Sameet Chahal

Please refer to the statement attaced along with the application for details. 

Having taught mathematics at the primary, secondary and university level over the past 10 years, I've developed the ability to deliver well differentiated, engaging and informative lessons to pupils of varying abilities. My experience within SEN education has allowed me to gain a deep insight into the requirement of practice through an empirical lens. That is, my teaching not only involves knowing what happens in the classroom but staying up to date with research developments within the mathematics-education framework. 

In terms of developing students' core mathematical capabilities, my teaching involves addressing what mode of understanding a student possesses. That is whether they are visual or algebraic learners. This method is informed by empirical as well as anecdotal evidence of how mathematical learners understand problem solving. For visual learners, the task is to develop their mathematical intuition through being able to see an analogous visual solution to a problem and to find ways of helping them develop their own visual approach involving mostly drawing a solution out – a technique which professional mathematicians utilise. 

Learners that struggle with visual reasoning often may well have algebraic competencies derived from latent cognitive capacities which may well overlap with literary capabilities and understanding logical arguments. For these types of learners, I have found it is important for them to practice algebraic form and develop their innate logical intuition. Further to this I design my classroom teaching with tasks that overlap with games, riddles, architecture, music, literature and art. I believe that in doing so, students begin to see the core of mathematical reasoning, which is essentially applied logic. 

In terms of preparing students adequately for exams, I have found that when students engage in activities that are of the sort I have mentioned above, they find it easier to transfer the complex intuition they’ve developed over to exam-style questions. In this sense, students normally are able to see that examinations are another type of activity and do not define what mathematics itself is about. My experience is that this prepares them to be able to conduct self-directed learning. I am a strong advocate of guiding students in becoming independent, dedicated and motivated learners. 

My approach to maintaining an environment which is conducive to learning for all, involves making students responsible for their own behaviour. That is clear boundaries of what is acceptable and is not, are set out from the onset – with reminders and appropriate reprimands set in place to allow students to form a clear picture of what is expected of them as free independent learners in my classroom. This is also well-maintained through consistently providing students with the ability to govern themselves through group activities in which they learn to work with each other. 

Graduate Certificate in Pure Mathematics: developing skills involved in modelling physical problems using Calculus through transforms and models, alongside advanced abstract algebraic proofs involving combinatorics, geometry and group theory.