As part of my CAS Project, I co-organized and conducted Math Club with three classmates for students in Grades 7–9. The club ran every 2nd and 4th Tuesday over several months, where we taught mathematical concepts through discussions, activities, and problem-solving sessions. I have always enjoyed mathematics and was interested in teaching, so this project allowed me to combine both interests while contributing to my school community. My goals were to strengthen my communication skills, understand how students learn differently, create engaging lessons, and help younger students build confidence in mathematics by connecting concepts to real-life applications.

LO1 – Identify own strengths and develop areas for growth

Through this long-term project, I became more aware of both my strengths and weaknesses. I realized that one of my strengths is explaining mathematical ideas clearly and helping others feel comfortable asking questions. However, I also learned that I sometimes assume students understand concepts faster than they actually do. This made me more reflective, as after each session I thought carefully about what worked and what needed improvement. Over time, I learned to slow down, adjust my explanations, and use more examples. This awareness helped me grow not only as a teacher but also as a learner who understands the importance of patience and adaptability.

LO2 – Demonstrate challenges undertaken and new skills developed

One major challenge was keeping the sessions both engaging and academically useful. In the beginning, our activities were interesting but not always directly connected to the students’ academic needs. After collecting feedback, we improved our planning by choosing topics that helped them in their school syllabus while also finding creative ways to make the learning simpler. This required me to develop new skills such as lesson design, classroom management, and adapting explanations based on student responses. Taking responsibility for improving the sessions helped me become more open-minded and willing to try new teaching approaches, even when the first plan didn’t work perfectly.

LO4 – Show commitment and perseverance in CAS experiences

Math Club required consistent commitment over several months. There were times when academic pressure made it difficult to stay motivated, but I continued preparing for sessions because I understood the responsibility we had towards the students. We continuously reviewed our work, adjusted activities, and improved each session based on feedback. This process strengthened my perseverance and taught me that meaningful projects grow through effort, reflection, and consistency. Staying committed helped me become more disciplined and responsible in managing long-term responsibilities.

LO5 – Demonstrate skills and benefits of working collaboratively

This project depended completely on teamwork. There were no fixed roles, each of us contributed equally to planning lessons, sending session updates, preparing activities, and conducting the sessions. This required constant communication and trust. I strengthened my communicator learner profile attribute by sharing ideas openly, listening to my teammates’ suggestions, and coordinating decisions together. Working collaboratively allowed us to support one another and combine our strengths. Seeing how our cooperation improved the quality of the sessions helped me understand the importance of shared responsibility and teamwork in achieving meaningful results.

This project helped me grow as a reflective, open-minded, and effective communicator. The highlight was watching the students’ progress , during early recap sessions they struggled, but over time their answers became more confident and accurate. If I were to repeat this project, I would introduce feedback earlier in the process, but I would keep the same collaborative structure. Math Club taught me that long-term impact comes from patience, teamwork, and continuous improvement.