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What makes a mathematician? Qiu Chengtong, the first Chinese-American mathematician to be awarded the Fields Medal, known as the Nobel Prize in mathematics, once commented, “The true essence of maths is not about solving questions, especially not the ones set by others, but to discover research paths, raise worthy questions and blaze a trail of their own.” The inspiration for his remarks on fundamental maths education should put more focus on cultivating pupils’ interest in learning maths and building their maths thinking.?

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Since its establishment, the Wellington maths department has launched the Maths Week programme, which, over the years, has led our pupils to realise that maths is everywhere, including problem-solving, π and the maths time unit. Pupils were inspired by the curiosity of creative games and competitions that deepened their understanding of abstract concepts, so they were equipped with the necessary skills to solve practical issues. One of Wellington’s approaches to building the maths thinking of the pupils allows them to grow into outstanding talents to embrace the ever-changing world.?

Let us look back at our maths week and learn how our inspirational maths team has led Wellington pupils to understand more about Mathematical Careers.??

Primary School

Russell Clarke

Head of Primary Maths

This year’s Maths Week was a resounding success enjoyed by pupils, parents and staff.

The children had a lot of fun learning and testing their mathematical knowledge in various practical situations. Here are some testimonials to this effect:

“I was excited about the ‘bungee egg drop’ because we had to work out how long to make the bungee cord, and we didn’t know if it would work.” (Eason, year 5)?

“I enjoyed going outside during maths lessons, doing sport and measuring our speed, jumping and throwing length.” (Bella, year 5)?

“My favourite thing about Maths Week was measuring the ingredients for our pancakes. We weighed everything carefully and made some delicious snacks.” (Angela, year 4)

Seventy-seven parents also put their maths skills to the test during our parent workshop, and we are proud to say our parents rated the workshop a 4.87 out of 5. It was also an honour for me to hear the extent to which our parents believe in the Wellington approach towards teaching maths; 71% of parents strongly agreed that ‘the Wellington approach to teaching maths benefited their child(ren)’, and the remaining 29% agreed with the statement.?

Maths Week 2022 was a fantastic week for everyone involved. There were fun, challenging mathematical activities. But, most importantly, as it was the focus of this year, our children found out through their experiences how important maths is in many different careers. So this week will help inspire our children during their maths learning and future career choices.?

Senior School

Bradley Dennon?

Head of Mathematics Senior School

Maths week at WCIH is a fantastic opportunity for the Maths Department to share their love for the subject and try to inspire the pupils to see how brilliant it can be. It also provides a platform for teachers to show off their maths knowledge and cement with our pupils how essential maths is in our daily lives.?

This year our theme for maths week is Mathematical Careers. Most of us know that maths is used in our daily lives, but when asked to think of examples, we often cannot think of anything beyond counting money or reading road signs. This week’s goal was to show our pupils careers with a more profound use of maths than expected.?

It is essential in a themed week like this that the pupils can see the link to the curriculum. This makes it feel beneficial and inspires them even more. Throughout the week, our pupils worked on measuring, weighing, perimeter, area, circumference, profit, averages and even tensile strength. These topics appear in the curriculum from year 7 to year 11 and are topics many of our pupils are already very familiar with, just not in the context we gave them.

On Monday, our pupils were learning about maths in fashion design by using pieces of fabric to create a skirt. This involved making the skirt fit specific dimensions of a model, using lots of circle calculations, and then calculating how much profit they wanted to make if they were to sell the skirt.

Maths Week

On Tuesday, we listened to a talk from Dr Di Kang in the theatre. Dr Kang told us how she uses maths daily in her job as a professor of economics. Pupils were learning how important data collection and analysis can be and when we sometimes make links between data that don’t truly exist.

On Wednesday, the pupils learned about maths as a chef by making pancakes. The pupils followed a recipe that required them to scale down the ingredients from 12 to 5 pancakes, then measure and weigh ingredients to make the pancakes with no wasted ingredients at the end.

