2. CTET Mathematics include two important topics, CONTENT and
PEDAGOGY. Both topic are of 15 marks each.
In this video we will understand Mathematics Pedagogy. At
the end of this video we will be able to
understand following topics:
Nature of Mathematics,
Place in Curriculum
Problems in teaching
Error Analysis
Diagnostic & Remedial Teaching
Now let’s start our topic, Mathematics Pedagogy.
3. Mathematics Pedagogy
First, lets understand both the term separately.
• What is Pedagogy:- Pedagogy is an art and science (and
may be even craft) of Teaching. A good way of exploring
pedagogy is as the process of accompanying learners;
caring for and about them; and bringing learning into
life.
• What is Mathematics:- Mathematics has no specific
Definition. Some define Mathematics as a Science of
calculation, some as a Science of Space and Number
and some as a Science of Measurement, Magnitude
and Direction. The meaning of the world Mathematics
is “The Science in which Calculation are Prime”.
4. Nature of Mathematics
Nature of
Mathematics
A Science
of
Discovery An
Intellectual
Game
The Art of
Drawing
Conclusion
A Tool
Subject
A System
of Logical
Processes
An
Intuitive
Method
Mathematics relies on both logic and creativity, and it is pursued both for a variety of
practical purposes and for its intrinsic interest. For some people, and not only professional
mathematicians, the essence of mathematics lies in its beauty and its intellectual challenge.
5. NCF-2005 Mathematics
Guiding Principles of NCF‐2005
• Connecting knowledge to life outside the school.
• Ensuring that learning is shifted away from the rote methods.
• Enriching the curriculum to provide for overall development of children rather than remain textbook
centric.
• Making examination more flexible and integrated into classroom life.
For Mathematics Vision of school Mathematics has been laid in NCF-2005 as follows:
- Children learn to enjoy Mathematics rather than fear it.
- Connecting knowledge to life outside the school.
- Ensuring that learning is shifted away from the rote methods.
- Enriching the curriculum to provide for overall development of children rather than remain textbook
centric.
- Making examination more flexible and integrated into classroom life.
- Children learn important Mathematics: Mathematics is more than formulas and mechanical procedures. ‐
- Children see Mathematics as something to talk about, to communicate through, to discuss among them, to
work together on.
- Children pose and solve meaningful problems.
- Children use abstractions to perceive relation-ships, to see structures, to reason out things, to argue the
truth or falsity of statements.
- Children understand the basic structure of Mathematics: Arithmetic, Algebra, Geometry and Trigonometry,
the basic content areas of school Mathematics, all offer a methodology for abstraction, structuration
and generalization.
- Teachers engage every child in class with the conviction that everyone can learn Mathematics.
6. Strategies of Teaching Mathematics
Strategies
of
Teaching
Math
Written
Work
Oral
Work
Group
Work
Homework/
Home
Assignment
Supervised
Study
7. • Written Work:- in order to attain precision and accuracy,
written work is essential in Mathematics. Oral and written
work in mathematics are combined to make the process
of instruction complete.
• Oral Work:- in mathematics, oral work is not only
interesting but may be effective especially in the initial
stages. An appeal to the eye and ear is more effective
than written work. Oral work helps us in mental
calculation. It gives a quick and easy start to the process
of learning.
• Group work:- in this teacher teaches by activities,
projects, assignments or practical work. Group work is
needed to consider, examine and investigate various
aspects of a question, topic or problem and for doing
homework.
8. • Home Assignment/ Homework:- homework in
mathematics may consist of some problems based on
facts taught in the classroom. Homework should be
assessed as a part of internal assessment and proper
weightage should be given.
• Supervised Study:- it introduces the regularity in work
and ensures sustained progress. In this technique both
the teacher and child remain active. It is the teaching of
understanding level.
Steps for Supervised Study
- Introduction/ preparation for their study.
- Instruction for the study
- Supervision by the teacher.
- Development of blackboard summary.
9. Reason for Keeping Mathematics in
School Curriculum
• Mathematics is the basis of all Science
The different branches of science likewise Physics, Chemistry,
Astronomy, Biology, Medical Science, Geology, Astrology etc are the
important subjects which are based on mathematics, e.g., area,
volume, weight, density, number of atom and electrons, medicines
all are related to mathematical study.
• Mathematics is Related to Human Life
Right from getting up in morning till going to bed, we need the help of
mathematics. Even our body and organs are connected to
mathematics. For planning, purchasing, each and every aspect
involves the use mathematics.
10. • Mathematics Generates Logical Attitude
In order to solve a mathematical problem, a child has to think
logically. Every step is related to other step on the basis of some
logic with which child develops his mental abilities and it further
effects his intellectual development.
• Mathematics Provide a Definite Way of Thinking
The children who study mathematics develop their attitude with
which they learn to work systematically, regularly and properly.
Along with this, it also develops a logical thinking in them.
• Mathematics is an Exact Science
Mathematical sciences is a group of areas of study that includes, in
addition to mathematics, those academic disciplines that are
primarily mathematical in nature but may not be universally
considered subfields of mathematics proper.
Statistics, for example, is mathematical in its methods but grew out of scientific
observations which merged with inverse probability.
11. Language of Mathematics
The language of mathematics is the system used by mathematicians
to communicate mathematical ideas among themselves. This
language consists of a substrate of some natural language (for
example English) using technical terms and grammatical
conventions that are peculiar to mathematical discourse,
supplemented by a highly specialized symbolic notation
for mathematical formulas.
Like any language, it is made up of Concepts, Terminology, Symbols,
Algorithms and Syntax which is peculiar to it.
Mathematics as a Language
Mathematics is itself a language with its own symbols, words and rules
of syntax. It is based on a certain consistent set of assumption and
built up from there according to the rules of logic.
12. Community Mathematics
The subject of Mathematics can be understood in an efficient way
through the communication in the community of teachers and
student. A particular class are divided into a number of small group
and then allowed to create different solutions to a lesson problem
and after that present their solutions to their classmates. Thus, by
choosing Mathematics tasks and problems evoking significant
Mathematics and prompts students to discuss their mathematical
thinking, the student’s mathematical communication can be
established.
• Mathematical Communication
Mathematical Communication is a developing collection of resources
for engaging students in writing and speaking about mathematics,
whether for the purpose of learning mathematics or of learning to
communicate as mathematicians.
13. Mathematical communication is similar to all other forms of
communication – the aim is to effectively convey an idea. Ask
yourself: what is the basic message you want to send? Aspire to
share these mathematical ideas in a way that instils understanding,
engagement and curiosity within your audience.
Mathematical communication is a two-way process
Audience participation and feedback is desirable and should be
encouraged. This enables the audience to contribute to – and to
view themselves as part of – the communication process.
Communication is an essential piece in the learning process – it
provides students an opportunity to justify their reasoning or
formulate a question, leading to gained insights about their
thinking. In order to communicate their thinking to others,
students must be given authentic tasks to reflect on. Through
cooperative learning, students can learn from the perspectives and
mathematical processes of others. Further, they can learn to
evaluate the thinking of others, building on those ideas for their
own assessment.
