TNTEU - BEd New Syllabus - Semester 1 - BD1MA - Pedagogy of Mathematics - Unit I - Aims and Objectives of Teaching Mathematics - Objectives of Mathematics
TNTEU - BEd New Syllabus - Semester 1 - BD1MA - Pedagogy of Mathematics - Unit I - Aims and Objectives of Teaching Mathematics - Meaning and Definition of Mathematics
This document outlines 5 types of values related to mathematics teaching: intellectual values which promote development through opportunities in mathematics; practical values which deal with relationships and daily activities; social values which involve using mathematics to maintain social and economic life; disciplinary values which build self-confidence and discipline through mathematical work; and cultural values where advances in mathematics led to cultural progress, as noted by Pythagoras relating mathematics to education.
Aim & objective of teaching mathematics suresh kumar
The document discusses the aims and objectives of teaching mathematics. It states that mathematics encourages logical thinking and helps students discriminate between essential and non-essential information. The significance of teaching mathematics is that it develops the ability to apply mathematical concepts to daily life situations and inculcates self-reliance. The aims are categorized as practical, social, disciplinary and cultural. Objectives are directed towards achieving these aims and are specific, precise and observable goals. Bloom's taxonomy is discussed as a framework for classifying educational objectives into cognitive, affective and psychomotor domains. The revised Bloom's taxonomy changes some terms to verb forms and reorganizes categories. It also identifies different types and levels of knowledge.
The document discusses the role and objectives of mathematics teachers' associations. It explains that such associations aim to promote professional development among mathematics teachers to keep them informed of new trends. The Association of Mathematics Teachers of India (AMTI) works to improve mathematics expertise and skills in teachers. Its goals are to increase understanding and enjoyment of mathematics, share teaching strategies, and initiate discussions on developments in mathematics education at all levels. Objectives of AMTI include supporting learning materials and teaching strategies, conducting training programs, and publishing periodicals to share information with mathematics teachers.
Proffessional qualities and competencies of mathematics teacherJovin John
The document discusses the qualities of effective teachers. Effective teachers have expertise in their subject matter but also the ability to interact with people and help students understand new perspectives. Good teachers are prepared, set clear expectations, have a positive attitude, are patient, and regularly assess their teaching. They adjust their teaching strategies to fit different students and learning styles, and serve as role models who motivate students through their enthusiasm and commitment.
MATHEMATICS and How to Develop Interest in Maths?Shahaziya Ummer
Meaning of Mathematics, Definition of Mathematics, Nature of mathematics, Need and significance of learning Mathematics, How to develop and maintain interest in mathematics?,
TNTEU - BEd New Syllabus - Semester 1 - BD1MA - Pedagogy of Mathematics - Unit I - Aims and Objectives of Teaching Mathematics - Meaning and Definition of Mathematics
This document outlines 5 types of values related to mathematics teaching: intellectual values which promote development through opportunities in mathematics; practical values which deal with relationships and daily activities; social values which involve using mathematics to maintain social and economic life; disciplinary values which build self-confidence and discipline through mathematical work; and cultural values where advances in mathematics led to cultural progress, as noted by Pythagoras relating mathematics to education.
Aim & objective of teaching mathematics suresh kumar
The document discusses the aims and objectives of teaching mathematics. It states that mathematics encourages logical thinking and helps students discriminate between essential and non-essential information. The significance of teaching mathematics is that it develops the ability to apply mathematical concepts to daily life situations and inculcates self-reliance. The aims are categorized as practical, social, disciplinary and cultural. Objectives are directed towards achieving these aims and are specific, precise and observable goals. Bloom's taxonomy is discussed as a framework for classifying educational objectives into cognitive, affective and psychomotor domains. The revised Bloom's taxonomy changes some terms to verb forms and reorganizes categories. It also identifies different types and levels of knowledge.
