Mathematics for Engineering & science students, same as calculus, differential equations, linear algebra, SFU Math, UBC Math 100, 101, 102, 103, 104, 105, 110, 152, 180, 184, 200, 215, 220,

Methodology

Math teaching methodology 1) Knowledge of mathematical concepts is really confusing. At the beginning of their education in methodology they do not know the principle of defining mathematical concepts, to they introduce everything they know about a concept into the definition (examples, characteristics). In that way, instead of a short, precise and complete definition of a concept they get a redundant text in which the basic point is lost! Such confusion, or one could say ignorance, cannot be a means for successful math teaching. I try to invest a lot of effort into filling the observed gaps in students’ knowledge. 2) In math teaching, synthesis is not often preceded by analysis, and that influences the clarity of teaching and understanding the problem thus lowering the value of teaching. The analysis is more or less a necessity in all research and cannot be avoided. I usually analysis as same as the synthesis of the math problems and concepts sententiously clear.3) Students do not always clearly differentiate between definitions and theorems. I explain this difference and I usually use different examples. 4) Generalization is also a critical point in math teaching since the transfer from concrete and individual to the general is often difficult for students to grasp. That is why I am faced with a responsibility to make the transfer for students easier using appropriate methodological procedures and skill. 5) A lot of mathematical content enable generalization, but math teachers often overlook such situations. I usually try to do this in math teaching since generalizations are suitable for the development of mathematical thinking in students. This is especially true for gifted children who most likely have mathematical skills for broader studying of math. 6) In math teaching, I use the analogy method because it is the best means for faster development and acquisition of new mathematical truths. 7) I usually combine creativity with emphasis on teaching math content in textbooks.