Monday, July 7, 2014


I was opportuned to teach some student mathematics sometimes ago. I called teaching an opportunity because impacting knowledge into lives should be regarded as opportunity.

I was teaching them triangles, I told them that the sum of angles in any triangle is 180 degree. A thinking and focused student should ask questions like, How? How can we possibly know? Can we find out?
Even without asking any of those questions, I gladly and enthusiastically told them that we must confirm this.
So I ask the students to draw triangles such that each person triangle is not the same to any other person. This implies that no two triangles must have the same lengths dimensions or angles.
So I told them we should confirm if the completely different triangles would conform with our earlier statement that “the sum of angles in any triangle is 180 degrees.
So we decided to measure each angle of triangle A, B, C. e.t.c
And we found out they all sum up as 180 degrees for each triangle.
This shows that what we said conforms with what we did (practicalised).
This is how our students should be taught, we should let them really know the little they are being taught per time. This can be done by making what is said real through practicals or analogy with the real life cases

Micheal Faraday received little formal education, his mathematical abilities did not extend as far as trigonometry or any but the simplest algebra. Despite his predicament or lack of adequate education, he was a great, scientist, chemist and inventor.

Micheal Faraday achieved this great feat because, the little that he knew back then, he knew them well.

With the little or much our students are taught, our students should really know what they are being taught.

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