The document discusses the role and objectives of mathematics teachers' associations. It explains that such associations aim to promote professional development among mathematics teachers to keep them informed of new trends. The Association of Mathematics Teachers of India (AMTI) works to improve mathematics expertise and skills in teachers. Its goals are to increase understanding and enjoyment of mathematics, share teaching strategies, and initiate discussions on developments in mathematics education at all levels. Objectives of AMTI include supporting learning materials and teaching strategies, conducting training programs, and publishing periodicals to share information with mathematics teachers.
Proffessional qualities and competencies of mathematics teacherJovin John
The document discusses the qualities of effective teachers. Effective teachers have expertise in their subject matter but also the ability to interact with people and help students understand new perspectives. Good teachers are prepared, set clear expectations, have a positive attitude, are patient, and regularly assess their teaching. They adjust their teaching strategies to fit different students and learning styles, and serve as role models who motivate students through their enthusiasm and commitment.
MATHEMATICS and How to Develop Interest in Maths?Shahaziya Ummer
Meaning of Mathematics, Definition of Mathematics, Nature of mathematics, Need and significance of learning Mathematics, How to develop and maintain interest in mathematics?,
Mathematics is defined as both the science of numbers and space, as well as the science of measurement, quantity and magnitude. It has its own language using signs, symbols and operations, and helps draw conclusions and interpret ideas and themes in a logical sequence. Mathematics has several values in its teaching. It has utilitarian value as its fundamental processes are used in daily life. It has cultural value as understanding mathematics is key to understanding civilization. It also has social value by enabling understanding of group and social interactions. Mathematics provides disciplinary and intellectual value by training the mind in logical reasoning and thinking.
Mathematics is the study of numbers, shapes, patterns, and quantitative relationships. It involves studying concepts like numbers, structure, place, and change. Some key areas of mathematics include arithmetic, algebra, geometry, calculus, combinatorics, and number theory. Mathematics is useful for solving real-world problems and is applied in many fields like business, science, engineering, and construction. The document then provides more details on specific areas of mathematics like algebra, geometry, topology, and arithmetic. It also lists some daily uses of mathematics like using phones, cooking, gardening, arts, keeping schedules, banking, shopping, and making choices.
This document discusses principles and rationale for developing mathematics curriculum. It provides definitions of curriculum and aims such as stimulating pupil interest and developing mathematical concepts. Principles for curriculum development like disciplinary value and utility are outlined. The existing mathematics curriculum is then critically analyzed, noting shortcomings like lack of conformity with aims, emphasis on examinations, and lack of practical work. Suggestions for improvement include considering cognitive/affective domains, practical work, and organizing content logically from simple to complex.
RELATIONSHIP OF MATHEMATICS WITH OTHER SCHOOL SUBJECT.pptxManiklalMaity1
This document discusses the relationship between mathematics and other school subjects. It explains how mathematics is correlated with and important to physical science, biological science, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. Mathematics provides the foundation for understanding laws, theories, and concepts in these various fields through applications such as equations, formulas, calculations, measurements, and statistical analysis. In conclusion, the document outlines how mathematics is deeply interconnected with many other areas of study.
1. The document contains 52 multiple choice questions related to mathematics education.
2. The questions cover topics like teaching methods, curriculum, assessment, educational theorists like Bloom and Bruner, and concepts in mathematics.
3. Answer keys are provided for each question to test understanding of core concepts and best practices in mathematics pedagogy.
Functions of the mathematics club salinachinnuarunraj
This document discusses the functions and organization of a mathematics club. It provides details about the club's aims, suggested activities, and duties of office bearers. Specifically, it notes that a mathematics club aims to develop students' interest and skills in mathematics through informal learning opportunities. It lists activities like competitions, lectures, celebrations and discussions. The club is to be organized by a patron, sponsor, executive committee of elected students including a chairman, secretary, treasurer and class representatives. The duties of office bearers include convening meetings, maintaining records, collecting fees, and providing support.
Correlation of Mathematics with other subjectManoj Gautam
This document discusses the relationship between mathematics and other subjects. It begins by defining mathematics and correlation. It then explores how mathematics is connected to physical sciences, biological sciences, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. For each subject, it provides examples of how mathematical concepts, principles, equations, and tools are used. It concludes that mathematics forms the foundation and language for describing natural laws and phenomena across many disciplines.
