VELUES OF TEACHING MATHEMATICS
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This document discusses the various values of mathematics teaching and learning, including intellectual, practical, social, and disciplinary values. It emphasizes that mathematics is important for intellectual development as it trains the mind and helps students develop skills like observation, logic, memory, concentration, thinking, self-reliance and hard work. Additionally, it notes that mathematics has practical uses in everyday life and is essential to maintaining social and economic functions. The document also highlights that mathematics teaches methods of reasoning, problem-solving, and verifying conclusions that are disciplined habits of thinking.
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1 Teaching mathematics-introduction (meaning, nature & values)
1. Mathematics is defined as both the science of numbers and space, as well as the science of measurement, quantity and magnitude.
2. Mathematics has various values including utilitarian, cultural, social, recreational, disciplinary, intellectual, aesthetic, vocational, and moral values.
3. Key aims in teaching mathematics include enabling students to solve daily life problems, understand mathematics' role in culture and civilization, develop thinking and reasoning skills, and prepare students for further education and careers that involve mathematics.
B.ed pedagogy Mathematics
The document outlines several values of teaching mathematics, dividing them into 10 categories: practical or utilitarian value, intellectual value, social value, moral value, disciplinary value, and cultural value. It provides examples and explanations for each value. Mathematics provides practical benefits in daily life for tasks like calculating wages. It develops important intellectual skills like reasoning, creativity, and problem-solving. Socially, the study of mathematics helps social progress and the development of qualities like cooperation. It fosters moral development and discipline through teaching honesty, orderliness, and perseverance. Culturally, mathematics has helped advance civilization and transmit cultural heritage.
Fundamental Numeracy....................
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.
Questioning the value of mathematics: Is mathematics harmful?
Questioning the Value of Mathematics
Is mathematics harmful? Can it be damaging to the human spirit? These may sound like strange and unprovoked questions. But let me explore these possibilities in the context of some of the acknowledged positive value of mathematics.
Mathematics is often claimed to have different types of value:
1. Extrinsic or social value because of all of its uses and applications in society, technology and other areas including the sciences;
2. Personal value because of its empowerment of individuals via their understanding and ability to use and apply mathematics, as well as enabling some to develop and express their creativity through mathematics;
3. Intrinsic value as a wonderful exploration of pure thought and ideas for its own sake.
But are these untrammelled goods? Does promoting these aspects of value lead to solely beneficial outcomes? What are the actual, including unintended, outcomes and the opportunity costs of privileging mathematics in education and society? Mathematics provides the foundation for banking, commerce and indeed money itself. But is mathematics implicated in the global disparities in wealth and life chances? Mathematics underpins instrumentalist thinking and governmentality, but is mathematics responsible for the growing dehumanization in the treatment of people in the modern world? Mathematics is a core subject in the school curriculum and virtually a sine qua non for university education. However, many school leavers have negative attitudes towards mathematics and feelings of inadequacy. Is overvaluing mathematical achievement to blame for this? In the presentation I explore some of the deeper reasons underpinning these problems.
By better understanding the limits to its value I believe we can be wiser in teaching, applying and creating mathematics. I conclude that although mathematics itself is neutral, it is its misapplications that are to blame for problems like those listed above. My recommendation is that to avoid such problems we need to teach philosophy and ethics to mathematics students at college, and also need to reform the school mathematics curriculum in an holistic way.
Here's the link in case you want to see the talk itself
http://www.youtube.com/watch?v=RCngE2hZyMg
Mathematics Curriculum: An Analysis
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.
Mathematics as an issue
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.
Curriculum determinants
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Values of learning mathematics & correlation of mathematics
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.
Recommended
1 Teaching mathematics-introduction (meaning, nature & values)
1. Mathematics is defined as both the science of numbers and space, as well as the science of measurement, quantity and magnitude.
2. Mathematics has various values including utilitarian, cultural, social, recreational, disciplinary, intellectual, aesthetic, vocational, and moral values.
3. Key aims in teaching mathematics include enabling students to solve daily life problems, understand mathematics' role in culture and civilization, develop thinking and reasoning skills, and prepare students for further education and careers that involve mathematics.
B.ed pedagogy Mathematics
The document outlines several values of teaching mathematics, dividing them into 10 categories: practical or utilitarian value, intellectual value, social value, moral value, disciplinary value, and cultural value. It provides examples and explanations for each value. Mathematics provides practical benefits in daily life for tasks like calculating wages. It develops important intellectual skills like reasoning, creativity, and problem-solving. Socially, the study of mathematics helps social progress and the development of qualities like cooperation. It fosters moral development and discipline through teaching honesty, orderliness, and perseverance. Culturally, mathematics has helped advance civilization and transmit cultural heritage.
