EXPLORING THE MATHS PROGRAMME
An Interview with Mr Nimish Shah
EXPLORING THE MATHS PROGRAMME AT ACS HILLINGDON
At ACS Hillingdon, the mathematics department offers far more than formulas and equations – it’s a space where students are challenged, supported, and inspired to think critically about the world around them. In this interview, we spoke with Mr Nimish Shah, Head of Mathematics, to learn more about the school’s distinctive approach to maths education, how real-world relevance is woven into the curriculum, and why problem-solving is a cornerstone of learning.
What makes the maths programme at ACS Hillingdon unique?
Our programme is designed so every student can progress at their own pace. In some schools, all students are taught the same material regardless of ability. In others, students are locked into fixed levels with little flexibility to move. At ACS Hillingdon, we strike a balance.
We follow a shared curriculum, but within each class, we offer opportunities for both reinforcement and extension. As students move up the school, we offer a variety of pathways – IB Diploma, IB CP, AP, and the high school diploma – with the flexibility to mix and match based on each student’s goals. Being a small school helps us offer this personalised approach.
How is maths taught in the IB programme different from GCSEs and A-levels?
Having taught GCSEs and A-levels, I can say they’re solid programmes – but IB really stands out in how it promotes open-ended thinking and problem-solving. IB questions challenge students to think critically and creatively. In our classes, we focus heavily on problem-solving activities, so students are prepared for the unexpected – not just in exams, but in everyday learning.
How do you connect maths to real-world applications?
Honestly, almost every topic we teach has real-world relevance, often without us forcing it. For example, in Grade 9 we recently studied sinusoidal functions and applied them to analyse daylight hours throughout the year. Students mapped their birthdays to see how many hours of daylight they’d get – bringing math to life in a meaningful way.
In IB classes, especially in Grades 11 and 12, we explore topics like sampling and statistics in real contexts. Students look at real-world polls and surveys and discuss what makes a sample biased or fair. We even examined how offering a cookie for completing a food survey can undermine its reliability! These examples show students how maths plays a role in everyday decisions.
How do you encourage problem-solving and critical thinking?
We start by changing how students perceive the word “problem.” Many associate it with difficulty or failure, but we encourage them to see challenges as opportunities to grow. Struggling with a question can actually be a very productive part of learning.
We give minimal hints and guide students toward discovering solutions on their own. This approach, which reflects the IB philosophy, helps build resilience and independent thinking. It’s not always easy – but when students finally understand a concept after working through it themselves, that sense of clarity and accomplishment is incredibly powerful.
What advice do you give students when choosing their maths pathway?
In the IB, students choose between Higher or Standard Level, and between AA (more algebraic and theoretical) or AI (more practical and real-world focused). That’s four possible pathways.
My advice is always to pick the course that suits you. Don’t choose something just because your friends are doing it or because it sounds impressive. Ask yourself: Do I enjoy maths? Do I like solving algebraic problems? Or do I prefer applying maths to real-life scenarios?
Sometimes students say, “I want to be an engineer, so I have to take HL Maths.” I always ask – do you enjoy it? Because if you don’t, HL might not be the right fit. The right course is the one that matches your strengths and interests.
What skills do IB Math students gain that prepare them for the future?
It’s all about the skills – problem-solving, critical thinking, analytical reasoning. Whether or not they remember the formula for solving a quadratic equation is less important than their ability to tackle problems systematically and logically.
These are the kinds of skills that carry over into university, the workplace, and everyday life – well beyond the maths classroom.
How do you keep students engaged, especially those who find maths challenging?
The key is meeting them at their level. Every student can learn maths – they just need to start from what they already understand and build from there. We take a step-by-step, personalised approach. It’s all about knowing your students and ensuring they feel supported, not rushed.
Are there co-curricular opportunities in maths?
Absolutely. Through our ICP programme – designed to inspire and challenge – we run maths enrichment options for both younger and older students. We take part in the UKMT Maths Challenges, and some of our students go on to the British Mathematical Olympiad.
We also engage in competitions with local schools through our work with VLT. I’d love to do even more in-person competitions. In the past couple of decades, so much has gone online, and I think there’s great value in face-to-face maths challenges, where students compete in real time – not just on paper.
What drew you to teaching maths?
That was a long time ago! But I’ve always enjoyed explaining maths to people – especially those who find it confusing or intimidating.
I love helping them understand why things work and how different ideas connect. That’s what eventually led me to teaching.
What’s your favourite topic to teach?
There are so many! I enjoy working with high school students because that’s when everything starts to click and connect. It’s like learning a musical instrument – you spend the early years learning the notes, then one day, you’re able to play a beautiful piece.
I also really enjoy statistics. For instance, flipping a coin 100 times and getting 60 heads – does that mean the coin is biased? That kind of analysis really engages students and shows the practical power of maths.
