As I said would happen in my post about a possible approach to teaching maths to non-mathematicians aged 16-18, I went last Wednesday to Watford Grammar School for Boys to try the approach out. The headmaster there, Martin Post, was remarkably helpful and assembled a usefully varied group of pupils, some from his school, some from the equivalent school for girls, and some from a nearby mixed comprehensive school (I wasn’t told which one) whose pupils receive some of their teaching in scientific subjects from Watford Grammar School. What’s more, some of the people there were doing maths and further maths, some were doing just maths, and some were not doing either. The one thing that was not representative about the group was that they were much brighter than average: for example, the non-mathematicians there had been chosen by their teachers as clever people who could have done maths but decided that they were more interested in other things. For most of the rest of this post, I’ll say what questions I discussed and how the discussions went. All but two of them were taken from the list in the earlier post.