Wei Ling Chua

A little about me

I teach Mathematics across secondary and lead the department. I use worked examples first, followed by deliberate practice and then greater independence. That order gives pupils a clear model before they are expected to carry a method through on their own.

Pupils benefit when the steps in a solution are visible and the explanation connects each step to the problem. I look for practice that lets them use the same idea more than once, then decide when a prompt can be removed. A teacher can check understanding and add another example before pupils practise a method independently.

I value resources that make differentiation practical without burying the mathematical idea under too many versions. A well-chosen example can introduce the method; focused practice can strengthen it. I am cautious about discovery tasks when pupils have not yet built the knowledge they need, but I still want them to explain their reasoning and recognise when a method applies.