The document discusses three competitive exams for students:
1. The Intel Science Talent Search (Intel STS), known as the oldest and most prestigious science competition in the US, where high school seniors conduct original research projects.
2. The Google Science Fair, an online global science competition open to students aged 13-18 who formulate hypotheses, perform experiments, and present results in English, German, Italian, Spanish or French. Winners receive scholarships and experiences from sponsoring organizations.
3. The Kerala Teachers Eligibility Test (KTET) conducted by the Government of Kerala for candidates seeking to become primary or upper primary school teachers in the state. The test has four categories based on subject and educational qualifications required to
This document discusses the need and significance of teaching mathematics. It outlines that mathematics is foundational to science and helps develop reasoning skills. The document then discusses the aims of teaching mathematics, including practical, social, disciplinary, and cultural aims. The practical aim is to develop basic math skills for everyday life. The social aim is to promote scientific knowledge and prepare students for technical careers. The disciplinary aim is to improve logical thinking and decision making. Finally, the cultural aim is to help students appreciate mathematics' role in history and develop broad-mindedness.
This presentation will help understand how to frame specific objectives for teaching any subject in general and Mathematics in particular under cognitive, affective and psychomotor domain.
The document discusses Bloom's Taxonomy and its classification of learning objectives into three domains: cognitive, affective, and psychomotor. It explains the differences between goals, aims, and objectives. Objectives are specific, measurable statements of what will be achieved through instruction, while aims are broader ideals requiring long-term planning. Bloom's Taxonomy hierarchies the objectives in each domain from simpler to more complex behaviors and provides examples, such as recalling facts in the cognitive "Remember" level versus creating new understanding in the higher "Create" level. The document also outlines the levels within each domain, from basic awareness to integrated characterization of values in affective, and imitation to naturalized motor skills in psychomotor.
Values of learning mathematics & correlation of mathematicsKrishna Priya. K.B.
Mathematics provides many valuable outcomes from learning. It has practical value for daily tasks like purchases, intellectual value by developing problem solving skills, and social value through encouraging cooperation. Mathematics also correlates with many other areas. It relates to other subjects like science, connects different math topics, and applies to various aspects of life from nature to technology. Overall, mathematics underlies much of our world and has wide-ranging benefits and interconnections.
The document discusses the purpose and benefits of a mathematics laboratory. It provides opportunities for students to understand concepts through hands-on activities using various materials. This allows students to learn, explore, and verify mathematical facts and theorems in an engaging manner. The laboratory also helps students build interest in math and see how concepts apply to real life. It encourages independent learning and thinking through discussion and experimentation.
This document summarizes several curriculum study groups that aimed to improve mathematics education, including the SMSG, SMP, NMP, SCERT, and NCERT. The SMSG was a US project in 1958 that developed new textbooks. The SMP was a Scottish project in 1961 that used experimental and problem-solving approaches. The NMP in the UK produced teacher guides instead of student textbooks. SCERT and NCERT are organizations in India that work to improve education quality through curriculum development, teacher training programs, and research.
A school timetable coordinates students, teachers, rooms, and time slots to ensure an orderly schedule for classes, activities, and homework. The document discusses the types and importance of timetables, including how they allocate time for different subjects, develop regularity, and maintain discipline. An effective timetable considers principles like the type of school, regulations, fatigue, variety, and maximum utilization of resources.
This document outlines the aims, objectives, and scope of teaching mathematics. It discusses the differences between aims, which are general long-term goals, versus objectives, which are specific and measurable. The document then lists several general aims of teaching mathematics, such as developing logical reasoning and problem solving skills. It also provides examples of objectives at different educational stages, from primary to secondary. Finally, the document discusses the wide scope and career applications of mathematics, such as actuary, teacher, engineer, and more.
1. The document describes several school activities observed at different schools in India. It discusses educational and co-curricular activities conducted at D.A.V. Public School, St. Xavier's High School, and St. Stanislaus High School, including internal assessments, competitions, and International Yoga Day celebrations.
