Feng Yao Chen

I have three years of experience teaching high school mathematics, and my teaching approach combines explicit instruction, guided practice, and problem-based learning. In my classes, I first demonstrate clear examples to help students understand key concepts and problem-solving techniques. Then, I design step-by-step exercises that gradually increase in difficulty, encouraging students to apply what they have learned independently. Throughout the process, I constantly ask guiding questions to prompt critical thinking and diagnose learning gaps.

My approach is grounded in Scaffolding Theory, which emphasises providing structured support to learners at the beginning and gradually removing it as they gain confidence and mastery. By breaking down complex mathematical problems into smaller, more manageable steps, I build a framework that supports students’ understanding. Over time, as they become more proficient, I reduce the level of guidance, allowing them to take ownership of their learning. This method not only improves their problem-solving ability but also fosters autonomy and a growth mindset.

When I was young, my mathematical ability was not outstanding. However, through continuous practice and structured learning, I gradually overcame my difficulties in mathematics. This experience gave me a deep understanding of the challenges faced by learners and inspired me to teach with patience and a systematic approach. Eventually, I successfully became a mathematics instructor at a cram school in Taiwan, where I now use my own learning journey to help students build confidence and motivation in mathematics.

My teaching goal is not only to teach students how to solve mathematical problems, but also to cultivate their ability to solve problems independently and to apply various tools flexibly in analysing and addressing challenges. I believe that learning mathematics is not merely about mastering formulas or logic, but about developing the capacity to solve real-world problems.