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My approach to teaching can be summarised by two ideas: ‘why’ and ‘questioning.’ When introducing a new concept, I try to make clear why it matters and how it connects to other mathematics or future applications. This comes partly from my own experience as a student in Korea in the 1990s, when I was often taught what to learn without much explanation why it matters. I found that understanding the purpose behind an idea made it much easier to engage with it genuinely and explore it further. In problem-solving, I use questioning rather than supplying a method immediately. I ask students to justify steps, test conjectures and explain why a result must be true. This develops their mathematical communication while also revealing prerequisite gaps. For high-attaining students in particular, I believe challenge should come through greater depth, proof, connections and creativity rather than simply moving through content quickly. Therefore, once an idea is understood conceptually, or any prerequisite gaps have been identified, I use deliberate practice to build fluency, followed by mixed and non-routine problems that require flexible application.