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Students collect real data from local banks regarding interest rates for savings accounts or mortgages. They then use exponential growth formulas to model the cost of purchasing property in their town or the long-term benefit of local investments.

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Students look for patterns like symmetry and tessellations in the tiles, fabrics, or buildings in their area. Then, they can compare these local designs with famous patterns from around the world, such as Aztec, Greek or Roman art. This shows them that math is a universal language used in beautiful design.

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Students will research and analyze data on global poverty by calculating averages and percentage changes, and then visually present this information using graphs. They will then use their findings to explain which world regions are making progress and which are lagging behind.

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In My mathematics classroom would like to go by Informed by assessment such as formative assessment like exit tickets, quick quizzes and students reflection which help facilitator to identify the loop holes and cater to their needs by revisiting their challenges. Another Informed by assessment is Summative assessments are unit tests or investigations which help analyze results to find the common misconceptions and adjust teaching strategy for the upcoming units.

Self and peer assessment will help learners understand multiple mathematical strategies and reflect and apply on new learned thinking strategies. Feedback helps learners to improve. Marks do bring changes but written or verbal feedback makes big impact on learners encourages them to perform better.

Just for an instance: After teaching algebraic expressions: I noticed that students expand the algebraic expressions incorrectly. Will use my next lessons to correct the common mistakes. This way assessment informs my teaching plan.

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In my statistics and probability unit I will use formative assessment such as quick quizzes on Mean, median and mode to understand will help me understand whether they are clear with the definition or they mix up mean and median. This will help me to plan a visual activity using data sets to compare them.

Using Class investigations: Will assigned students to collect real life data like ( favorite fruits, or breakfast or shoe sizes). Facilitator will observe how they organize and interpret data - identify who needs help with representing data using graphs or calculating probabilities.

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In my geometry unit quick quizzes will help identify with the misconceptions of parallel or peroendicular or area and geometry.

Quick formative assessment on diagrammatic representation helps facilitator to identify the misunderstanding on labelling of the diagrams. Learner can reteach or clarify the concepts.

Assessment data reveals which student needs special attention and additional practice Self correction helps student identify their errors or weak area in their diagranatic representation and correct them using teachers help. This develops them to improve their critical thinking skills.

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How calculus can be applied beyond the classroom

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How calculus can be applied beyond the classroom

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Inquiry-based learning is visible when we investigate real-world problems first, such as modeling local population growth or global climate trends, before learning the formulas of differentiation. This approach encourages thinking skills, as students analyze data, identify patterns, and apply calculus concepts creatively.

Self-management and research skills are also developed, as students organize their work, set goals for completing tasks.

By connecting mathematical concepts to local and global contexts, students can see how calculus is relevant in real life, from city planning to worldwide environmental issues. For example integration. Overall, this approach makes learning meaningful and helps to develop essential skills for lifelong learning.

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Ulfa (Algebra and Problem Solving – Getteng and Reso)

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Ulfa (Algebra and Problem Solving – Getteng and Reso)

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When I teach algebraic reasoning and problem-solving, I model how to plan, organize, and check each step systematically. This process connects with the Bugis values of getteng (determination) and reso (hard work), where perseverance and disciplined effort are highly respected.

Through an ethnomathematical lens, these values reflect how Bugis navigators historically used mathematical reasoning and persistence in mapping stars, distances, and directions for sea travel. Students can see that structured thinking and careful time management in algebra echo their ancestors’ logical and methodical approaches.

Globally, this shows that perseverance and organization are universal mathematical skills used by mathematicians and scientists across cultures.

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Ulfa (Reflection and Time Awareness – Linked to Statistics and Data Interpretation (Bugis Value: Sipakatau)

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Ulfa (Reflection and Time Awareness – Linked to Statistics and Data Interpretation (Bugis Value: Sipakatau)

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In statistics, I ask students to reflect on how they manage their time and accuracy when analyzing data or interpreting graphs. This reflection embodies the Bugis value of sipakatau (mutual respect and self-awareness)—encouraging learners to respect their own progress and that of others while being honest about their areas for improvement.

From an ethnomathematical perspective, data interpretation can connect to Indonesian community practices, such as farmers recording rainfall or fishermen predicting seasons based on observed patterns. Reflection helps students appreciate how mathematics and time management have long supported local decision-making and sustainable living.

Globally, this reinforces that reflection and self-regulation are key to using mathematics responsibly in social and environmental contexts.

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Ulfa (Chunking and Perseverance – Linked to Geometry and Calculus (Bugis Value: Lempu and Indonesian Gotong Royong)

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Ulfa (Chunking and Perseverance – Linked to Geometry and Calculus (Bugis Value: Lempu and Indonesian Gotong Royong)

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When teaching geometry or calculus, I scaffold learning into smaller, progressive steps—starting with foundational concepts before applying them to real-world modeling. This mirrors the Bugis value of lempu (honesty and sincerity)—students are encouraged to approach mathematics sincerely, understanding each concept thoroughly rather than rushing to final answers.

Through ethnomathematics, this can be related to traditional Bugis and Indonesian architecture, where geometric precision and proportional reasoning are essential in designing houses, ships (phinisi), and weaving patterns. The process also reflects gotong royong (collaboration), as these tasks traditionally involved shared community effort—just as students collaborate in solving complex calculus problems.

Globally, this connection shows that mathematical accuracy, integrity, and teamwork are shared human practices rooted in cultural and historical knowledge.

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When I start teaching students about exponential and logarithmic functions, at first it is important for the students to understand where these concepts are applied in real-life. Therefore, we start taking a look at some classical examples of animal and bacteria growth. This is an excellent opportunity for the students to create and extend patterns and to write generalizations.

This approach based on inquiry is important for them to have develop their own questions and their curiosity towards the topic.

Later on, I can approach different aspects of it regarding populational growth and economical implications (eg Malthusian Theories and the scarcity of resources). It will develop a connection between mathematics and the impacts of human development in nature.

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Trigonometry has been an important tool when we discuss about navigation. It links to human history and to the colonization of the Americas.

Students are able to develop their own theodolites to measure angles and to apply trigonometric ratios to real-life problems.

Also, it can be addressed in the local context of demarcation of indigenous lands and also to measure areas of environmental protection.

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Proofs and logical reasoning are the main basis of human development. While working with proofs it is important to link it with philosophical problems and conjectures. It also shows a great importance whe we think about laws and their applications. The logical reasoning used behind the mathematical proofs can be extended to many different aspects of life.