This document discusses the use of audio-visual aids in mathematics teaching. It begins by outlining the need for audio-visual aids to make lessons more engaging and help students understand abstract concepts. Guidelines for selecting aids are provided, such as choosing age-appropriate materials. A variety of visual aids are described, including chalkboards, charts, and models. Projectors, audio recordings, television, and computers are also discussed as audio-visual tools. The document stresses that teachers should carefully select aids that suit their students and complement the lesson content.

1. AUDIO VISUAL
AIDS IN MATHEMATICS
TEACHING
PREPARED BY
APARNA G
MATHEMATICS
K U T E C
DHARMASALA

2. CONTENTS
 Need for audio visual aids in mathematics teaching
 Guidelines for selection and preparation of audio visual
aids
 Various visual aids in teaching mathematics
 Projective aids
 Auditory aids
 Audio visual aids

3. NEED FOR AUDIO VISUAL AIDS IN
MATHEMATICS TEACHING
The teaching –learning process can be
made easier and effective through
 Arousing curiosity
 Maintaining interest
 Motivating students
 Introducing a lesson
 Development of a lesson
 Interpreting Mathematical ideas and principles

4.  Leave long lasting impressions on the
minds of the learner
 Provide clear understanding of abstract
mathematical concepts
 Give necessary reinforcement through a
feeling of satisfaction, joy, sence of
accomplishment…

5. GUIDLINES FOR SELECTION AND
PREPARATION OF AUDIO VISUAL AIDS
 The selection of the Audio Visual aids should be
based on the age, the intelligence and experience
of the students.
 The selected aids should help in providing the
required multi sensory experience to the students.
 The cost of the aid should be reasonable and within
limits.

6.  The teaching aid should be appropriate and
accurate in contents, measurement, clarity of
concepts…
 While using teaching aids, encourage pupil
participation
 The aid should be clearly visible and audible
 The aids must be systematically displayed at the
appropriate time

7. VARIOUS VISUAL AIDS IN TEACHING
MATHEMATICS
 Chalk board
 Flannel board
 Magnetic board
 Chart
 Models

8. CHALK BOARD
 The most important visual aid for teaching
mathematics
 Most indispensable tool in the hands of a
mathematics teacher
 Mathematics can’t be tough effectively with out the
use of Chalk board.
 Use of colour chalk can make the black board work
appealing and attractive.

9. A MATHEMATICAL TEACHER CAN
MAKE THE BLACK BOARD FOR…
 Drawing geometrical figure and illustrating
construction of geometrical figures.
 Developing various steps of the solution of a
problem or proof of a theorem.
 Drawing graph.
 Writing important points to draw the attention of the
students.

10.  Interrelating mathematical concepts and principles.
 Writing problems for assignment and drill.
 Summarising the day’s lesson.

11. HINTS OF EFFECTIVE USE OF THE
CHALK BOARD
 The chalkboard should be cleaned before using it.
 The writing on the chalk board should be neat and
legible so that it can be easily understood by the
students.
 The writing on the blackboard should be straight
and visible to the entire class
 Highlight key concepts with coloured chalk either by
underlining or enclosing boxes

12.  The mathematical figures should be correct and
proportionate to the measurements used.
 While writing on the board, the teacher should keep
talking to the students to hold the attention of the class.
 The teacher can encourage students participation by
asking them to write or draw on the black board.
 The teacher should take adequate care to see that the
writings on the board are accurate and appropriate.

13. FLANNEL BOARD
 Flannel board is an excellent device for exhibiting
diagrams, geometrical figures
 It consist of a piece of flannel stretched tightly over
a strong backing of ply wood.
 The items to be depicted on the flannel board
should be posted with small piece of sand paper at
it back side so that it can be made to stick on the
flannel board.

14. ADVANTAGES
 The exhibits are prepared in advance and may be
used again and again.
 Depicting pictures or diagrams on a Flannel board
facilitates the movement of the items from one
place to another.

15. MAGNETIC BOARD
 Magnetic board is a modification over the flannel
board.
 Instead of flannel. A metalic sheet is fixed on the
plywood.
 Small magnets are used to hold the materials to be
exhibited on the metalic boards.
 It serve the same purpose as a flannel board does.

