Benjamin's interest in numbers began as early as age 2. He still remembers that, around that time, his mother didn't read bedtime stories — instead, she gently recited multiplication tables. That was his first encounter with mathematics. 

After joining YCIS Shanghai, the school's structured Maths curriculum gave his early curiosity a clear direction. Through continuous practice and exploration, Benjamin learnt to visualise vertical column methods in his head and to apply concepts such as multiplication and area naturally while building with Lego. 

His learning became more than repetition — it grew through understanding and application. 

Math lessons at YCIS are never "one-size-fits-all." At the start of each unit, teachers design different learning pathways based on students' pre-assessment results. 

Those who demonstrate advanced understanding join the Stretch and Challenge group to explore higher-level problems, while others learn in smaller, differentiated groups within their classroom, receiving targeted support tailored to their needs. 

Since the start of this term, Benjamin has been part of the Stretch and Challenge group. Lessons there are different — there are no standard worksheets, only problem-solving through methods, reasoning, and exploration. 

One of his favourite moments was solving the "100 Lockers" riddle: one hundred people open and close a series of lockers — which ones remain open at the end? 

"I found out that the lockers that stayed open were all square numbers!" he said excitedly. It was a moment of discovery that made learning come alive. 

Mr Marc Lawrence, who leads the group, described him as "always reflective and very attentive." 

In his view, Benjamin's mathematical maturity lies not only in his results, but in the way he thinks, reflects, and corrects himself. Through scaffolded teaching, students are guided to ask "why", not just "how". 

It is also worth noting that once per unit, students take part in an inquiry lesson connected to the unit concept, extending classroom learning into real-world mathematical contexts. Benjamin particularly enjoys these lessons. 

He often works with classmates to test different strategies and ideas, finding joy in collaborative problem-solving and shared discovery. 

To consolidate learning, YCIS follows a structured homework system. Students complete exercises from the White Rose Mathematics workbook, practise fluency through Times Table Rock Stars, and receive personalised online tasks on IXL to reinforce skills and provide teachers with continuous learning feedback. 

Learning at YCIS extends far beyond the classroom. Through a variety of enrichment programmes and interest-based projects, students are given space to explore their passions and broaden their skills. 

In the school's Block X programme, Benjamin chose a maths-related project. His first preference was the "AI Drone Club", and his second choice was maths. 

"The math problems there are even trickier than in the Challenge group," he laughed. 

In this course, he encounters more complex mathematical symbols and methods, learning to look at the same problem from different angles. 

It is this willingness to take on new challenges that has turned Benjamin's learning into an ongoing adventure of thought and discovery. 

The school also encourages students to take part in mathematics competitions, offering further opportunities for challenge and growth. In Year 3, Benjamin took part in the Caribou Mathematics Competition and achieved second place across his year level. 

He felt proud of this result, as it gave him the chance to prove himself on a bigger stage and discover a different kind of joy in problem-solving. 

Benjamin's class teacher, Ms Nicole Vele, often talks about his strong sense of learner agency. 

She smiled as she recalled, "Sometimes, in the middle of a task, he'll suddenly look up and ask, 'Ms Vele, can I make it bilingual?' I always say yes — and off he goes, full of enthusiasm."

Ms Vele said, “ He not only does it well but can clearly explain his thinking. When he's solving a problem and you ask him to explain his process, he reflects as he speaks. Sometimes he realises his own mistakes and corrects them — that's a very mature way of learning. At YCIS Shanghai, children like Benjamin who actively think and learn bilingually are everywhere.“

She also noted that teaching maths at YCIS combines both Eastern and Western approaches — valuing practice and precision, as well as relationships and reasoning.

"I often present familiar content in new ways to see if students can connect their understanding differently. Benjamin is particularly strong in this area."

When asked what advice he would give to younger students, Benjamin thought for a moment and said, "Don't give up."

He has learnt to keep trying when faced with challenges, and to seek help from friends or teachers when needed. To him, Maths is like "a policeman" — someone who solves problems and helps others. 

This simple metaphor beautifully reflects the spirit of YCIS mathematics: through systematic, scaffolded teaching, students learn independence, persistence, collaboration, and reflection. Maths becomes more than numbers — it becomes a way to understand the world and support others.

From reciting dozens of digits of Pi to completing complex calculations in his head, Benjamin's story is a reflection of YCIS Shanghai's structured and thoughtful approach to teaching Mathematics. 

In these classrooms, children are guided to understand, to express, and to discover — learning not just how to solve problems, but how to think. 

Step by step, they find their rhythm and joy in the world of Mathematics.