Learning Across Borders Through the Language of Mathematics

When Bernadette Lim joined the Maths PLUS project as a Singapore International Volunteer (SIV), she brought with her four decades of experience in education.

She had taught Mathematics at primary, secondary and pre-university levels, contributed to curriculum development at Singapore’s Ministry of Education, led two primary schools, and supported national examinations through a secondment to the Singapore Examinations and Assessment Board.

Yet, as she prepared for her first overseas volunteering experience with the Singapore International Foundation (SIF), she felt a familiar nervousness. Having stepped away from the classroom after teaching for 40 years, she wondered if her knowledge and experience would still be relevant to teachers today. She also wondered if her sharing would be useful to educators based in another country with different cultural contexts.

Those doubts soon gave way to genuine affinity.

In Sarawak, Bernadette found herself among teachers who were eager to learn, generous in spirit, and deeply committed to their students’ progress. The classroom quickly became a shared space for learning, where the team of SIVs and Sarawakian teachers exchanged ideas, discussed classroom realities, and explored ways to make Mathematics more accessible and engaging.

For Bernadette, this was the heart of the project. Maths PLUS was not about one group teaching another. It was about educators coming together, learning with and from one another, and building trust and friendship across cultures. 

A shared commitment to students

Through her interactions with the Sarawakian teachers, Bernadette saw how much effort they put into supporting their students. Many were quietly building up their confidence in teaching Mathematics in English, even though English was not their usual speaking language.

This reminded her that teaching is often an act of courage. It requires educators to keep learning, adapt to new expectations, and step outside their comfort zones for the sake of their students.

In the workshops, teachers practised explaining mathematical concepts in English, while Bernadette learnt how to express herself in Malay. There were moments of hesitation, mistakes, and laughter on both sides. These became some of the most meaningful parts of the experience.

What began as a Mathematics training workshop also became a lesson in cross-cultural understanding. Language was not a barrier to connection. Instead, it became a bridge. 

Collaboration in the classroom

The Maths PLUS workshops created opportunities for Singaporean and Sarawakian educators to collaborate on practical approaches for the students.

Together, they explored Mathematics content, pedagogy, and classroom strategies. They also reflected on what would work best for their students, taking into account different education systems, classroom needs, and cultural contexts. For example, they explored ways to make Mathematics lessons more accessible and engaging for their students through non-routine problem-solving methods, such as using models to solve equations. 

For Bernadette, the Maths PLUS experience reinforced the importance of meeting learners where they are. During an online session, she noticed that some teachers were hesitant to respond or turn on their cameras. Rather than seeing this as a lack of participation, she came to understand that confidence, comfort, and readiness mattered.

This shifted the way she thought about volunteering. To contribute meaningfully, she felt it was important to listen first, understand the local context, and build from the participants’ starting point.

The learning was mutual. While Bernadette shared her experience in Mathematics education, she also learnt from the teachers’ openness, resilience, and dedication that the heart of a teacher is the same across borders. The teachers faced challenges in teaching Mathematics in English but their teachers’ hearts prevailed and they rose to the occasion, set off and stayed on the uphill journey head-on. 

Friendship beyond the workshop

Beyond the exchange of teaching strategies, Maths PLUS also nurtured friendships.

Bernadette valued the conversations she had with teachers and local partners in Sarawak. These exchanges offered opportunities to share more about Singapore’s education system, culture and values, while also learning about the realities and strengths of Sarawak’s education landscape.

The discussions were marked by mutual respect. Educators from both sides shared successes, challenges, and hopes for their students. Through these interactions, Bernadette saw how collaboration can deepen understanding between communities.

She said: “I hope that both the SIV team and the teachers in Sarawak will continue to apply what they have learnt, share it with their colleagues, and build on the friendships formed through the programme. It would be incredible if this bond creates more opportunities for future collaboration for many years to come.”

A renewed sense of purpose

By the end of the three-year project, Bernadette sums up her Maths PLUS journey with one word: grateful. Through Maths PLUS, she was able to reconnect with the subject she loves. She also found joy in working alongside likeminded SIVs where they shared the unique experience of volunteering overseas and receiving the warmth of the local community.

Most importantly, the experience gave her renewed purpose and a deeper appreciation of what it means to give back. She learnt that giving back also took on the form of offering time, encouragement, support, and guidance.

Her journey as an SIV is a reminder that “the heart of a teacher is the same worldwide”. Educators are connected by a common purpose that transcends borders and classrooms — to help their students thrive and build a better world.