16.  Small magnets are used to hold the materials to be
exhibited on the metalic boards.

17. CHARTS
 Charts can be used for a variety of purposes
such as..
 Motivating the students
 Introducing a lesson
 Deriving principles and formulae
 Comparison of properties of different geometrical
figures

18.  Showing the steps in proving theorems
 Relating mathematical ideas to day-to-day life
situations
 Showing the sequences of steps in proving
theorems
 Highlighting key points in a lesson
 Concretising abstract mathematical concepts
into visual forms

19.  Summarising a lesson
 Showing applications of mathematical principles and
ideas
 Tracing the historical development of certain
mathematical concepts
 Depicting interrelationship among mathematical
concepts

20. HINTS FOR PREPARATION AND USE
OF CHART
 There Should be a captain or a title for the chart
relating to the main theme presented in the chart
 The chart should depict a single and definite aspect
of the subject matter. It should not be clustered with
too many fact s or idea
 Carts should be colourful, passing and attractive.
 The figures, diagrams or sequence of steps
presented in the chart should be appropriate,
relevant and accurate.

21.  The diagram, figures and letting should be proper
size. It should not be too big or too small. It should
be visible to the whole class

22. MODELS
 Of all the audio visual aids, models are nearest to
live or real experiences.
 Models are the three dimensional representation of
an idea and therefore they are replicas of the
original thing.
 Models provide contrived experiences where reality
is altered or simplified for real teaching purpose.

23. HINTS FOR PREPARING MODELS FOR
TEACHING MATHEMATICS
 The model should represent real objects and
should give a notion of reality.
 The mathematical concepts represented by the
model should be clear and accurate.
 The model should provide opportunities for the
students to manipulate, explore and investigate.
 The model should provide the necessary motivation
for the students to learn mathematical concepts and
principles

24. PROJECTIVE AIDS
 Overhead projector
 Epidiascope or opaque projector
 Slide projector
 Film strip projector

25. OVER HEAD PROJECTOR(OHP)
 OHP helps in projecting transparent images on to a
screen under normal light condition
 The transparencies can be easily prepared by the
teacher by drawing or writing directly in to
transparent accptate sheets with felt tip pens or
special OHP pens

26. ADVANTAGES OF OHP
 Instead of using the chalk board, the mathematics
teacher can use the transparencies as a writing
board for drawing important geometrical figures or
showing the sequences of steps in solving
problems
 While using transparencies, the teacher can always
face her audience
 The use of transparencies serves the purposes of
both using ac hart and using the chalkboard

27. OPAQUE PROJECTOR/ EPIDIASCOPE
 Opaque projector is used for projecting opaque
material such as pictures, diagrams, maps or
sketches, photographed specimens or small objects
on to a screen
 It is especially for producing enlargement of
diagrams, maps and illustration from the books
either for live presentation in the class or for
copying on to self made posters, chart

28. ADVANTAGES
 Any page from the book or any printed sheet can
be very conveniently projected without making
slides or copying on to transparencies
 It can be used for projecting slides
 It is possible to produce enlargement of diagrams,
maps or illustrations.
 Three dimensional illustrations or objects placed in
the horizontal plane at its base can be projected

29.  The epidiascope projections reproduce the original
colours of the diagram or picture or photograph
 The projection of the material can be held for any
length of time, for enabling comments and
discussions

30. DISADVANTAGES
 Black out is essential for projection
 Epidiascope is very bulky and expensive

31. SLIDE PROJECTOR
 Slide projectors are for projecting slides
 Many slide projectors now available with different
type of slide carriers and both storage trays. Some
offer both mannual and remote control system

32. ADVANTAGES
 They are less expensive, simpler to operate
 They are easier to edit and arrange for training
purposes
 They are easier to adapt for the needs of the
students

33. DISADVANTAGES
 Preparation of the slides is laborious and time-
consuming
 Projection of slides requires darkening of the room

34. FILM STRIP PROJECTOR
 Filmstrip projectors are used for projecting film
strips on the screen
 When a series of slides are to be presented in a
sequence, it is preferable to prepare a film strip
 Any material like pictures, paintings, written and
printed matter, photographs, sketches can be used
for making frames of a film strip