On Thursday, our pupils were given a choice of learning about maths in artistry or maths in sports careers. In artistry, the pupils were learning how to make regular geometrical shapes with paper, emphasising the most commonly used shapes in design. In sports, the pupils measured and averaged their running times and throwing and jumping distances to decide overall winners in each category.

On Friday, the pupils were working on maths in engineering. The pupils were tasked with creating a bungee that could support an egg, getting it to bounce back up as close to the floor as possible without touching it. In this task, the pupils had to consider the elastic bands’ tensile strength to ensure it was not too short or too long for the 4.5m drop from the balcony.

Our pupils thought highly of this year’s maths week,

“I didn’t realise there was so much maths in designing clothing.”

“That was very interesting. The spurious correlations are crazy.”

“My pancakes were too runny. I think my flour measurements were a little bit wrong. I learned to double check my measurements as my cup to grams ratio was incorrect.”

Maths is the universal language of all sciences. We hope that Wellington pupils’ interest and passion for learning maths are inspired by the engaging maths week and that their maths logic is established to grow into outstanding pupils with critical thinking abilities.?

Swipe left for English

宇宙之大，粒子之微，火箭之速，化工之巧，地球之變，生物之謎，日月之繁，無處不用數(shù)學(xué)。

——著名數(shù)學(xué)家華羅庚

研究發(fā)現(xiàn)，有的學(xué)生不喜歡學(xué)習(xí)數(shù)學(xué)，是因?yàn)椴恢涝撛鯓影芽菰锏臄?shù)學(xué)公式與紛繁復(fù)雜的現(xiàn)實(shí)社會(huì)聯(lián)系起來，于是覺得數(shù)學(xué)是一門沒有實(shí)用價(jià)值的學(xué)科，甚至產(chǎn)生抗拒的心理。其實(shí)，這樣的想法與現(xiàn)實(shí)大相徑庭，因?yàn)閿?shù)學(xué)是一切科學(xué)的通用語言，是各行各業(yè)都離不開的基石。為了培養(yǎng)學(xué)生們積極的學(xué)習(xí)態(tài)度和對(duì)數(shù)學(xué)的好奇心，今年杭州惠靈頓外籍人員子女學(xué)校（即杭州惠靈頓國際學(xué)校）的數(shù)學(xué)周以“職業(yè)中的數(shù)學(xué)”為主題，以妙用數(shù)學(xué)的時(shí)裝設(shè)計(jì)師、智用數(shù)學(xué)的經(jīng)濟(jì)學(xué)家、巧用數(shù)學(xué)的烹飪大師、活用數(shù)學(xué)的運(yùn)動(dòng)健兒、精用數(shù)學(xué)的工程師等為每日活動(dòng)，啟發(fā)學(xué)生思考不同職業(yè)中的數(shù)學(xué)應(yīng)用，激發(fā)學(xué)生的學(xué)習(xí)興趣，同時(shí)也對(duì)未來的職業(yè)發(fā)展做出思考。

今天，請(qǐng)隨我們一起回顧上周數(shù)學(xué)周的精彩，看看惠靈頓優(yōu)秀數(shù)學(xué)教研組的教師們是如何帶領(lǐng)學(xué)生體驗(yàn)職業(yè)中的數(shù)學(xué)的吧。

Russell Clarke

小學(xué)部數(shù)學(xué)教研組長

今年的數(shù)學(xué)周已圓滿落下帷幕。師生和家長都盡情享受了許多數(shù)學(xué)學(xué)習(xí)的快樂。孩子們?cè)趯?shí)際操作中檢驗(yàn)日常所學(xué)，以實(shí)踐檢驗(yàn)著真理，從中獲得了極大的快樂。讓我們來聽聽孩子們的感受吧。

Eason 五年級(jí)

我特別喜歡“落蛋蹦極”這個(gè)活動(dòng)，因?yàn)槲覀円屑?xì)思考蹦極繩最合適的長度，一開始的時(shí)候也不知道會(huì)不會(huì)成功。

Bella五年級(jí)

我很喜歡能在數(shù)學(xué)課上走到外面去，做做運(yùn)動(dòng)，測量速度的快慢、跳躍的高度和投擲的距離。

Angela四年級(jí)

