New things

New things are awesome. New things get people excited. There's nothing quite like the feeling of discovery or of experiencing something different. Just off the top of my head I can think of these things that are new for me in the last 6 months, that had/have me excited:

  • I started bike riding! (and now I'm at least moderately fit!)
  • I bought a Surface Pro 2! (I'm a gadget nerd, sorry)
  • I grew a beard! (though I'm thinking it's time for it to go)
  • I started this blog! (woo!)

I'm sure there's some psychological explanation as to why the human mind likes to explore the new and different, but to me it can be simply stated as this: New things are awesome!

Isn't teaching all about new things? Isn't it about giving students new ideas, new ways to think about the world, new perspectives on what they thought they already knew? Giving students the tools to create their own new things?

So here's the big question: How do we get students excited about the new things we're teaching them?

So many students enter our classrooms not expecting anything exciting. It wouldn't be unusual to hear a student describe our lessons as the "same old boring maths". It would be unreasonable for me to expect my students to be as excited about maths as I am, but I am teaching them new things. Surely I can get them a little bit excited about that?

I don't have an answer, but I might have an idea. This week I plan to begin a unit on Pythagoras' Theorem with my Year 9 class. Importantly, this will be the first time they've ever seen it. I have an opportunity to introduce a completely new thing to them. My aim is to make it clear to the class that this is a new thing, a new way to see the world, a new secret that's been hiding in front of them ever since they learned what a triangle is.

Will my entire class be forever excited about maths from one lesson? Of course not, and I'm under no illusions of that either. Will a few of my students be a little more interested as a result? Maybe. I think it's worth a try.

I'm not quite prepared to share my ideas yet - I'm not even convinced my students will go for it (though if any class is going to, it's probably this one). Our next lesson is on Thursday, so hopefully I'll share more after then.


Shaun used to be maths, IT and ocassional physics teacher at a small P-12 school (primary and secondary) in rural Victoria, Australia. He is currently in the process of starting his career again in the United States.

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Math Equals Love

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Shaun Carter
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