Fundamental Numeracy....................
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.
Questioning the value of mathematics: Is mathematics harmful?
Questioning the Value of Mathematics
Is mathematics harmful? Can it be damaging to the human spirit? These may sound like strange and unprovoked questions. But let me explore these possibilities in the context of some of the acknowledged positive value of mathematics.
Mathematics is often claimed to have different types of value:
1. Extrinsic or social value because of all of its uses and applications in society, technology and other areas including the sciences;
2. Personal value because of its empowerment of individuals via their understanding and ability to use and apply mathematics, as well as enabling some to develop and express their creativity through mathematics;
3. Intrinsic value as a wonderful exploration of pure thought and ideas for its own sake.
But are these untrammelled goods? Does promoting these aspects of value lead to solely beneficial outcomes? What are the actual, including unintended, outcomes and the opportunity costs of privileging mathematics in education and society? Mathematics provides the foundation for banking, commerce and indeed money itself. But is mathematics implicated in the global disparities in wealth and life chances? Mathematics underpins instrumentalist thinking and governmentality, but is mathematics responsible for the growing dehumanization in the treatment of people in the modern world? Mathematics is a core subject in the school curriculum and virtually a sine qua non for university education. However, many school leavers have negative attitudes towards mathematics and feelings of inadequacy. Is overvaluing mathematical achievement to blame for this? In the presentation I explore some of the deeper reasons underpinning these problems.
By better understanding the limits to its value I believe we can be wiser in teaching, applying and creating mathematics. I conclude that although mathematics itself is neutral, it is its misapplications that are to blame for problems like those listed above. My recommendation is that to avoid such problems we need to teach philosophy and ethics to mathematics students at college, and also need to reform the school mathematics curriculum in an holistic way.
Here's the link in case you want to see the talk itself
http://www.youtube.com/watch?v=RCngE2hZyMg
Mathematics Curriculum: An Analysis
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.
Mathematics as an issue
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.
Curriculum determinants
Determinants of curriculum are the factors that affect the process of assessing needs, formulating objectives and developing instructional opportunities and evaluations.
Values of learning mathematics & correlation of mathematics
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.
Values of Mathematics
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
Equity and Social Justice in Mathematics Education
We share an overview of research-based resources for teaching mathematics for social justice and equity. The session will be framed by the NCTM Equity Pedagogy research brief, which focuses on reflecting, noticing, and engaging in community.
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This document discusses issue-based curriculum, which focuses on developing knowledge through exposing learners to social issues. It presents issue-based curriculum as a departure from traditional knowledge transmission models. The challenges for teachers in developing and teaching issue-based lessons are discussed. Key issues addressed in Kerala that could be studied include land and water management, agriculture, human resource development, and health. The Critical Thinking Curriculum Model is presented as a framework for designing issue-based lessons using multidisciplinary real-world problems.
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This document discusses the importance of co-curricular activities in mathematics education. It defines co-curricular activities as activities that supplement classroom learning and help develop students' personalities. Some benefits mentioned include stimulating creative expression and developing leadership skills. The document recommends establishing a mathematics club and laboratory to organize fun activities that help generate interest in the typically "dry" subject of mathematics. Suggested activities include games, puzzles, surveys and exploring the history of mathematics. The goal is to make mathematics engaging and help students discover patterns on their own.
Foundations of curriculum
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
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The document discusses how social forces influence curriculum development. It notes that the modern workforce requires both technological skills as well as strong interpersonal skills. As a result, the curriculum must change to meet these needs. Several institutions shape curriculum, including the national economy, government agencies, and cultural and social customs. Developers must consider local needs in addition to national and international demands to ensure education enriches society and improves living conditions.
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- The principles the National Curriculum Statement is based on, including social transformation, active learning, and inclusivity.
- The concept of a "moral order" as central shared values that constrain individuals and are taught through the curriculum.
- How the curriculum shapes behavior to conform to this moral order and ensure social cohesion.
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Values of Mathematics
Mathematics has many educational values including developing knowledge, skills, intellectual habits, and desirable attitudes. It has practical, cultural, and disciplinary value. Mathematically, it trains the mind through reasoning that is simple, accurate, certain, original, and similar to real-life reasoning. Culturally, mathematics reflects and advances civilization. It also has social, moral, aesthetic, intellectual, and international values by organizing society, developing good character, providing beauty and entertainment, training thought processes, and promoting international cooperation. In conclusion, mathematics education cultivates numerous skills and capacities that are personally and socially beneficial.