2. These activities were planned and conducted both offline and online, with objectives to supplement students' learning, engage them through competitions, and promote health and well-being on International Yoga Day.
3. Student participation and feedback suggests the events achieved their goals of enriching students' educational, personal, and social development.
Mathematics is the study of quantity, structure, space, and change. It evolved from counting, calculation, measurement, and studying the shapes and motions of physical objects. Mathematics includes the study of numbers, structure, place, and change. It is useful for solving problems in everyday life, such as managing time and budgeting. The aims of teaching mathematics are to help students appreciate and understand how mathematics permeates the world, enjoy solving problems using mathematical reasoning and language, and be able to apply mathematics to analyze problems in school and real life.
Curriculum jeremy kilpatrick and john dosseyGlaiden Rufino
This document discusses key aspects of developing a coherent mathematics curriculum. It emphasizes that a curriculum must clearly define its purpose and intended outcomes. It recommends focusing content domains and cognitive processes concisely while ensuring connections. A philosophy of pedagogy should value reasoning, problem-solving, multiple perspectives and mathematical autonomy. Finally, developing coherence across all elements and attending to challenges of implementation are vital.
Mathematics is defined as both the science of numbers and space, as well as the science of measurement, quantity and magnitude. It has its own language using signs, symbols and operations, and helps draw conclusions and interpret ideas and themes in a logical sequence. Mathematics has several values in its teaching. It has utilitarian value as its fundamental processes are used in daily life. It has cultural value as understanding mathematics is key to understanding civilization. It also has social value by enabling understanding of group and social interactions. Mathematics provides disciplinary and intellectual value by training the mind in logical reasoning and thinking.
Mathematics is the study of numbers, shapes, patterns, and quantitative relationships. It involves studying concepts like numbers, structure, place, and change. Some key areas of mathematics include arithmetic, algebra, geometry, calculus, combinatorics, and number theory. Mathematics is useful for solving real-world problems and is applied in many fields like business, science, engineering, and construction. The document then provides more details on specific areas of mathematics like algebra, geometry, topology, and arithmetic. It also lists some daily uses of mathematics like using phones, cooking, gardening, arts, keeping schedules, banking, shopping, and making choices.
This document discusses principles and rationale for developing mathematics curriculum. It provides definitions of curriculum and aims such as stimulating pupil interest and developing mathematical concepts. Principles for curriculum development like disciplinary value and utility are outlined. The existing mathematics curriculum is then critically analyzed, noting shortcomings like lack of conformity with aims, emphasis on examinations, and lack of practical work. Suggestions for improvement include considering cognitive/affective domains, practical work, and organizing content logically from simple to complex.
RELATIONSHIP OF MATHEMATICS WITH OTHER SCHOOL SUBJECT.pptxManiklalMaity1
This document discusses the relationship between mathematics and other school subjects. It explains how mathematics is correlated with and important to physical science, biological science, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. Mathematics provides the foundation for understanding laws, theories, and concepts in these various fields through applications such as equations, formulas, calculations, measurements, and statistical analysis. In conclusion, the document outlines how mathematics is deeply interconnected with many other areas of study.
1. The document contains 52 multiple choice questions related to mathematics education.
2. The questions cover topics like teaching methods, curriculum, assessment, educational theorists like Bloom and Bruner, and concepts in mathematics.
3. Answer keys are provided for each question to test understanding of core concepts and best practices in mathematics pedagogy.
Functions of the mathematics club salinachinnuarunraj
This document discusses the functions and organization of a mathematics club. It provides details about the club's aims, suggested activities, and duties of office bearers. Specifically, it notes that a mathematics club aims to develop students' interest and skills in mathematics through informal learning opportunities. It lists activities like competitions, lectures, celebrations and discussions. The club is to be organized by a patron, sponsor, executive committee of elected students including a chairman, secretary, treasurer and class representatives. The duties of office bearers include convening meetings, maintaining records, collecting fees, and providing support.
