I provide my students on how to understand mathematics and statistics based on real life problem instead of textbook teaching

n my teaching approach, I prioritize interactive and student-centered learning, encouraging students to explore concepts through guided discussions and critical thinking. For instance, when discussing the concept of averages, I would pose a question to stimulate thought and debate: Me: “Which group of students is taller? Why?” Student A: “Group A, because it has the tallest person.” Student B: “Group B, because it has fewer short people.” Student C: “Group C, because the mean is higher.” After facilitating a discussion where students collectively agree that Group C is the tallest, I would delve deeper into their understanding: Me: “Why do you believe the ‘mean’ provides the best representation for the entire group?” Student: “Isn’t the mean the most effective way to express an average?” Me: “Why does the equation for the mean accurately represent an average?” Through this questioning phase, I guide my students to unravel the intricate connections between mathematics and the real world, fostering a deeper comprehension of mathematical principles and their applications