35.  Film strips are of great value in teaching
mathematics as they provide a new colour and
attraction to the new mathematical ideas presented
 Through film strip, any mathematical idea can be
logically developed and presented in the class
 It helps in making abstract mathematical concept
more concrete by pictures, diagrams and figures

36. AUDITORY AIDS
 Radio
 Tape recorder

37. RADIO
 Radio is the most significant medium of education
as a supplement to classroom teaching its
possibilities are almost unlimited
 These programs are either related to general
aspects of mathematics education or regular
classes on classes on topics for high school and
higher secondary school mathematics
 A teacher of mathematics can make the best use of
such programmes by making himself and his
students aware of the programmes and listening to
such programmes

38.  The teacher can put a list of programmes to be
broadcast every week, on the class room notice
board so that the students keep track of the
programs
 The students may be asked to take notes on the
programmes and the teacher can flow it up with
discussion on the following day

39. LIMITATIONS AND SHORTCOMINGS
 The educational value of radio broadcasting depends
merely on the use of the sense of hearing
 A continued listening on the part of the students may
make them uninterested and non-attentive
 It reduces the task of teaching and learning as a one
way communication
 It is difficult to schedule programmes which will be
acceptable to the majority of the students.therefore
teachers and students find it hard to integrate these
programmes with their on instructional activities in the
school

40. TAPE RECORDER
 It is an effective recording device that calls for the use of
auditory senses to convey educational message to
learners
 It involves mainly two process – recording and
reproducing
 In recording the educational message is first fed into the
tape recorder through micro phone and other inputs.The
voice produces mechanical vibrations that are changed
into electrical vibrations.The amplifier intensifies these
vibrations that in turn activate a magnet.It results in the
establishment of a varied sound pattern

41.  The playing of the instrument results into the
reproduction of the recording sound

42. EDUCATIONAL ADVANTAGES
 Helps in overcoming poor speech habits and
correcting speech defects
 It helps in overcoming poor speech habits and
correcting speech defects
 It helps in the development of conservation skill,
expression power and the technique of effective
dramatization
 On account of its recording service, it may work as
an effective aid for the evaluation of teaching-
learning programme

43.  It may help in the organization, conduct and
evaluation of the various co-curricular activities of
the instruction
 It may help in preparing recorded educational
programmes to be used for the instructional
purposes
 It may supplement the educational outputs of the
radio and television broadcasts and the invited
guest lectures

44. AUDIO VISUAL AIDS
 Television
 Educational films
 Computer and compact disc

45. TELEVISION
 Television conveys the message through sound
also depicts the content with relevant pictures,
figures and scenes
 The list of programmes are published in advance in
leading news papers and the teacher can make use
of this list as a guide to select the programmes
appropriate for students
 The selection of the programmes should be based
on the students level of achievement and capacity
to understand

46.  After viewing the programme that teacher can
discuss with the students about the important points
and ask question for clarification

47. EDUCATIONAL FILMS
 The teacher can also make use of educational films
prepared by experts
 Before the teacher selects such films, the teacher
should check the expertise of its makers, the
accuracy of the content presented
 Teacher should also aware of its relevance for
clarifying and enriching mathematical ideas and
principles, understandability of the language used
and the length of the film used

48. COMPUTER AND COMPACT DISC
 Nowadays computers have become important aids for
instructions
 To keep pace with the rapid growth taking place in
information technology, every teacher has to be well
versed with the use of computer
 The multimedia presentation of a lesson will be more
effective and interesting than any other way of
presenting a lesson
 However, while preparing the multimedia presentation
the teacher has to take care to see that the graphics
animation and sound effects used, do not distract the
students from the main theme of the lesson

49.  There are also compact discs prepared by experts
available in the market
 The teacher before buying the CDs has to view the
CD and judge its suitability and its relevance for its
purposes
 The teacher can make use of the same criteria for
the selection of CDs as he used in the selection of
educational videos

50. CONCLUSION
 A teacher of mathematics has a no. of resources for
getting himself equipped with and a no of audio
visual at his or her disposal to help in an effective
presentation of the subject matter
 But a teacher has to carefully select the medium of
presentation and the teaching aids which are the
best suited for his or her students keeping in mind
their abilities and skills, needs, level of
achievements, time and learning situations and
contents