online assignment

1. ON- LINE ASSIGNMENT
INFORMAL LEARNING
SUBMITTED BY
ANSILA BEEVI.B.L
B.Ed.MATHEMATICS
Reg.No.13971002
KUCTE ,Kumarapuram

2. INFORMAL LEARNING CONTEXTS
SUCH AS MATHEMATICS
EXHIBITIONS,FAIR

3. INDEX
Sl.No CONTENT Page No
1. INTRODUCTION 1-3
2. MATHEMATICS
EXHIBITIONS 4-7
3. CONCLUTION 8
4. REFERENCE 9

4. INFORMAL LEARNING
INTRODUCTION
Informal learning is organized differently than formal and non-formal
learning because it has no set objective in terms of learning outcomes and is never
intentional from the learner’s standpoint. Often it is referred to as learning by
experience or just as experience. For all learners this includes heuristic language
building, socialization, inculturation, and play. Informal learning is a persistent and
pervasive ongoing phenomena of learning via participation or learning via
knowledge creation, in contrast with the traditional view of teacher-centered
learning via knowledge acquisition.
Informal learning can be defined as a particular way of learning which
arises from the activities and interests of individuals and groups.
Informal learning describes a lifelong process through which learners acquire
attitudes, values, skills and knowledge from daily experience.

5. Wikipedia defines mathematics as "the study of quantity, structure,
space and change." With a definition like that, it's easy to see why math is often
called "the language of science." Math is essential for analyzing and
communicating scientific results, and for stating scientific theories in a way that is
clear, succinct, and testable. We've developed some great science fair project ideas
about statistics, geometry, and more. Come take a look! April is math awareness
month, and many schools plan math fairs at that time of year. However, math fairs
do not just have to occur in April. If you have decided to create a math fair, then
you will want to make a few major decisions and help your students as they come
up for projects for the fair.
Number Concepts

6. Patterns & Relations
Shapes & Spaces

7. Statistics & Probability
MATHEMATICS EXHIBITION
In 2002, as part of a course for in-service primary school
teachers a game contest for school children was set up. The teachers, with the
support of the researchers of the Department di Mathematical ‘F. Enrique’s the
University `a digital Studio Milano, created a set of problems to be proposed to the
children. The game contest was in fact just an excuse to set up PBL environments:
children were asked to work in small groups on the given problems with (almost)
no time constriction, to write down their solutions and to mail them to that gave
them feedback .The teachers acted as mediators between the pupils and the
university researchers. One of the fields of research of mathematical is the design
of mathematical interactive exhibitions, trying to connect popularization of science
with teaching.
The public would have left the exhibition having learned something,
having guessed something more, and having gained interest on something else.
Mathematics can be told, with obvious expedients, to whoever gets over his/her
initial inhibition and follow his/her own curiosity. Which such an aim, it turned out
that the winning move is to involve as much as possible the visitor into the
mechanism of the objects”, not simply by pressing a button, as “you learn math
with your head, but also with your eyes and with your hands”. If we share this idea
of presenting math’s through interactive exhibits, we have to face the problem of
actually constructing such exhibits: “the making of the exhibits seems to be a

8. simple and natural thing, almost obvious, but this is not the case and you Can build
successful exhibit only with a strong mathematical experience” .
EXAMPLE OF EXHIBITION
The first example of exhibition designed by the researcher of
mathematical is Symmetric, gnocchi specie (Symmetry, playing with mirrors), in
which visitors explore the world of friezes and wallpaper patterns through mirror
boxes. Symmetric, gnocchi species permanently held at the Department
Mathematical ‘Enrique’s’ of the University `a digital Studio Milano. This location
is allowing a monitoring of the visitors’ reactions, trying to hit a change in their
attitude towards the subject. Visitors’ involvement in the exhibits starts with a
problem in a PBL view. “An experience of this kind offers nothing but behavior
and a working method that we believe is useful” Maria Deed’s says, and goes on
“all the different kinds of visitors pass through four different steps .It is indeed
surprising the fact that these steps can be identified for every category of visitors,
from elementary school kids, through high school students, up to their teachers,
adults with any level of education”. These stages are well described
In “1. The first reaction is wonder;
2. Secondly the visitor gets involved and tries to do
The teacher training courses gave stimulus to the series “Quavering a
quadratic” that is a collection of mathematical textbook for teacher’s .In which
disciplinary contents and teaching practice are dealt simultaneously. Some of them
consist of two different parts, the “guide” for the teacher. Interactive exhibitions
had as a side effect the publishing of the catalogues and CDs.
In today’s society the key role played by communication through
images is universally recognized. However, there are still than highlighting the
scientific content, the images get overpowered by special effects. What is needed
for those who operate in the field of communication is to have tools that provide
the right balance between Contents and images. Mathematical is particularly
interested in this problem since communication through images is by nature not
only an informal way for imparting information but also for learning it. The tool is
designed to be user-friendly while still ensuring a high level of scientific
correctness alongside top quality relevant images.
Finally the Centre is publishing a mathematical magazine
for high school students. Initially thought as translation of the French analogue, the
magazine various mathematical themes and promotes interaction with the readers

9. through a web site, hoping to give students and teachers stimuli for “doing”
mathematics
Math Fairs
Math Fairs come in two formats: teacher-driven and student-driven. The
teacher-driven Math Fair is generally used in earlier grades. Teachers set up
stations which allow students and their parents to learn about and experience math.
Examples for exhibits might include graphing, number games, and statistics.
Student-driven math fairs are similar to Science Fairs except that student
projects must deal with mathematical topics. Judges would then present awards to
the best presentations. Students and parents could tour the exhibit in the evening to
see the awards.
CONCLUSION
Math is an elegant way to model the behavior of pretty much everything we
can observe, and kids who won't settle for simply learning their multiplication
tables will love exploring the applied math problems in these cool math science
fair projects and math fair project ideas. These enlightening experimental
procedures have little mad scientists doing everything from deriving equations for
how powerful bed springs are to determining how the bore of a rocket's nozzle
influences the amount of force the escaping gas can exert.
REFERENCE
 Dr. Anice James ,Teaching of mathematics. New Delhi: Neelkamal
publication Pvt.Ltd.
 WWW.google.com
Verified by
Sheeja.B