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Sustained & active_engagement_with_every_child - Pratima Nayak


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Every child has the right to learn Mathematics - Pratima Nayak

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Sustained & active_engagement_with_every_child - Pratima Nayak

  1. 1. NCF -2005 Developing children's abilities for mathematisation is the main goal of mathematics education. Mathematisation means is to • develop the child's resources to think • reason mathematically • to pursue assumptions to their logical conclusion • to handle abstraction. • to develop the ability • To develop attitude to formulate and solve problems.
  2. 2. Vision for School Mathematics 1. As mathematics is a compulsory subject at the secondary stage, access to quality mathematics education is the right of every child. 2. The aim of Mathematics education is to engage the mind of every student and to strengthen the student's resources. 3. There is also a need to make connections between Mathematics and real life and other subjects of study.
  3. 3. Vision for School Mathematics 4. Children learn to enjoy mathematics rather than fear it. 5. Children learn important mathematics: Mathematics is more than for formulas and mechanical procedures. 6. Children see mathematics as something to talk about, to communicate through, to discuss among themselves. 7. Children pose and solve meaningful problems. 8. Children use abstractions to perceive relationships, to see structures, to reason out things, to argue .
  4. 4. Vision for School Mathematics 9. Teachers engage every child in class with the conviction that everyone can learn mathematics.
  5. 5. The twin concerns of the Mathematics curriculum are: What can mathematics education do to engage the mind of every student and how can it strengthen the student's resources?
  6. 6. How??? Sustained & Active engagement with every child.
  7. 7. Methods • Hands on-Activity based learning • Problem Solving • Modeling • Experimentation & Demonstration • Self learning • Peer to peer collaborative learning • Online resources • Culture of Beyond Text books and inquiry based learning.
  8. 8. 1. Hands on- Activity based learning David Horsburgh: Pioneer of Activity-based learning 2003 I hear ,I forget. I see , I remember. I do , I understand. - Confucius
  9. 9. Activity Based Approach • Students learn by doing • Encourages independent and team learning • Provides students experience and active participation in the exploration of their environment • Helps students develop at their own rate –the rate that is with their abilities, interest and motivations • Encourages self-reliance. • It develops the skills of Problem-solving, critical and creative thinking .
  10. 10. 1. Hands on-Activity based learning takes place through • songs • Stories • colourful teaching resources ( cards, Dice) • games • Solving Puzzles • Magic squares
  11. 11. 1. Number Maker 2. Practice Place Value 3. Comparing numbers 4. Multiplication 5. Addition 6. Comparing the numbers
  12. 12. Card games for Decimals
  13. 13. Cards for finding equivalents
  14. 14. A number game Take a four digit number. Arrange the digits in ascending order Arrange the digit in descending order Subtract smaller from bigger. Repeat it till you get 6174.
  15. 15. Ludo dice Fraction game
  16. 16. Completing the puzzles
  17. 17. Tangram puzzles
  18. 18. 2. Problem Solving Problem solving focuses on: • developing skills and the ability to apply these skills to unfamiliar situations • gathering, organising, interpreting and communicating information • analyzing and conceptualizing problems • developing curiosity, confidence and open- mindedness (NCTM, 1980, pp.2-3).
  19. 19. 2. Problem Solving • If you know that 235 + 367 = 602, how much is 234 + 369? How did you find the answer? • Change any one digit in 5384. Did the number increase or decrease? By how much?
  20. 20. Rani drew this maze. You enter at the top on the left, move either to the right or down and exit bottom right. You add the numbers in the boxes you pass through. How to find 24? How to find 25? How to find smallest? How to find greatest?
  21. 21. 3. Modeling Applying Mathematics models to learning in modeling. It is a procedure not model making. Used for fractions, ratios and decimals.
  22. 22. 3. Modeling “Mohan is selling pencils. He sold 3/5 of them in the morning and 1/4 of the remainder in the afternoon. If Mohan sold 200 more pencils in the morning than in the afternoon, how many pencils did Peter have in the beginning?” To solve this problem sum, we will use the part whole concept to draw the following math model. First, draw 5 equal blocks and shade 3 of them to represent 3/5.
  23. 23. 4. Experimentation & Demonstration
  24. 24. 4. Experimentation & Demonstration • Count the number of objects in your immediate surroundings. • Observe the different shapes that the numbers have. • Dividing the numbers / articles among them for verification
  25. 25. Experimentation & Demonstration • Have you noticed the different kinds of patterns that objects in your surroundings have? • What kind of a pattern does your frock/ shirt/ bedspread/ matka/ chatai/ have? • Are there any patterns in the books you study? Patterns
  26. 26. Experimentation & Demonstration
  27. 27. 5. Self learning • Demonstrate the usefulness of Mathematics in the real world • Motivate students to set achievable goals • Brain storming • Incorporate Technology into Lessons • Entice students with a Magical Math Problem
  28. 28. 6. Use of Online resources • • • • • • • • • •
  29. 29. Join the dots
  30. 30. Join the dots skip counting
  31. 31. 6.Peer to peer collaborative learning It develops 21st century skills as well as social skills • Communication skill • Interpersonal relationship • Empathy • Team work
  32. 32. 7.Culture of beyond Text books and inquiry based learning. (Thinking out-of-box) • Mathematics Olympiad • Use of Technology • Project based learning • Online learning
  33. 33. Culture of Beyond Text books and inquiry based learning.
  34. 34. 7.Culture of Beyond Text books and inquiry based learning.
  35. 35. Teacher’s role 1.Children learn to enjoy mathematics rather than fear it. 2.Children learn important mathematics: Mathematics is more than for fomulas and mechanical procedures. 3. Use more and more ICT tools for teaching. 4. Teach them how to learn
  36. 36. Teacher’s role 5. Allow children to pose and solve meaningful problems. 6. Engage every child in class as it is his/her right .Everyone can learn mathematics. 7. Help children develop a positive attitude towards Mathematics 8. Help them to develop liking for Mathematics as the primary stage is more important.
  37. 37. Teacher’s role Mathematical games, puzzles and stories help in developing a positive attitude and in making connections between mathematics and everyday thinking.
  38. 38. Puzzles
  39. 39. Magic square Use numbers from 4 to 12 to find each row/ column sum as 24.
  40. 40. Magic square Use numbers from 4 to 12 to find each row/ column sum as 24. 9 11 8 5 7
  41. 41. Show them Beauty of Mathematics 99 =81 9999= 9801 999999=998001 99999999=99980001 9999999999=9999800001 999999999999=999998000001
  42. 42. •Speak about Mathematicians Aryabhatta Barahmihira Lilabati Bhaskar Ramanujan
  43. 43. Speak about Maths Magic Age Calculation Tricks: Multiply the first(Tens place) number of the age by 5. Add 3 to the result. Double the answer. Add the second digit of the number . Tell me the result.
  44. 44. Speak about Maths Magic Age Calculation Tricks: Multiply the first number of the age by 5. Add 3 to the result. Double the answer. Add the second digit of the number with the result. Subtract 6 from it. Answer: That is your age.
  45. 45. Speak about Maths Magic
  46. 46. Speak about Maths Magic • Multiplication tables • Easy multiplication tricks • Riddles related Mathematics and logic • Funny facts related to Mathematics • Jokes related to Mathematics
  47. 47. Teacher’s role Innovations and experimentations for sustained engagement
  48. 48. Use of Technology/ICT tools • Ms Excel • Power point • GeoGebra • Microsoft Mathematics • Websites • Blogs • Social forum
  49. 49. Our New Year Resolutions: More and more Technology in the Mathematics classes