using calculators or digital tools, learners see how coefficients shape the parabola. This helps them develop flexible problem-solving skills.
Many such strategies give IGCSE learners the confidence to understand mathematics deeply, approach problems from multiple angles, and apply their skills in both advanced studies and real life.
Transformation through technology: Integrating online tools
Over the past seven years, I’ve seen digital tools transform classroom engagement. Platforms like GeoGebra, Desmos, and interactive quizzes opened new possibilities, allowing learners to experiment freely, collaborate with peers, and receive immediate feedback that sustained curiosity.
Using such tools in the classroom allowed learners to test hypotheses, visualise ideas, and extend learning beyond classroom walls. Combining technology with traditional methods has developed resilience, adaptability, and a deeper understanding of mathematical problem-solving. This also enabled perform well in their IGCSE and A-level board exams and achieve grades they aimed for.
Embracing simulation and AI: preparing learners for the 21st Century
More recently, simulations and Artificial Intelligence have revolutionized how I teach AS and A-level mathematics, particularly complex areas like calculus and vectors.
- Derivatives of trigonometric functions: Simulations allow learners to trace slopes of tangents on y=sin, watching y=cos emerge dynamically, turning abstract calculus into intuitive insight.
- Logarithmic and exponential functions: Learners see that the slope of y=ex at any point equals the function value itself, and that y=nix has slope 1/x bridging algebraic rules with visual understanding.
- AI-enabled platforms: These tools personalize practice, identify misconceptions, and suggest challenges such as modeling exponential growth or trigonometric motion. This fosters deeper inquiry and ownership of learning.
Simulations and AI transform complex concepts into interactive experiences. They help in developing the creative and logical skills every learner needs in the 21st century.
Evolving through time: The 19th to the 21st century
While the central goal of nurturing problem-solving has remained constant, the tools of teaching have evolved dramatically—from blocks and paper models to interactive simulations and AI. My teaching journey shows this evolution: continuously adapting methods to meet learners’ changing needs.
By combining traditional strategies with modern technology, learners not only master mathematical concepts but also develop confidence, perseverance, and flexible thinking—skills that carry far beyond the classroom.
The true power of technology, especially AI, lies in breaking down barriers to learning and opening a world of knowledge at our fingertips. Whether analyzing real-time medical data in a statistics lesson, modeling climate change with current information, or exploring mathematics through 3D graphs and holograms, learning becomes dynamic, relevant, and limitless.
This freedom to experiment with equations and visualise data elevates mathematics beyond textbooks and blackboards. It r presents the subject in its true essence—not as a set of rote procedures, but as a creative and exploratory discipline. At its heart, mathematics is a way of making sense of the world, and that perspective should guide how it is taught and experienced.
Fostering lifelong mathematical creativity at CuriousEd
At CuriousEd, we believe mathematics should inspire, not intimidate. Our mission is to design resources that spark curiosity and active engagement at every stage of learning. From thoughtfully crafted teachers guides worksheets to interactive activities, simulations, and innovative assessments, which are aligned with Cambridge guidelines and syllabus. We focus on nurturing resilient problem-solvers equipped with the mindset and skills needed for lifelong success.
CuriousEd — inspiring curiosity, building resilience, shaping thinkers.
By Sujatha Harikrishnan, CuriousEd
Sujatha is the Subject Lead for Mathematics at CuriousEd, bringing with her two decades of rich teaching experience. Over the past 20 years, she has inspired countless learners through her passion for mathematics, with 13 of those years devoted to the Cambridge curriculum. At CuriousEd, she leads the mathematics team in designing teacher guides, worksheets, assessments, and question banks that blend academic rigor with practical classroom relevance. Her expertise in curriculum design and pedagogy is matched by a strong commitment to supporting both teachers and students in achieving meaningful and lasting learning outcomes.
