What virtues does studying of mathematics inculcate?

Having witnessed for decades, learners with pale, diffident faces…looking miserable, defeated, hapless;

the

**ideal**we hold loftiest is to provide a**safe, relaxed**environment with**minimum dictates**of**discipline.**Learning is fun, exhilarating and gratifying – but it is also often daunting, exhausting and sometimes discouraging. . .At this stage, a tad lack of accuracy is something that is probably better left to children to address and resolve on their own in due course of time. Cliches like- “Be careful, avoid careless mistakes” do more damage than any real good. They largely communicate poor regard for the child. We are yet to come across someone who does not love getting a calculation right!

If accuracy becomes an overriding concern then it can become a hindrance in enjoying Math fully.

As children move forward in life; and Math…the exhilaration with accuracy quickly starts paling in comparison with the rich platter that Mathematics offers. There is

As children move forward in life; and Math…the exhilaration with accuracy quickly starts paling in comparison with the rich platter that Mathematics offers. There is

*geometry, trigonometry, calculus, topology, probability theory*…and*statistics*(where you earn the right to use calculators without any qualms)…*number theory*(which is about observing number patterns, but little to do with calculations).There is truly something in Math for everyone, to suit every palate!

If the children can hold a delightful conversation at the dinner-table around Math sometimes, create a few questions to tease and challenge the facilitator/ parents…approach them proactively when they are intrigued by something, maybe an interesting pattern or write a Math-poem…or humour with Math….then we have certainly made a beginning in the right direction.

Here’s sharing with you a few interesting observations: Wishing the facilitator, one said, “Happy

*Prime*Birthday!”….*she had just turned 41.*In one of the sessions, as she said to the response of ’81’,- “Too high!”

*when the correct answer was 79;*a student countered, ” 81 is*two*-high; not*too*high, when compared to 79!”We would love to hear of your observations too!

We are not surprised when we see our students effortlessly ace an exam, though we do not

*overtly*prepare students for exams like Olympiads. Winning medals, accolades or scholarships should remain incidental and a by-product of one’s love and passion for the real thing, i.e:*Mathematics*!And when one really loves something, one is bound to pursue it, leading to a greater expertise;

Isn’t it?

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