We invited Vladlena Kazantseva, Curriculum Lead at 1729 Maths School, to take part in a short Q&A so we could learn more about her academic journey and what inspires her approach to teaching mathematics. With a strong academic background in mathematics and a deep appreciation for rigorous mathematical thinking, Vladlena is passionate about helping students develop both a solid mathematical foundation and the confidence to tackle challenging problems.
Tell us a little about yourself and your background
I have been fortunate to have a very strong academic background in mathematics. I studied at a rigorous specialist maths school with a deep tradition of mathematical thinking, followed by a bachelor’s and master’s degree at a leading mathematics faculty, working under outstanding mathematicians. I am deeply grateful to all my teachers along this path and hope to carry forward what they gave me, developing it further and sharing it with many students.
What was your favourite subject when you were at school and why?
Mathematics and literature. Both showed me the importance of thinking and communication, each in its own way, complementing one another.
Do you have any personal hobbies or activities that you enjoy after a busy school day?
At the moment, most of my free time is connected with my family and my three children. We enjoy playing board games and going on short hiking trips during the holidays. On a more personal note, I am also interested in researching my family history, carefully piecing it together, as many stories and connections were lost during the 20th Century.
Who inspires you?
Passionate people around me including colleagues who care deeply about their work and students whose curiosity and questions keep the learning alive.
What made you want to work at 1729?
1729 is an inspiring project that aligns closely with my values and my view of mathematics education. I also enjoy building something new together with passionate people, and it feels like a real privilege to be part of creating a new mathematics school.
What do you hope to achieve in your role at 1729 in the next few years?
I hope we will build a strong team of teachers and develop a deep and rigorous mathematics programme that gives students a secure mathematical foundation. On that foundation, I want them to develop the ability to solve genuinely challenging problems.
What inspired you to become a teacher, and what do you find most fulfilling about the role?
My own experience as a student played a strong role here. I was fortunate to have teachers who became both an inspiration and as example, people who carried a mathematical culture I wanted to preserve and develop further. What I find most fulfilling is the curiosity and excitement in students’ eyes: those moments of insight when something clicks, and sometimes when they understand even more than we originally discussed.
What excites you most about leading the maths curriculum at 1729 Maths School?
Education is a living process. I am inspired by the opportunity to rethink the school curriculum, refresh materials for today’s world, and critically reflect on them. Children are changing, as are technologies, and mathematics education needs to respond to that. Working together with students on new problems and new ways of solving them is something I hope our team at 1729 will achieve.
What was your first year of teaching like, and what was one of the biggest lessons you learned from that experience?
In many ways, I was fortunate in my first year, both in my students and in having learned from outstanding teachers myself. The key lesson I took from that experience was that it is essential to teach children, not just follow a programme. No matter how strong a curriculum is, teaching needs to respond to students, their questions, insights and interests. This is what leads to the best results.