Math specialist for IGCSE (Core & Extended), Cambridge, CBSE, IB, NCEA, Australian, Ontario, American and different international curriculum taught students across 20+ countries from Year 1 to Year 11

Find out more about Sneha

• Tell us more about your subject. How did you develop an interest in this field?

  Mathematics has always been a central part of my life and career. From a young age, I've been fascinated by its logical structure and the way it underpins so many aspects of the world around us. My interest in mathematics began in elementary school when I was introduced to puzzles and problem-solving activities. I remember being captivated by the challenge of finding solutions and the satisfaction that came from solving complex problems. My parents and teachers noticed my enthusiasm and encouraged me to explore the subject further.
  
  In grade 12th, I was fortunate to have a mathematics teacher who made the subject incredibly engaging. We explored various branches of mathematics, from algebra to calculus, and I particularly enjoyed participating in math competitions. These experiences solidified my desire to pursue mathematics at a higher level. When I went to college, I majored in mathematics and had the opportunity to delve into advanced topics such as abstract algebra and real analysis. My coursework, along with research projects, allowed me to appreciate the beauty and utility of mathematics in solving real-world problems.

• What or who is the motivation behind you choosing to teach & why?

  My primary motivation for choosing to teach comes from my father, who has been a mathematics teacher for as long as I can remember. As I grew up, I was constantly exposed to the world of mathematics through my father. He would often share his teaching experiences with me, and I could see the passion he had for helping his students understand and appreciate the subject. His enthusiasm was infectious, and it sparked my own interest in mathematics.
  
  My father's dedication to his students and his innovative ways of making complex mathematical concepts accessible left a lasting impression on me. I remember him spending hours preparing engaging lessons and finding new ways to make learning fun. His ability to inspire students and instill in them a love for mathematics made me realize the profound impact a teacher can have on their students' lives.

• How does your work help society?

  I think all parents want their children to have a quality education so that they can do something big in their life, so teaching is a way of giving your gained knowledge to the young ones. This means the whole life of a youngster depends on the teacher with whom he is gaining knowledge and I think this is a very big thing for a teacher. Therefore, every teacher is helping society by giving their knowledge to the youngsters who are actually the future of India.

• If you had to think of a role model for your work, who do you think of & why?

  Of course, the role model for my work is my father as I told the motivation is purely from him. That's because he filled me every time with enthusiasm with his teaching skills. Even today whatever skills I have of teaching is from him.

• Tell us about your hobbies outside teaching.

  My hobbies outside teaching are playing chess in my free time and singing as well because I feel pleasant while listening to music and I enjoy a lot when I play chess.

• Do you have an anecdote to tell us about your student or professional life?

  Of course, I have one incident,
  
  One of the most memorable moments in my teaching career occurred during my first year as a mathematics teacher. I had a student named Reema who struggled with math and lacked confidence in her abilities. She often sat quietly at the back of the class, avoiding eye contact and participation. One day, I noticed that Reema had a particular interest in art. She would doodle intricate designs on the margins of her notebook during lessons. Inspired by her creativity, I decided to approach mathematics from a different angle. I started incorporating visual elements and art-related examples into my lessons, hoping to make the subject more relatable and engaging for her. When we were learning about geometric shapes and their properties, I asked the students to create their own art pieces using only geometric figures. Reema's eyes lit up at the assignment, and she threw herself into the project with enthusiasm. She created a stunning mosaic using triangles, circles, and squares, demonstrating not only her artistic talent but also her understanding of the mathematical concepts we had covered.
  
  As the semester progressed, I continued to find ways to connect math to Reema's interests. I provided her with additional resources and one-on-one support, ensuring she felt comfortable asking questions and seeking help. Slowly but surely, I saw a transformation in her attitude toward math. She started participating more in class, her confidence grew, and her grades improved significantly.
  The breakthrough moment came during a class test on algebra. Reema, who had previously struggled with the subject, completed the test with remarkable accuracy and even helped a classmate understand a difficult concept during a group study session. Seeing her newfound confidence and mastery of the material was incredibly rewarding.
  
  This experience reaffirmed my belief in the power of personalized and creative teaching. It reminded me that as educators, we have the ability to unlock our students' potential by recognizing their unique strengths and interests.