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Richard MensahMathematics and Economics
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As a professional and astute teacher, I have identified significant challenges faced by learners of mathematics due to an overemphasis on procedural teaching and learning as opposed to conceptual teaching and learning. This imbalance often results in: - Difficulty in thinking critically to solve mathematical problems. - A lack of interest in mathematics, driven by fear and insufficient understanding. - Delays in solving mathematical problems. - A low level of independence during the assessment process. To address these challenges, I design my lessons to incorporate objectives that foster an understanding of mathematical concepts, problem-solving skills, critical thinking and reasoning, numerical fluency, application abilities, and statistical literacy. These practices are tailored to meet the unique needs of my students, helping them overcome difficulties in mathematics and develop a strong interest in the subject. My conceptual approach to mathematics equips students to tackle challenges at higher levels of education. Beyond academics, my teaching also instils in students additional benefits such as improved English proficiency, time management, moral uprightness, and self-discipline. While perfection may not be attainable, I believe that striving for it allows us to achieve excellence. Excellence, grounded in discipline, hard work, and creativity, has become my hallmark as a teacher.