Editor’s Note: Last week marked SCIE’s “Mathematics and Computer Science Week.” This article, written by math teacher Ms. Babara, vividly captures the exciting activities—from plank-problem-solving and math history exhibitions to teacher-student debates—where students explored the fun side of math. It highlights the blend of technology and education, as well as teachers’ dedication to making math engaging and inclusive.
I have loved Mathematics ever since I was a child. However, whenever I am asked, as a Mathematics teacher, to provide examples of how the subject is useful in life and applies to everyday situations, I always think of my high school classmates who hated it with all their hearts.
They refused to admit that, with the right amount of effort and dedication, Maths can be understood and spent entire lessons either bored or completely lost.
For this reason, I always try to embrace with great enthusiasm any event that makes Mathematics more enjoyable and fun, more accessible to everyone, and less of a subject just for nerds.
And what better occasion than Mathematics and Computer Science Week to give students a break from endless exam papers and help them discover the fun side of Maths?
I wasn’t able to attend all the activities we arranged, particularly missing most of the events organized by the Computer Science department.
So, here is the Mathematics side of the story of this wonderful week.
Ms. Melissa, who strongly supports the Latin saying “mens sana in corpore sano,” kicked off the week by organizing an activity in which students had to solve Maths problems while planking. The line between good exercise for both body and brain and human torture was quite thin.
G1 students were strong enough to make their teachers very proud of them!
Mr. Kamlesh recommended two interesting documentaries after school on Monday and Wednesday: “The Story of Mathematics” and “10 Equations that Changed the World.”
The following day, after the CEO invited by the Computer Science department gave a lecture on careers in IT, our guest, PostPhD Caïus Wojcik from the University of Shenzhen, gave a lecture to all the G2 Enrichment students about outer automorphisms, in the context of group theory.
He discusses “the magic” around the number 6, showing key concepts, theorems, and examples of outer automorphisms, with applications to specific groups or algebraic structures.
The students were very focused, following the lecture with great interest and participation. Some of them provided answers that even I wouldn’t have been able to give!
Congratulations to the Wood students for securing first place, followed by Water in second place, and Metal and Fire, who shared third place!
In the afternoon, Ms. Melissa, Ms. Summer, Ms. Maria, and I escorted some G1 students to an exhibition at the Shenzhen Museum, where we admired the “History of Chinese Mathematical Culture” exhibition.
It was very nice to leave school on a sunny afternoon and discover around 236 ancient tools from various historical periods, offering insight into the evolution of Chinese (and not only) Mathematics and the practical application of these tools in daily life.
Moving closer to modern times, from the 19th and 20th centuries, we had the chance to look at items such as Fuller’s cylindrical slide rule, Genaille-Lucas rods, a circular Columbus calculator, and a Brunsviga 10 calculator, reflecting Western advancements in calculation tools.
The last interesting instrument was a Superconducting Quantum Chip, a 2023 superconducting quantum chip developed by SpinQ Technology Inc. in Shenzhen, representing modern progress in computing technology.
On Thursday, several students engaged in solving Sudoku puzzles during the lunch break. In the afternoon, an exciting debate, professionally introduced by Alex, took place between teachers and students on the topic: “Does the increasing use of technology in Mathematics classrooms enhance or hinder students’ mathematical learning?”.
On one side, Mr. Dan and Mr. John argued that technology is an excellent tool for eliminating the tedious aspects of the subject, allowing students to focus more on deeper learning. On the other side, the fiercely determined students Jaycee and Irene countered by listing the drawbacks of using devices in lessons, from reduced concentration to the risk of mental laziness.
After a heated discussion of pros and cons, filled with crossfire and rebuttals, the many students gathered in the theater were invited to vote for the position they supported the most.
Using their highly technological phones, they scanned a QR code and declared technology the winner—welcomed and well-loved in our lessons and lives.
Meanwhile, throughout the week, numerous works from the “G1 Arts Academy + 2 Years IGCSE Maths” and the “G1 Music Academy + 2 Years IGCSE Maths” classes, as well as from the Mathematical Modelling Club, were displayed in the gallery in front of our theater.
In the courtyard, a giant “wall” invited students and staff to write their favorite mathematical equations, transforming it into a collaborative celebration of Mathematics.
At the same time, students had the opportunity to leave a secret message in a special box for a friend or a teacher, expressing affection, admiration, gratitude…
The box remained available all week, and on Thursday evening, we teachers opened it to send emails to all the recipients of these heartfelt anonymous messages.
To celebrate the last day of Mathematics and Computer Science Week, students had the chance to decorate their hands with beautiful henna designs featuring mathematical formulas and symbols.
At the same time, in a large classroom, secret messages were being delivered to students. To receive their message, they had to answer general knowledge questions about Mathematics and Computer Science.
But don’t worry—since mathematicians are kind, even those who found the questions tricky still had a chance to get their special note! Everyone could join in the fun, whether by discussing together, making smart guesses, or just giving it a try.
It was a week different from the usual—intense and a lot of fun. See you next year with “Fun with… Maths”!
- Article / Ms. Barbara