數(shù)學(xué)周期間，我最喜歡是測量煎餅配料的過程。我們仔細(xì)地稱量了所有東西，最終做了一些超級(jí)美味的點(diǎn)心。

我們還在為家長開設(shè)的工作坊上，邀請(qǐng)出席的77位家長測試了自己的數(shù)學(xué)技能，體驗(yàn)一把學(xué)生時(shí)代的快樂。在隨后的家長調(diào)查中，家長們?yōu)檠杏憰?huì)打了4.87分（滿分5分）的高分評(píng)價(jià)， 71%的家長強(qiáng)烈同意“惠靈頓數(shù)學(xué)教學(xué)法能讓孩子從中受益”，其余29%也同樣同意這一說法。家長們的信任與認(rèn)同是我們持續(xù)前進(jìn)、精益求精的動(dòng)力，也是共建家校緊密關(guān)系的基石。

總而言之，2022年數(shù)學(xué)周是讓孩子們?cè)谕鏄分邪胃呒寄艿钠嫒ひ恢埽尯⒆觽儚淖陨淼慕嵌群蛣?dòng)手實(shí)踐的過程中發(fā)現(xiàn)數(shù)學(xué)在各行各業(yè)中的重要意義。這一周的豐富活動(dòng)將啟發(fā)孩子們深入研習(xí)數(shù)學(xué)的興趣，讓孩子們以更堅(jiān)實(shí)的知識(shí)基礎(chǔ)和廣闊的視野開展未來的職業(yè)選擇。

Bradley Dennon?

中學(xué)部數(shù)學(xué)教研組長

杭州惠靈頓國際學(xué)校的數(shù)學(xué)周有著多重意義：不僅是數(shù)學(xué)教研組宣告對(duì)數(shù)學(xué)的熱愛、引導(dǎo)學(xué)生看到數(shù)學(xué)的奧妙的大好機(jī)會(huì)，更是讓老師們充分應(yīng)用數(shù)學(xué)專業(yè)知識(shí)，向?qū)W生們強(qiáng)調(diào)數(shù)學(xué)在日常生活中的重要性的平臺(tái)。

今年數(shù)學(xué)周以“職業(yè)中的數(shù)學(xué)”為主題。大家都知道數(shù)學(xué)是被廣泛應(yīng)用于日常生活的一門學(xué)科，但具體有哪些例子呢？似乎除了點(diǎn)錢、看路標(biāo)之外，我們很難想到數(shù)學(xué)其他的具體應(yīng)用。今年的數(shù)學(xué)周就能很好地讓學(xué)生看到更深入使用數(shù)學(xué)知識(shí)的多種行業(yè)。

這一主題與課程所學(xué)有著怎樣的聯(lián)系呢？當(dāng)活動(dòng)主題與課程內(nèi)容緊密相關(guān)時(shí)，學(xué)生才能從中受益匪淺、產(chǎn)生學(xué)習(xí)的熱情，而不至于迷失在眼花繚亂的活動(dòng)中。數(shù)學(xué)周里，學(xué)生在各項(xiàng)活動(dòng)中研究的是測量、稱重、周長、面積、圓周率、利潤、平均數(shù)，甚至抗拉強(qiáng)度；而這些正是七至十一年級(jí)學(xué)生的課程內(nèi)容，是許多學(xué)生已然爛熟于心的知識(shí)，只不過數(shù)學(xué)周的活動(dòng)強(qiáng)化了課本知識(shí)與日常生活的緊密聯(lián)系。

周一，學(xué)生用布料制作裙裝，學(xué)習(xí)時(shí)裝設(shè)計(jì)中的數(shù)學(xué)要點(diǎn)，比如量體裁衣的尺寸確定、大量的圓周計(jì)算等，以及出售這間裙子的利潤與成本等。

同學(xué)們對(duì)時(shí)裝設(shè)計(jì)中的數(shù)學(xué)應(yīng)用感到非常好奇。有位同學(xué)說：“真沒想到設(shè)計(jì)服裝時(shí)要用到這么多數(shù)學(xué)知識(shí)。”