Correlation of Mathematics with other subjectManoj Gautam
This document discusses the relationship between mathematics and other subjects. It begins by defining mathematics and correlation. It then explores how mathematics is connected to physical sciences, biological sciences, engineering, social sciences, language/literature, art/architecture, psychology, and astronomy. For each subject, it provides examples of how mathematical concepts, principles, equations, and tools are used. It concludes that mathematics forms the foundation and language for describing natural laws and phenomena across many disciplines.
The document discusses three competitive exams for students:
1. The Intel Science Talent Search (Intel STS), known as the oldest and most prestigious science competition in the US, where high school seniors conduct original research projects.
2. The Google Science Fair, an online global science competition open to students aged 13-18 who formulate hypotheses, perform experiments, and present results in English, German, Italian, Spanish or French. Winners receive scholarships and experiences from sponsoring organizations.
3. The Kerala Teachers Eligibility Test (KTET) conducted by the Government of Kerala for candidates seeking to become primary or upper primary school teachers in the state. The test has four categories based on subject and educational qualifications required to
This document discusses the need and significance of teaching mathematics. It outlines that mathematics is foundational to science and helps develop reasoning skills. The document then discusses the aims of teaching mathematics, including practical, social, disciplinary, and cultural aims. The practical aim is to develop basic math skills for everyday life. The social aim is to promote scientific knowledge and prepare students for technical careers. The disciplinary aim is to improve logical thinking and decision making. Finally, the cultural aim is to help students appreciate mathematics' role in history and develop broad-mindedness.
This presentation will help understand how to frame specific objectives for teaching any subject in general and Mathematics in particular under cognitive, affective and psychomotor domain.
The document discusses Bloom's Taxonomy and its classification of learning objectives into three domains: cognitive, affective, and psychomotor. It explains the differences between goals, aims, and objectives. Objectives are specific, measurable statements of what will be achieved through instruction, while aims are broader ideals requiring long-term planning. Bloom's Taxonomy hierarchies the objectives in each domain from simpler to more complex behaviors and provides examples, such as recalling facts in the cognitive "Remember" level versus creating new understanding in the higher "Create" level. The document also outlines the levels within each domain, from basic awareness to integrated characterization of values in affective, and imitation to naturalized motor skills in psychomotor.
Values of learning mathematics & correlation of mathematicsKrishna Priya. K.B.
Mathematics provides many valuable outcomes from learning. It has practical value for daily tasks like purchases, intellectual value by developing problem solving skills, and social value through encouraging cooperation. Mathematics also correlates with many other areas. It relates to other subjects like science, connects different math topics, and applies to various aspects of life from nature to technology. Overall, mathematics underlies much of our world and has wide-ranging benefits and interconnections.
The document discusses the purpose and benefits of a mathematics laboratory. It provides opportunities for students to understand concepts through hands-on activities using various materials. This allows students to learn, explore, and verify mathematical facts and theorems in an engaging manner. The laboratory also helps students build interest in math and see how concepts apply to real life. It encourages independent learning and thinking through discussion and experimentation.
This document summarizes several curriculum study groups that aimed to improve mathematics education, including the SMSG, SMP, NMP, SCERT, and NCERT. The SMSG was a US project in 1958 that developed new textbooks. The SMP was a Scottish project in 1961 that used experimental and problem-solving approaches. The NMP in the UK produced teacher guides instead of student textbooks. SCERT and NCERT are organizations in India that work to improve education quality through curriculum development, teacher training programs, and research.
A school timetable coordinates students, teachers, rooms, and time slots to ensure an orderly schedule for classes, activities, and homework. The document discusses the types and importance of timetables, including how they allocate time for different subjects, develop regularity, and maintain discipline. An effective timetable considers principles like the type of school, regulations, fatigue, variety, and maximum utilization of resources.
This document outlines the aims, objectives, and scope of teaching mathematics. It discusses the differences between aims, which are general long-term goals, versus objectives, which are specific and measurable. The document then lists several general aims of teaching mathematics, such as developing logical reasoning and problem solving skills. It also provides examples of objectives at different educational stages, from primary to secondary. Finally, the document discusses the wide scope and career applications of mathematics, such as actuary, teacher, engineer, and more.
