Yes king Kasyapa did it, but until a British army major discovered it in 1831 we couldn’t able to find it. Is this not an evidence to believe the great insight of EXPLORING has gone missing from us very long ago due to strange reasons?

After completing the document THE POSSIBILITIES ARE INFINITE, for many there was a question of how to prepare the mindset of post ordinary level students to think about totally new concept like exploring mathematics because that is completely unfamiliar for them due to the present system of mathematics education in our country. After having done few basic maths activities in grade 5 and 6, our students are totally out of touch with real life applications of mathematics and comparatively with the improvements taken place in science subject during last five decades developments in mathematics was very little and that may be around 10% of what can be seen as the progress of the content of science subject. Almost everyone agrees in need of a change but the problem is who is willing to share a part of this challenge and who has commitment to do so because only being responsible for the duty of the job is definitely not sufficient for this task. What we have to do is not just do something to get the benefit from the present system but to try our best to correct the system in order to give maximum opportunities for our students to help them to come out from the frame they are used to be and look into matters in much creative manner.

In this second of prime series document (containing 73 printed pages), six topics are carefully selected to give opportunity for the grades 8, 9, 10 and 11 to experience the benefits of exploring beyond just learning the subject. Mathematics in crossword puzzles (10 pages), Finding areas of standard 2D shapes (12 pages), Verifying algebraic identities (10 pages), Mathematics in coins (17 pages), Spiral of Theodorus (9 pages), Trigonometry in real life (6 pages). Here you have the complete guidance to carry out the activities and projects but you have the freedom to do necessary adjustments considering the availability of resources. Mathematics in coins is given as a project designed by the Royal Mint in UK; mainly because our students should know the quality and standards of events taking place around the world so that at least they can do their duty with a vision in their turn. Therefore I hope, by carefully studying the content of this collection of activities and projects, you may realize that the vision behind creating this document is very special and unique.

Although percentage of teachers who are interested in suggesting productive reforms, actively participating in such workshops and applying the outcomes in teaching is not up to expectations, being positive minded, I hope with cooperative commitment this effort can be successful. Your suggestions for the improvement of efficiency of this are greatly appreciated (janakarodrigo123@gmail.com).

Yes there can be discoveries without exploring, those were results of mistakes and can those be considered as great discoveries?

JANAKA RODRIGO

St. Benedict’s College, Colombo – 13

2021