Cary Chien
As the founder of the integrated math and science program at David Thompson Secondary School in Vancouver, Cary Chien has developed a highly successful academic program that draws more and more students each year. He has inspired an unprecedented number of students at the school to take courses in science and mathematics. As a result, the downward trend in enrollment has been dramatically reversed; the new enthusiasm for science and mathematics inspired by Cary has spread to courses in other subjects.
Cary has led his students to outstanding achievements in competitions across Canada. For the past three years, David Thompson Secondary's Grade 8 math team has placed first in Canada in the junior category of the Canadian National Mathematics League competition.
Cary's students speak not only of his "immense" knowledge, but also of his ability to communicate even the most difficult mathematical concept "…not so that I can just read and understand, but so that it is inside my head and I can think with it."
Approach to teaching
"Science is fun and math is beautiful."
The beautiful part of science and mathematics is the logical thinking. The joy of teaching is seeing students' faces light up when they grasp the logic behind an explanation. I believe that all my students are capable of mastering the thinking required for the subjects I teach. When they do, they understand theory and method, as well as how to answer specific problems; I don't want my students to be only calculators.
I have always wanted to integrate the teaching of math and science so that students can see how to apply math in everyday life. As well, most students seem to be able to learn and to apply the math more effectively when it is taught simultaneously with science instead of in two separate classes by two different teachers.
I try to give each student explanations appropriate to his or her level of understanding. There is an explanation that "works" for each individual; it is my job to find it. I also believe that girls can do as well or better than boys in math and science if they are given proper encouragement.
Transferable experience
The integrated math and science course for Grade 8 students combines physics and chemistry with math because these two subjects require more mathematical skills and knowledge than other high school physical sciences. My school board provided funding for the course materials, but I developed the course curriculum myself, pooling information from many sources, including a variety of textbooks.
The curriculum includes all the elements of the physics and chemistry courses for grades 8 through 10 and sometimes even beyond, along with all the Grade 8 math and most of the Grade 9 math. This seems to suit my students' abilities and has built on their existing knowledge and interests. It also allows me teach all of a subject - that is, to go beyond required material to introduce students to sophisticated scientific concepts. I have also introduced math contest materials and problems with examples from daily life into the curriculum.
To get into the program, Grade 5 through 7 students from the feeder elementary schools writes an entrance exam in the March proceeding the next school year. In 1995, more than 160 students wrote the exam for 25 places. Generally, the students already have good math skills and advanced reading abilities.
During the course, students take classes with me three times a week for two hours each time, combining the regular math and science periods. I plan the math content ahead of the science topics to ensure that students get the background they need to understand the science. For example, I teach trigonometry to the students even though it is usually taught in Grade 10 or 11. Knowing trigonometry allows them to calculate angles of refraction and critical angles in ray optics. When students can see that diamonds are so much brighter than cut glass because of the sharper critical angles, for example, and when they understand the math and science behind that, they enjoy learning much more.
The course moves logically from one concept to the next over the year, building understanding as the students and I go along. I concentrate on explaining each concept simply and clearly. When I teach new math material or review previous ideas, I try to use scientific topics and concepts in my questions.
It may sound as though the teacher for this kind of course requires advanced degrees in physics, chemistry and math. This is not so. I think that a teacher who is familiar with the topics at the required levels, and who is willing to plan ahead and to spend time with students, can easily handle this course. The most important thing is to be patient and to be available to your students. My room is always open at lunch time for them to get extra help.
If you try to set up a course like this at your school, you may find that other teachers will be reluctant to support you at first. They may feel that you are taking away all the good students, leaving them with students of lesser ability who aren't interested in learning. Don't despair, though. At David Thompson, standards all over the school went up when my integrated program began to catch on. We soon found that most students, no matter what their ability, began to improve.