1. The document describes several school activities observed at different schools in India. It discusses educational and co-curricular activities conducted at D.A.V. Public School, St. Xavier's High School, and St. Stanislaus High School, including internal assessments, competitions, and International Yoga Day celebrations.
2. These activities were planned and conducted both offline and online, with objectives to supplement students' learning, engage them through competitions, and promote health and well-being on International Yoga Day.
3. Student participation and feedback suggests the events achieved their goals of enriching students' educational, personal, and social development.
Mathematics is the study of quantity, structure, space, and change. It evolved from counting, calculation, measurement, and studying the shapes and motions of physical objects. Mathematics includes the study of numbers, structure, place, and change. It is useful for solving problems in everyday life, such as managing time and budgeting. The aims of teaching mathematics are to help students appreciate and understand how mathematics permeates the world, enjoy solving problems using mathematical reasoning and language, and be able to apply mathematics to analyze problems in school and real life.
Curriculum jeremy kilpatrick and john dosseyGlaiden Rufino
This document discusses key aspects of developing a coherent mathematics curriculum. It emphasizes that a curriculum must clearly define its purpose and intended outcomes. It recommends focusing content domains and cognitive processes concisely while ensuring connections. A philosophy of pedagogy should value reasoning, problem-solving, multiple perspectives and mathematical autonomy. Finally, developing coherence across all elements and attending to challenges of implementation are vital.
This document discusses the key mathematical processes that students use to learn and apply mathematics. It defines mathematical processes as the methods through which students acquire and apply mathematical knowledge, concepts, and skills. The key processes discussed are problem solving, reasoning and proving, reflecting, connecting, communicating, representing, and selecting tools and strategies. Each process is defined and examples of how students can develop skills in each process are provided.
This document discusses the key mathematical processes that students use to learn and apply mathematics. It defines mathematical processes as the methods through which students acquire and apply mathematical knowledge, concepts, and skills. The key processes discussed are problem solving, reasoning and proving, reflecting, connecting, communicating, representing, and selecting tools and strategies. For each process, examples are provided and strategies are discussed for how teachers can support students in developing skills in these important mathematical processes.
The Secondary One (Special/Express) Mathematics Syllabus covers topics in arithmetic including whole numbers, fractions, decimals, approximation, estimation, and use of a scientific calculator. It also includes squares, square roots, cubes, cube roots and number sequences. Key areas of focus are the four arithmetic operations, ordering of numbers, factors and multiples, and rounding numbers to a specified degree of accuracy. The syllabus aims to develop students' conceptual understanding and skills in calculating with whole numbers, fractions, decimals and real numbers.
This document discusses current trends and issues in mathematics education. It outlines objectives related to pedagogy, globalization, teacher training, and research. It describes how mathematics education aims to promote student learning and benefit both individuals and society. Some key trends discussed include shifting to more student-centered instructional methods, redefining the teacher's role, incorporating technology, increasing emphasis on problem-solving and communication, and assessing learning as an integral part of instruction.
Ethno-mathematics links students' cultural knowledge and experiences to academic mathematics. It values students' diverse backgrounds and makes math more meaningful and relevant. Ethno-mathematics teaches math through culturally-relevant examples and perspectives to help students understand themselves, their peers, and mathematical concepts. As a teaching method, it allows teachers to incorporate students' cultures into math lessons to promote understanding and appreciation of mathematics as a human, cultural activity.
1) The document discusses PUHSD's vision for mathematics curriculum, instruction, and assessment which is aligned with college and career expectations and prepares students for success in graduating high school and the global economy.
2) It explains concepts of rigor and relevance in curriculum, which includes rigorous content and higher-order skills that build on strengths of standards while emphasizing conceptual understanding over procedural skills.
3) Research-based instructional strategies are recommended to create a learning plan meeting CCSS demands, such as those outlined in QualityCore which provide resources, assessments, and reports to support instruction and evaluate student progress.
