Iv'e read that science and maths' high dropout rates in secondary schools are caused by unimaginative teaching. Maybe the teachers' themselves lack specialised degrees that arguably may be necessary to teach those subjects. In my schooldays,maths was taught in academic abstractions and I suppose this is still largely the case.
In one example of imaginative teaching that I heard of,a university professor regularly takes his students to the Casino to apply probability statistics on small bets. Similarly,without leaving the classroom this approach could be applied to televised horse racing and to card games. Of course, this creates a small risk of gambling addiction among students.
I can't readily think of imaginative ways to teach algebra,except that I assisted my nephew on the basic rules by substituting arithmetic numbers for the mysterious symbols eg 2(4-1) - 6/2 = 3.
I suppose algebraic equations could be applied on computer simulations to illustrate stress tests for bridges or the height limits of skyscrapers. It would be fun to tweak an equation and then watch a bridge collapse from an earthquake or a too tall skyscraper collapse of its own weight in a computer simulation.
At primary school level,it would be fun to learn arithmetic from playing Rings or Darts. Years ago, Rings was a popular pub game in which a player tossed a rubber ring onto a board of pegs with numbers.
Some of the numbers could be negative to teach subtraction. There must be other games that teach multiplication and division. Darts and Rings rules could be adjusted to do that by making some numbers divisors and some multipliers. For example,if a dart hit a double on an odd number 1,3 or 5 etc, the cumulative game score could be multiplied by that double number;and if it hit a treble on an even number the game score could be divided by that number provided the division did not leave a remainder. So if the game score was 700 and the dart hit a treble 20, the game score would drop to 700/20 = 35 but if it hit treble 19 the game score would remain the same since 700/57 = 684 + 16.
How imaginative is the maths and science teaching in today's classrooms?