Response to BattleGround Schools: Mathematics Education

This article was able to put things into perspective for me. I was aware of different approaches and varying attitudes towards teaching and learning Mathematics, but the dichotomies: the Conservative and the Progressive helped me categorize and structure the diversity that exists around teaching and learning Mathematics. This will of course affect almost all Math teachers. Some of us will fall under the umbrella of the conservative approach, while others will lean towards the progressive way, and some of us will be blending one into the other.

One of the titles ‘The New Math’ caught my attention. I found it intriguing that the mathematics education became the focus of national anxieties in the United States in the 1960’s. It’s very interesting to see the initiation of this new Math movement and the associated challenges for both Math teachers and parents. I can only imagine the stress and anxiety the students, the teachers, along with the parents went through.

Likewise, the title ‘Math Wars over the NCTM Standards’ and the content under it reminds me of what one of my instructors in this programs said, i.e. ‘schools are a political system’. It will be naive to not consider the politics and the national interests involved that directly or indirectly impact our education system.

Lastly, we, as educators and Math teachers, should be ready and are expected to teach what we think we’re not comfortable teaching. We should be ready to embrace these challenges as learning opportunities and risk-taking experiences.

Microteaching 1 Reflection

Teaching Henna Tatoo was a great experience, it generally went well. However, comments/feedback from my colleagues allowed me to focus my attention on the aspects that I wouldn’t have noticed otherwise. For instance, one of the comments from one of my colleagues reads as the following:

“Overall the performance is very good but if you could help the students make the mehndi with us.”

On a side note, mehndi is another word for Henna which is widely used in countries like Pakistan and India. The above comment is a great suggestion and a deep observation.

My initial plan was to have the students see/observe me designing henna before asking them to try it. However, I changed my plan on the fly for time restrains. Also, I now realized that I could have the students watch a mini video/lesson on designing henna before asking them to try it.

Similarly, I noticed I’m given a ‘2’ on assessment aspect of the lesson planning by almost all of the teammates. It’s an indication that I need to work on that.

Likewise, one of the other comments reads:

“It would have been nice to see real example of Mehndi being used on people’s skin.”

Absolutely, I agree with the above! I hesitated to allow the students design henna on their hands for safety reasons, as it comes with chemicals that may be reactive for certain skin types. In the future, it could be made possible by ensuring that the containing chemicals are not reactive and asking students if they sensitive skin.

Microteaching 1 - Henna Tatoo

Giant Soup Can Problem

Imaginary Email II

Nov 13, 2025

Dear Ms. Javed,

I hope this email finds you in the best state of health. I just graduated from the Masters of Applied Math program. Allow me to introduce myself in case you don’t recall, I’m Jane Witson from the very first Science 10 class you taught. I was also in your Math 11 Honours and Math 12/AP Calculus class. Additionally, I was part of the team for Kwantlen Science Challenge that you lead in 2019.

I’m writing this email to say both sorry and thank you. I want to say sorry for having to judge you based on what I’ve now learn to call and consider stereotypes. I’m not sure if you ever noticed, but I didn’t like you for who you are initially. However, after having spent more than three semesters in your class, you became my favorite teacher and someone I respect a lot.

Also, I’m a regular reader of your blogs. I hope we can publish something together.

I look forward to seeing you soon!

Sincerely,

Jane Witson

RESPONSE TO THE EMAIL

Hi Jane,

Yes, I remember you of course. I'm happy to find out you're on your way becoming a successsful and inspring mathematician. Don't be sorry, being judgemental is also being human.

Thanks for the taking the time to read my blogs. Yes, absoutely, I look forward to seeing some of your writings and that which you would like get published.

Take care,
Iqra Javed

Imaginary Email 1

Dec 15, 2025

Dear Ms. Javed,

Hope you’re as lively and positive as you’ve always been. I’m Aneela Jan from your Math 12, 2023 class. Firstly, I wanted to wish you a very Happy Birthday. I found out it’s your birthday, so thought I’d take the opportunity to wish you and congratulate you for your success as an educator and a Math teacher.

Secondly, I wanted to thank you for being an amazing role model for me and other students. Aside from teaching Math, you taught us how to embrace challenges in life, and how to be positive in the most negative situations. I’ve always been a huge fan of your optimism!

Also, I still remember your risk-taking analogy that you would use to solve a Math problem/puzzle, and I use it on daily basis.