The document provides an overview of mathematics instruction available in the Universal Learning System (ULS). It summarizes:
1) The development of math instruction in the U.S. is driven by federal mandates like IDEA, NCLB, and ESSA to ensure students with disabilities have access to grade-level content.
2) ULS offers math instruction and activities aligned to standards in all grade bands from preschool to high school, covering topics like number sense, measurement, geometry, algebra, and more.
3) Resources in ULS for teachers include lesson plans, instructional tips, alignment to standards, and math-related activities in supplemental programs like News-2-You and Symbol
This document outlines the Single National Curriculum for Mathematics in Pakistan for grades 1-5. It includes 10 chapters that cover the introduction, progression grid, curriculum for each grade level, teaching strategies, assessment, teaching and learning resources. The curriculum aims to develop mathematical literacy, logical thinking, and ability to solve real-life problems. It is divided into 4 strands: Numbers and Operations, Algebra, Geometry and Measurement, and Data Handling. Standards and benchmarks are provided for each strand for different grade levels to show progression of concepts. The curriculum emphasizes concrete, pictorial, and abstract approaches to help students build a deep understanding of mathematical concepts.
The document provides guidance for teachers on facilitating high-quality mathematical tasks aligned to the Common Core State Standards. It outlines the key actions students and teachers should take to support each of the 7 Mathematical Practices. For each practice, examples of effective math tasks are described, along with observable behaviors students may exhibit and strategies teachers can implement to encourage the practice. The goal is to help students make sense of problems, construct arguments, attend to precision, model with mathematics, use tools strategically, and look for structure, while teachers promote discussion, representation, problem-solving and reasoning.
Principal’s Guide to Supporting Transition and Implementation of the CCSS in ...DreamBox Learning
As an elementary school administrator, you are tasked with supporting the transition to the Common Core State Standards (CCSS). Though it’s a challenge, it also is a tremendous opportunity. The instructional seeds planted and nurtured at the elementary school level become the mathematical foundation of the college and career readiness intent of the Common Core State Standards.
Join Dr. Francis “Skip” Fennell for a lively presentation with open Q&A around the latest thinking on the CCSS and implementation. Skip helps you determine what is most important for student learning as well as how you can best support your teachers and classrooms during this transition. His overview session covers leadership priorities, knowing and understanding the standards, action items for successful implementation, along with next steps and key takeaways.
The document provides the Grade 1 Mathematics Curriculum for Saskatchewan Learning. It includes the purpose, aim and goals of K-12 mathematics, connections to broad areas of learning and cross-curricular competencies, critical characteristics of mathematics education, and the Grade 1 mathematics outcomes and indicators. It aims to define the expected learnings for Grade 1 students and support teachers in providing learning opportunities to develop students' mathematics knowledge, understandings, and abilities.
The document provides the Grade 1 Mathematics Curriculum for Saskatchewan Learning. It outlines the purpose of the curriculum, which is to define the outcomes and indicators students are expected to achieve. It connects the outcomes to the overarching goals of K-12 mathematics education and how the curriculum supports building broad areas of learning like constructing knowledge and developing literacy. The curriculum emphasizes teaching for deep understanding and making connections across subject areas through integration. It includes the grade 1 mathematics outcomes and indicators and appendices with terminology and a comparison of outcomes across grades.
The document outlines seven habits of effective mathematics teachers and methods for teaching and assessing mathematics. The seven habits are: 1) teach for understanding, 2) know the goals of math teaching, 3) know math tools, 4) use math in daily life, 5) be patient, 6) encourage creativity, and 7) be compassionate. It also describes methods for teaching math such as demonstration, illustration, testing, assignment, homework, and questioning. Finally, it discusses traditional assessment using paper-pencil tests and modifying these tests to be more effective.
This seminar keynote was conducted by James Hall at Compass Teacher's Day Brazil in Sao Paulo in 2018. The seminar covers key trends and changes in the education sector and how educators and learners need to use different and varied approaches in order to succeed in the 21st Century. (c) 2018 James Hall - Please use content with citation of references. Thank you!
