**First of all, i have gained a clearer perspective on the shift of focus in learning and teaching of math. Some lessons have demonstrated that there is no practicability to certain mathematical problems. Thus, the purpose in doing the sums is not to memorize the strategy and learn arithmetic for arithmetic's sake. Rather, it is to engage children in the process of problem solving (an important life skill) through helping them to see possibilities and allowing them to choose strategies which help them get to the solutions. While problem solving, every individual are encouraged to come up with any methods to solve the problem; this made the process of learning math a flexible one.**

**In addition, the experience of working through the problems and sharing of diverse methods (which was a BRAIN OPENER) within the class has made me ascertain the value of teaching and learning math as a social activity (as mentioned in chapter 2 of the text).**

**Lastly, i have learnt that the language to be used in corresponding to the mathematical problems must be well thought of and applied appropriately. This has never really occurred to me as an important factor in teaching mathematics before this course but it has became a very clear notion to me now.**

**My remaining questions for teaching math as of now would be:**

**What is the impact of ability grouping in teaching mathematics?**

**Would lower-achieving students be confused if they saw more than one way to solve a problem? What kind of instruction can better cater to these children?**