Teaching context and philosophy

Teaching context and philosophy

Student learning happens in different ways. In tertiary education especially, students differ by their past experiences as learners, their cultural backgrounds, their career ambitions, or their native language. I believe that, as facilitators of learning, we should embrace and recognise the strength that comes from this diversity, and make every possible effort to include and engage all of our students in the process of learning. In order to do so, we may design our courses so that they contain tools from different media and accommodate different paces. Technology can help us with that. I also think it is important to maintain the student perspective. This can be realised by seeking regularly feedback from the students, but also by reflecting on our past experiences as students or by engaging in new learning adventures ourselves.

Teaching should be engaging and learning can be a passion. Learning and Teaching literature provides models to design courses and lectures to enhance learners' engagement. Constructive Alignment is one. Reflection on students' and peers' feedback, educational literacy, as well as challenges provided by the external environment, give us opportunities to be creative and innovative.

Students become more engaged when they perceive that their learning experience is authentic and relevant to their careers. I find it important to pursue my research in Pure Mathematics because I am passionate about it and because it informs my teaching practice.