The document discusses the purpose and components of a mathematics laboratory. A mathematics laboratory is a designated space for teaching and learning mathematics, equipped with relevant instructional materials. It allows students to connect abstract mathematical concepts with concrete experiences. Materials found in a math lab include constructed sets, charts, computers, software, audiovisual tools like projectors, and various math-related objects. The document provides tips for organizing a math lab, such as proper labeling, grouping related materials, and positioning furniture and tools to facilitate learning. A math lab permits students to learn concepts through hands-on experiences, arouse interest, cultivate positive attitudes, and encourage creative problem-solving and individual learning styles.

1. BY: DR. PREETI SANGWAN

2.  Mathematics laboratory is a unique room or
place, with relevant and up-to-date
equipment known as instructional materials,
designated for the teaching and learning of
mathematics ,whereby a trained and
professionally qualified person (mathematics
teacher) readily interact with learners
(students) on specified set of instructions.

3.  “laboratory method” is commonly used
today to refer to an approach for teaching
and learning of mathematics which provides
opportunity to the learners for connecting
abstract mathematical ideas through their
own experiences, that is to relate symbol to
realities.

4.  The materials or equipment that can be found in
the mathematics laboratory include, among
others constructed (wooden/metal/plastic
made) mathematical sets, charts and pictures,
computer(s), computer software, audio-visual
instructional materials such as projector,
electronic starboard, radio, television set, tape
recorder, video tape, etc, solid shapes (real or
model), bulletin board, three-dimensional aids,
filmstrips, tape photographs, portable board or
whiteboard, abacus, cardboards, tape measure,
graphics, workbooks, graphs, flannel boards,
flash cards etc.

9.  audio-visual instructional materials such as
projector, charts, models, radio, television
set, tape recorder, video tape, etc,

11.  Identify the necessary materials required in the laboratory
by labeling them with name tags.
 2 Put or assemble all related equipment or materials on
the same side/place. e.g. geometric objects should not be
placed where audio-visual materials are positioned.
 3 Put the bulletin board close to the entrance door in case
of any information display.
 4 Arrange the benches and tables to allow for free
movement in the laboratory.
 5 Hang relevant pictures and charts on picture rails and
boards.

13.  6 The starboard or white board must be positioned where
every student can readily see it.
 7 Shelves can be constructed for keeping and demarcating
materials.
 8 Electronic materials such as projector, television, etc,
should be properly displayed.
 9 Electrification of the laboratory should be professionally
done to allow for safety use.
 10 Display materials on tables in an organized manner.
 11 The laboratory should be set in such a way that it must
be well ventilated.

15.  12 Handy materials that can be easily
destroyed or lost can be kept in a cabinet or
separate shelves.
 13 Arrange the materials in places (on
tables, shelves, board, etc) in a way that
they can be easily accessed when needed
and returned

16. Permitting students to learn abstract concepts
through concrete experiences and thus increase
their understanding of those ideas.
Enabling students to personally experience the joy
of discovering principles and relationships.
Arousing interest and motivating learning.
Cultivating favorable attitudes towards
mathematics.
Enriching and varying instructions. –

17. Encouraging and developing creative problems
solving ability. –
Allowing for individual differences in manner and
speed at which students learn. –
Making students to see the origin of mathematical
ideas and participating in “mathematics in the
making” –
Allowing students to actually engage in the doing
rather than being a passive observer or recipient
of knowledge in the learning

18.  Adenegan, K. E. (2001). Issues and Problems in the
National Mathematics Curriculum of the Senior Secondary
Schools level. Pp.4-5. Unpublished paper.
 Adenegan, K.E. (2003): Relationship Between Educational
Resources And Students Academic Performance in SSCE
Mathematics in Owo Local Government Area. Unpublished
B.Sc.(Ed.) Project, Adeyemi College of Education, Ondo.
 Adenegan, K.E. (2007): Teaching Methodologies: Issues,
Challenges and Implications on the Teaching and Learning
of Mathematics in Primary School, Nigerian Journal of
Research in Primary Education (NJORPED), Ondo.Vol.1
No.1, Pp 29-35.
 Adenegan, K. E, Ipinlaye, A. B. and Lawal, M.O (2010):
Enhancing Quality Control of Mathematics Education
through Improvisation and Utilization of Instructional
Materials