數(shù)學(xué)周

周二，經(jīng)濟(jì)學(xué)教授康迪女士在學(xué)校大劇場為學(xué)生們開展了一場講座，講解數(shù)學(xué)在經(jīng)濟(jì)學(xué)相關(guān)的日常工作中具備的重要意義。當(dāng)前，同學(xué)們正在學(xué)習(xí)數(shù)據(jù)收集和分析的重要性，以及在并不真正存在的數(shù)據(jù)間搭建聯(lián)系的意義。

周三，同學(xué)們動(dòng)手制作煎餅，了解烹飪中的數(shù)學(xué)技巧。學(xué)生們按照食譜要求，完成從制作12個(gè)煎餅到5個(gè)煎餅的食材縮減計(jì)算，隨后測量、稱重原料，最后制作出沒有浪費(fèi)材料的煎餅。

活動(dòng)結(jié)束后，同學(xué)們紛紛開始反思自己在挑戰(zhàn)中的表現(xiàn)。有位同學(xué)說：“我的煎餅黏性太差了。可能是稱面粉時(shí)失誤了。我學(xué)會(huì)了要多次檢查稱重結(jié)果，因?yàn)槎鄼z查幾次后才發(fā)現(xiàn)，原來我的杯對(duì)克的比例不對(duì)。”

周四，學(xué)生可以選擇參加藝術(shù)創(chuàng)作中的數(shù)學(xué)或體育職業(yè)中的數(shù)學(xué)活動(dòng)。在藝術(shù)創(chuàng)作中的數(shù)學(xué)中，學(xué)生學(xué)習(xí)了如何用紙制作規(guī)則的幾何圖形，重點(diǎn)了解了設(shè)計(jì)中最常用的圖形。在體育數(shù)學(xué)活動(dòng)中，學(xué)生測量了跑步時(shí)間、投擲及跳躍距離，并計(jì)算平均值，確定各類別的最終贏家。

周五，學(xué)生學(xué)習(xí)的是工程中的數(shù)學(xué)，須完成“落蛋蹦極”挑戰(zhàn)，即制作一個(gè)能支撐雞蛋的彈力帶，讓雞蛋在不接觸地面的情況下盡可能地反彈回來。在這項(xiàng)挑戰(zhàn)中，學(xué)生必須考慮彈力帶的抗拉強(qiáng)度，讓雞蛋從4.5米高的陽臺(tái)落下時(shí)，蹦極繩的長度剛好能讓雞蛋安全回彈。

自建校以來，杭州惠靈頓國際學(xué)校數(shù)學(xué)教研組定期啟動(dòng) “數(shù)學(xué)周”，帶領(lǐng)學(xué)生感受“萬物皆數(shù)學(xué)”的奇妙、深入了解“π與解決問題”的關(guān)系，學(xué)習(xí)時(shí)間單位所蘊(yùn)含的數(shù)學(xué)奧妙，今年更是開啟了一場研究“職業(yè)中的數(shù)學(xué)”之旅，在創(chuàng)意迸發(fā)的游戲和趣味十足的工作坊中激發(fā)學(xué)生對(duì)數(shù)學(xué)的興趣、深化認(rèn)識(shí)各行各業(yè)中被廣為使用的數(shù)學(xué)知識(shí)，將抽象與現(xiàn)實(shí)相結(jié)合，培養(yǎng)學(xué)生的數(shù)學(xué)思維。

就這樣，我們引導(dǎo)學(xué)生養(yǎng)成積極樂觀的生活態(tài)度，熱情地投入所做的每一件事，對(duì)萬事萬物充滿好奇心——這體現(xiàn)的是“積極”的惠靈頓特質(zhì)；能夠批判地思考問題、具備思辨能力、養(yǎng)成科學(xué)思維、終生熱愛學(xué)習(xí)——這體現(xiàn)的是“慎思”的惠靈頓特質(zhì)；最終，惠靈頓學(xué)子將成長為具備優(yōu)質(zhì)綜合才能、有能力適應(yīng)日新月異的世界并茁壯成長的優(yōu)秀學(xué)子。