Challenge     I was working as a Diploma Programme ( DP ) Mathematics Educator at an International   Baccalaureate ( IB ) Organisation . I had a very differentiated set of students in my class . I had   observed students ​struggling with mathematics in spite of their motivation , sound mathematical   knowledge , and explicit instructions delivered to them . There could have been various reasons   behind the challenge like erroneous recall of arithmetic facts , difficulty in representing mathematical   concepts etc . ​DP mathematics courses serve to accommodate the wide range of needs ,   interests , and abilities of students . Keeping all these things in mind , introducing a new topic in   class ( Geometric Series ) through just chalk and talk method did not seem like a convincing idea .     Selection     It is a common belief that stories can be used to teach mathematics to primary school students   but not for high school students . However , stories are a powerful cognitive tool that can help in   providing meaning to seemingly irrelevant facts , methods , and algorithms . The purpose of   storytelling in a math class is to create an environment of imagination along with thinking , to   make mathematics more enjoyable for students , to help them understand ideas and concepts ,   and to bring a ​moment of relaxation to the class​.     Historical anecdotes can often be woven into teaching and math is rooted in history since time   immemorial , offering enough opportunities for storytelling . We can even engage students in   mathematical activities through storytelling .     Application     Students are already familiar with “ word problems ” . To effectively use word problems in a high   school math classroom , they need to be reconstructed a bit . To introduce Geometric Series and   make the students derive its formula by themselves in class , I decided to infuse word problems   with dynamic characters and plots , that is , come up with a story . To make it even more   engaging for the students , I also decided to have the students perform a paper cutting activity   with this and make them translate words into abstract equations .   The story went like this : There was a king who had a son , who used to pester him to give him   the land owned by the king . The king was in a critical situation and decided to give the land but   according to some rules . The king told him that he only had a square piece of land and he would   give half of that on the first day , half of what he gave the previous day on the second day and so   on . After doing so for many days , how much of land would his son have ?    Students went on to find the answer to that question using the square papers they had . They   folded the square in half into two equal triangles ( one such triangle was what the son got on the   first day ) . They again folder the other triangle into two equal halves , cut them out and kept one   of the new triangles as the son ’s share for the next day . They realised that the king can do this   forever but he would still have a small triangle left with him . So the son can never get the whole   land ! 

 Insight      The storytelling discussed here took the form of a structured activity in the class . ​Students were   able to summarize the solution to the problem . It helped my students unearth the symbolic   nature of verbal strategies . My students discovered that the sum of infinite such triangles would   be 1 . They were able to come up with the sum of an infinite geometric series own their own , all   of which started with a story .      The students will look forward to reading more such ‘ stories ’ in math classes and try finding   solutions to the mathematical problems embedded within . I discovered that storytelling is a   productive tool for teaching the subject , it even provides a sense of giving beyond the subject   content .     .​Approach     I had incorporated several design thinking tools or activities in my math class and found   storytelling as an effective instructional tool . It is important to review the insights gained from the   application of this tool and incorporate them into future storytelling sessions .     I shared this story with my colleagues ( IB educators from various disciplines ) and it had a   profound effect on their classroom teaching as well . I would further encourage the use of   storytelling as a starting point for a series of mathematical activities in class . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: Challenge     I was working as a Diploma Programme ( DP ) Mathematics Educator at an International   Baccalaureate ( IB ) Organisation . I had a very differentiated set of students in my class . I had   observed students ​struggling with mathematics in spite of their motivation , sound mathematical   knowledge , and explicit instructions delivered to them . There could have been various reasons   behind the challenge like erroneous recall of arithmetic facts , difficulty in representing mathematical   concepts etc . ​DP mathematics courses serve to accommodate the wide range of needs ,   interests , and abilities of students . Keeping all these things in mind , introducing a new topic in   class ( Geometric Series ) through just chalk and talk method did not seem like a convincing idea .     Selection     It is a common belief that stories can be used to teach mathematics to primary school students   but not for high school students . However , stories are a powerful cognitive tool that can help in   providing meaning to seemingly irrelevant facts , methods , and algorithms . The purpose of   storytelling in a math class is to create an environment of imagination along with thinking , to   make mathematics more enjoyable for students , to help them understand ideas and concepts ,   and to bring a ​moment of relaxation to the class​.     Historical anecdotes can often be woven into teaching and math is rooted in history since time   immemorial , offering enough opportunities for storytelling . We can even engage students in   mathematical activities through storytelling .     Application     Students are already familiar with “ word problems ” . To effectively use word problems in a high   school math classroom , they need to be reconstructed a bit . To introduce Geometric Series and   make the students derive its formula by themselves in class , I decided to infuse word problems   with dynamic characters and plots , that is , come up with a story . To make it even more   engaging for the students , I also decided to have the students perform a paper cutting activity   with this and make them translate words into abstract equations .   The story went like this : There was a king who had a son , who used to pester him to give him   the land owned by the king . The king was in a critical situation and decided to give the land but   according to some rules . The king told him that he only had a square piece of land and he would   give half of that on the first day , half of what he gave the previous day on the second day and so   on . After doing so for many days , how much of land would his son have ?    Students went on to find the answer to that question using the square papers they had . They   folded the square in half into two equal triangles ( one such triangle was what the son got on the   first day ) . They again folder the other triangle into two equal halves , cut them out and kept one   of the new triangles as the son ’s share for the next day . They realised that the king can do this   forever but he would still have a small triangle left with him . So the son can never get the whole   land ! 

 Insight      The storytelling discussed here took the form of a structured activity in the class . ​Students were   able to summarize the solution to the problem . It helped my students unearth the symbolic   nature of verbal strategies . My students discovered that the sum of infinite such triangles would   be 1 . They were able to come up with the sum of an infinite geometric series own their own , all   of which started with a story .      The students will look forward to reading more such ‘ stories ’ in math classes and try finding   solutions to the mathematical problems embedded within . I discovered that storytelling is a   productive tool for teaching the subject , it even provides a sense of giving beyond the subject   content .     .​Approach     I had incorporated several design thinking tools or activities in my math class and found   storytelling as an effective instructional tool . It is important to review the insights gained from the   application of this tool and incorporate them into future storytelling sessions .     I shared this story with my colleagues ( IB educators from various disciplines ) and it had a   profound effect on their classroom teaching as well . I would further encourage the use of   storytelling as a starting point for a series of mathematical activities in class .
### Output: 