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The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
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The document discusses how social forces influence curriculum development. It notes that the modern workforce requires both technological skills as well as strong interpersonal skills. As a result, the curriculum must change to meet these needs. Several institutions shape curriculum, including the national economy, government agencies, and cultural and social customs. Developers must consider local needs in addition to national and international demands to ensure education enriches society and improves living conditions.
Parent night presentation
The document summarizes a parent information night for the Northern Learning Centre, which aims to prepare students for the 21st century. It discusses how the school/classroom, curriculum, and learners have changed to focus on 21st century skills like critical thinking, creativity, collaboration, and digital literacy. Project-based learning is emphasized to actively engage students in exploring real-world problems. Math and science curriculum expectations for Grade 8 are also outlined.
The new panchasheel
In B.Ed. Curriculum, The panchsheel of the New Millennium is an important topic.
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- The role of education according to Durkheim, including passing moral values from generation to generation.
- The principles the National Curriculum Statement is based on, including social transformation, active learning, and inclusivity.
- The concept of a "moral order" as central shared values that constrain individuals and are taught through the curriculum.
- How the curriculum shapes behavior to conform to this moral order and ensure social cohesion.
2. aims of mathematics
TNTEU - BEd New Syllabus - Semester 1 - BD1MA - Pedagogy of Mathematics - Unit I - Aims and Objectives of Teaching Mathematics - Aims of Mathematics
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Math is an essential part of our lives and it can be seen everywhere: from the time we wake up in the morning until we go to bed at night. Whether it’s calculating the amount of money we need for groceries, figuring out how much time it will take to get to work, or deciphering recipes, math is a fundamental tool that helps us make sense of the world around us.Learning math can also help us develop problem-solving skills and logical thinking which can be useful in everyday life. Early learning centers help kids to develop crucial math skills at an early age.
Satya Raj Joshi National Conference@PPt
This document discusses teaching mathematics through a humanistic approach. It begins by noting the importance of mathematical skills in everyday life. The author then outlines their presentation agenda, which is to empower students by teaching mathematics through a humanistic lens that recovers individuality and improves humanity.
The conceptual framework involves taking a humanistic view of mathematics that focuses on rational thinking, aesthetic dimensions like goodness, beauty and truth, and creating critical thinking. Examples are given of issues in current mathematics education like student suicides and lack of interest that call for a humanistic approach. The goals of humanistic mathematics teaching are identified as holistic student development and building students' capacity to find goodness, beauty and truth in their lives.
NCF 2023-VALUES & INCLUSION.ppt
This document discusses how values are developed in schools. It states that values guide human behavior and are generally adopted from one's culture. In schools, values are developed through classroom culture that encourages respect and participation, and practices like morning assemblies. All curricular areas can integrate value development. Key questions around value education include whether it should be a separate subject, how to address conflicts between school and home values, and how development of values should be assessed. The focus should be on behaviors that demonstrate values rather than direct assessment of having values. Developing teachers' understanding of values is also important to integrate them in school culture.
Current issues and challenges in education
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Ten trends webinar october
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VELUES OF TEACHING MATHEMATICS
- 1. WELCOME
- 2. • Intellectual values • Practical values • Social values • Disciplinary values • Cultural values
- 3. Mathematics teaching is very important for intellectual development. Mathematics is the subject which provides an opportunity for training in mind. It provides all the opportunity to the student to develop their observation power , logical power memory , concentration , thinking power , self reliance and hard work etc.
- 4. Practical values deals the relationship between member and day to day activities of our life. A man can live without education but not without mathematics. Without mathematics there is no life in this world.
- 5. Social values deals with how mathematics is used in maintaining and administering general social and economic life of his country. Mathematical methods such as scientific method , laboratory method, logical method deductive method, etc. Mathematics teaches the art of economical living.
- 6. Disciplinary values deals with how mathematics is used to do any work with self confidence and discipline. “Mathematics is a way to settle in the minds of children, a habit of reasoning” But you can’t forget the methods of thinking, correlating steps, to verify conclusion etc.
- 7. Educational objectives vary according to the need of the society from time to time. No one can refute the importance of mathematics in the history of world civilization. “Mathematics is the mirror of civilization”
- 8. THANK YOU