A Quote by Shakuntala Devi
I was performing at a New Jersey high school, and I asked a class of 2,000 students, 'How many of you love mathematics?' and only one hand went up. And that was the hand of the maths teacher!
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Growing up in Highland Park, in high school, I had some very influential teachers: I had a math teacher who taught calculus that helped me learn to be in love with mathematics; I had a chemistry teacher who inspired us to work what was in the class and to go beyond.
If you are receptive and humble, mathematics will lead you by the hand. Again and again, when I have been at a loss how to proceed, I have just had to wait until I have felt the mathematics led me by the hand. It has led me along an unexpected path, a path where new vistas open up, a path leading to new territory, where one can set up a base of operations, from which one can survey the surroundings and plan future progress.
When I was in - at Vassar, and I came from a public high school in New Jersey, there was - that class still existed. I think it's pretty much gone, but there was a way of talking that the private school girls had that was different than the way I talked from New Jersey.
Maths is fundamentally a different process in education than it is in the real world. There is an insistence that we do maths by hand when most of it is done by computers. The idea that you have to do everything by hand before you can operate a computer is nonsense.
As a former high school teacher and a student in a class of 60 urchins at St. Brigid's grammar school, I know that education is all about discipline and motivation. Disadvantaged students need extra attention, a stable school environment, and enough teacher creativity to stimulate their imaginations. Those things are not expensive.
The first and foremost duty of the high school in teaching mathematics is to emphasize methodical work in problem solving...The teacher who wishes to serve equally all his students, future users and nonusers of mathematics, should teach problem solving so that it is about one-third mathematics and two-thirds common sense.
I grew up here in New York City and New Jersey, performing on Broadway shows, surrounded by some of my closest friends from the LGBT community. My father, a minister from New Jersey, shaped my view that love is love, that we are all equal.
Knowledge goes hand-in-hand with truth - something I learned with a bit of tough love from my Jesuit education first at Regis High School in New York City and then at Holy Cross College in Worcester, Mass.
The first programming assignment I had in high school was to find the first 100 Fibonacci numbers. Instead, I thought it would be cooler to write a program to get the teacher's password and all the other students' passwords. And the teacher gave me an A and told the class how smart I was.
There's a high school in Camden, New Jersey, I call the Jill Scott School. It's the Camden Creative Arts High School. Those teachers and kids are so passionate about what they do, and 98 percent of the senior class went on to college.
There is a school in Israel called Hand in Hand which I support. There Arab and Jewish students study together on a daily basis.
Every year, some 65,000 high school students - many of them star students and leaders in their communities - are unable to go to college or get a good job because they have no legal status.
I was terrible student. I was capable, but I never like being told what to do, so I was always in the bottom class at school. In Australia, a lot of students study to the end of year 10, but don't go on to the final year, and I was asked to leave the school because they just thought I wasn't performing well enough. I used to sneak off to play piano, and defy the rules of the school.
An educator's most important task, one might say his holy duty, is to see to it that no child is discouraged at school, and that a child who enters school already discouraged regains his self-confidence through his school and his teacher. This goes hand in hand with the vocation of the educator, for education is possible only with children who look hopefully and joyfully upon the future.
It is hard to rationalise or explain why you love what you love. But I have always been interested in science and maths, and in high school I was struck that you could use maths to understand nature and science.
But the fact is, no matter how good the teacher, how small the class, how focused on quality education the school may be none of this matters if we ignore the individual needs of our students.
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