Group report about interviews

We have interviewed two teachers, Mr. Freire and Mr. Navdi. Both of them are math teacher at Vancouver College, a private secondary school. We also got three students to answer our questions by emails. They are Juancho in grade 9, Gabriella in grade 10, and Steph in grade 11. Our five questions are as following:
1. How important do you think secondary school Math really is in getting a good job?
2. Are there any tips that you can provide, so that we can engage students into wanting to learn Math? (What do you expect your teacher to do?)
3. Should students have math homework everyday? How much homework do they have in your class? About one hour a day or more?
4. Do you emphasize more on computational mathematics or more analytical mathematics? (Would you rather learn math by learning rules to equations or by proving equations and why it works?)
5. What is your the most creative lesson you have had? (What is your the most creative lesson you've been taught?)
Q1: All of the three students think that secondary school Math is important not only for a good job, but also for their lives. Mr. Navdi also thinks that math is important for getting a good job. However, Mr. Freire think that if getting a good job means earning more money, secondary school Math is not important. Some jobs, such as musician, lawyer, and plumber, do not need academic standard of Math. The students just need have foundation Math to graduate and get into college or university.
Q 2: Mr. Freire thinks that creating real life situations in the class and having good relationships with students are important tips to engage students to learn Math. Mr. Navdi thinks that being positive to any math topic and relating Math to the reality are important. The student, Juancho, thinks, “If it’s a fun and energetic teacher, the students would most often approach the subject the same way. But the same goes for the opposite. If a teacher is boring and just talks and talks and talks the whole class then assigns the homework 5 minutes before class is about to end, is lame!” Gabriella said,” I am only engaged when I understand it. As long as a math teacher simplifies enough that you really understand it, that’s all I expect”. Steph said, “I prefer a teacher that just teaches with examples, gives us work to let us try, and then is there as support if we have further questions”.
Q3: Mr. Freire thinks that students should have homework everyday, but Mr. Navdi just gives students class work instead of homework. Juancho thinks that students should have a fair and reasonable amount homework—not too much, but Gabriella thinks that math homework helps students review what they learned, so students should have at lest a sheet of homework everyday. Steph thinks that homework should be optional. For students who understand what they learned should not repeat the same types of problems.
Q4: Both teachers think that both computational mathematics and analytical mathematics are important for students. Computational mathematics contributes to the students’ principle exams, and analytical mathematics makes students understand what comes out. All of the students would rather learn Math by learning rules to equations.
Q5: Steph remember making 3-D shapes while learning about surface area and volume. Juancho and Gabriella don’t remember having a creative lesson in Math class. Mr. Freire’s most creative lesson is magic moment lesson. Mr. Navdi is proud of his designing a bridge, proving area of a triangle, shaping their pictures, and videotaping something that related to Math.