Images of Mathematics Curriculum Held by School mathematics Teachers: Mapping...Laxman Luitel
This slides is prepared on the basis of our paper entitled images of mathematics curriculum held by school mathematics teachers: mapping the road for transformative pedagogy and presented by Laxman Luitel in SMIC 2018 at Indonesia, Jakarta. It is going to publish soon from Tyalor and Francis, UK.
This document discusses pedagogical content knowledge (PCK) as it relates to teaching elementary mathematics. It defines the different components of PCK, including knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. It also discusses how prospective teachers can develop PCK through their coursework, such as by unpacking learning goals to plan instruction. The document emphasizes that PCK plays an important role in many common teaching tasks, such as choosing representations, analyzing student errors, and mediating mathematical discussions.
CROSS-CURRICULAR ELEMENTS IN MATHEMATICS CURRICULUM.pptxNuranis Khalida
MTES3063 Cross-Curricular Elements in Mathematics Curriculum
Date : 5 October 2022
- Language
- Environmental Sustainabilty
- Values
- Patriotism
- Science and Technology
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
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TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Hearing impairment - Sign language
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Physical difference and Emotional difference
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Developmental Stages - Prenatal, perinatal and postnatal - problems
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Socio Economical factors - Sensory issues
TNTEU - B.Ed New Syllabus - Semester 1 - BD1TL - Teaching in Diverse Classrooms and Learning in and out of School - Tamil Medium - Meaning of Diverse - interlligence - Learning styles - religious - Culture - Psychological Factors
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
South African Journal of Science: Writing with integrity workshop (2024)
3. new objectives of mathematics 2021
1. PEDAGOGY OF MATHEMATICS
Ms R SRIDEVI
Assistant Professor of Pedagogy of Mathematics
Loyola College of Education
Chennai 34
UNIT I
AIMS AND OBJECTIVES OF
TEACHING MATHEMATICS
SEMESTER I
CODE BD1MA
2. • Meaning of Mathematics
• Nature of Mathematics
• Aims and Objectives of
Mathematics
• Need and Significance of
teaching Mathematics
• Instructional objectives
• Bloom’s Taxonomy 2001
(Anderson & Krathwohl)
• Correlation between subjects
8. NEW EDUCATION POLICY 1986
• Acquire knowledge and understanding of the terms,
concepts, principles, symbols and mastery of
computational and other fundamental processes that are
required in daily like and for higher learning in
mathematics.
• Develop skills of drawing, measuring, estimating and
demonstrating Understand the concept.
• Apply mathematical knowledge and skills to solve
problems that occur in daily life as well as problems
related to higher learning in mathematics or allied areas.
• Show an interest in mathematics by participation in
mathematical competitions, and engaging in its learning,
etc.
• Develop necessary skills to work with modern
technological devices such as calculations, computers, etc.
9. NEW CURRICULUM DEVELOPMENT 2000
• Consolidate the mathematical knowledge and skills
acquired at the upper primary stage.
• Acquire knowledge and understanding of the terms,
symbols, concepts, principles, process, proofs, etc.
• Develop mastery of basic algebraic skills.
10. NEW CURRICULUM DEVELOPMENT 2000
• Develop drawing skills.
• Apply mathematical knowledge and skills to solve
real mathematical problems by developing abilities
to analyze, to see interrelationship involved, to
think and reason.
• Develop the ability to articulate logically.
11. NEW CURRICULUM DEVELOPMENT 2000
• Develop necessary skills to work with modern
technological devices such as calculators,
computers, etc.
12. NEW CURRICULUM DEVELOPMENT 2000
• Develop interest in mathematics and participate in
mathematical competitions and other
mathematical club activities in the school.
13. NEW CURRICULUM DEVELOPMENT 2000
• Develop appreciation for mathematics as a
problem-solving tool in various fields for its
beautiful structures and patterns, etc.
14. NEW CURRICULUM DEVELOPMENT 2000
• Develop reverence and respect towards great
mathematicians, particularly towards the Indian
mathematicians for their contributions to the field
of mathematics.