Maths Is My Playground—and I Love Watching Students Play

There’s something magical about watching a student go from “boo” to “whoohoo” when it comes to maths. Especially in Secondary 2, where the subject often teeters between dread and delight. That’s why I teach maths not just as a subject—but as a living, breathing experience.

Take Pythagoras’ Theorem, for example. It’s one thing to write down ( a^2 + b^2 = c^2 ). It’s another to see it in action. I recently showed my students a TikTok video where the theorem is demonstrated using water—three squares built on the sides of a right triangle, each filled with water. When the two smaller squares are emptied into the largest one, they fit perfectly. That’s not just maths. That’s magic.

And my students? They relished it. Eyes lit up. Minds clicked. Suddenly, Pythagoras wasn’t just a Greek name in a textbook—he was a genius whose ideas still ripple through the world today.

This is how I keep my lessons alive. I bring maths into the real world. I show them how it builds bridges, powers algorithms, and even helps us understand the rhythm of music. I want my students to see that maths isn’t just about getting the right answer—it’s about seeing patterns, solving puzzles, and discovering beauty.

Maths is my playground. It’s where I come alive. I love designing lessons that spark curiosity, challenge assumptions, and invite students to play with ideas. Whether it’s through games, visual demonstrations, or real-life applications, I want every child to feel that maths is not just doable—it’s delightful.

And yes, not every student will jump for joy. Some will still groan. But I’ll keep showing up, keep creating, keep believing. Because when a student finally says, “Ohhh, I get it now,” it’s worth every ounce of effort.

Maths is more than numbers. It’s wonder. And I’m here to help my students see it.