Lastly, you’d be happy to know that I’m currently majoring in Math with the combined Bachelor of Science and Education program at UBC. I choose to become a teacher so I can make a difference in other people’s lives just like you made in mine.

I hope I can come see you sometime if you’re still working at the same school.

Sincerely,

Aneela Jan

RESONSE TO THE EMAIL

Hi Aneela,

Your email made my day. I'm glad to know I was able to make a differene in your life. I wish you success in your current program and all you future endeavours.

Take care,
Iqra Javed

Math/Art Project Reflection

Firstly, it's been a pleasure to be part of the team that I was. We got to know each other a little better and had fun via this project.

Secondly, the task was to create a polyhedra using binder clips. It was challenging to get started as the online resources were limited to basic written instructions without tutorials or videos. One of our team members got started by making a star, then we all made stars. The plan was to make enough stars, so we can combine them into a sphere/ball. However, some of us hesitated to go ahead with the polyhedra for time constrains, and there were no clear instructions/tutorials to be sure.

Regardless, we continued making the stars that were then put together. It got harder to combine the stars as we proceeded. The last star was almost impossible to put in, but one of the dedicated team members decided to embrace the challenge and succeeded.

In terms of assigning this project to Secondary school students, I'd definitely consider exposing them to the union of Math & Art, as it'd allow them to think of Math beyond calculations and numbers. However, I would like to give the freedom to choose based on their interests, as it will psychologically make them feel more involved in their learning.

Chinese Dishes Problem

My first step would be to see what I can do with the given information, i.e.

‘every 2 shared a dish of rice’ = 1 dish/2 guests

‘every 3 shared a dish of broth’ = 1 dish/3 guests

‘every 4 shared a dish of meat’ = 1 dish/4 guests

Furthermore,

dishes/guests = ½ + ⅓ + ¼ = (6+4+3)/12 = 13/12

Lastly, there are 65 dishes in total:

65 dishes * 12 guests/13 dishes = 60 guests

I’m not sure how cultural context wil affect/modify the solution or the problem itself except that we word the problem differently. For exmaple, use ‘bowl/portion/plate’ instead of ‘dish’.  However, the cultural context is one of the improtant components of this problem in terms of interpretration. For instance, sharing and/or serving food may not be a ‘norm’ in some cultures, and it might have different and unique implications. The students belonging to the culture where sharing and serving food in dishes in not normal may find interpreting the problem a bit odd. Nevertheless, this problem could be their exposure to the culture(s) where sharing/seving food in dishes is normal.

Moreover, there can be numerous interpretations of the term ‘dish’. It can be thought of as plate/bowl or a big pot in which food is cooked.

In additon, if the problem is presented as 'Chinese Puzzle' or 'Chinese Dishes Problem', the mind automatically shifts to thinking about culture and its implications on the solution. Some students might also think that the problem needs to be solved in the context of culture.

Pro-D Day Plan

Hello!

I'll be here: https://www.eply.com/BCTESOL2015

EDCP 342A - Commentary on Mathematics for Social Justice

My first reaction after reading the topic “Linking Math and Social Justice” was “I love it”. I felt I finally found something I’ve been wanting to read about. It definitely is a unique and rare combination. The first thing people usually think about Math is numbers or calculations, or that it’s irrelevant to practical life.

Moreover, one of the excerpts from David Stocker reads: “The main aim of education should be to produce competent, caring, loving, and lovable people”. It is probably the first time I’m seeing the words ‘caring, loving, and lovable people’ in the context of Math. It fascinates me to see there are Mathematicians that see connections between human emotions and Math.

Furthermore, his work is admirable, especially the connections he withdraws between Math and practical life. I feel he’s using his expertise, i.e. Mathematics to make a difference via one of the strongest tools - writing. Such writing pieces are rare to found.

Additionally, there definitely are topics in Math that are related to the issues of social justice, we need the lense to integrate them together. For instance, Stocker relates the algebraic equation and violence as follows: “Antonino can figure out his daily paper route salary using an algebraic equation but he can’t use a pattern to show how violence on television and aggression in the world are related.”

Lastly, mathematical thinking is what I call a way to go about life in general. It is the devotion, commitment, and not giving up that allow us to reach a solution while solving a Mathematical problem. The same applies to life holistically.