online assignment

1. ASSIGNMENT PREPARED BY SREELEKSHMI TS
REG NO: 13386007
MATHEMATICS OPTIONAL
ST: THOMAS TRAINING COLLEGE

2. AN ASSIGNMENT ON
GIFTED LEARNERS, SLOW LEARNERS, STIMULATING INTEREST IN
MATHEMATICS AND CULTURLY DEPRIVED

3. INTRODUCTION
Understanding students learning potential and performance has been a
major curriculum problem in the shaping of programme in Mathematics. Basically
we can classify learners into three category for easy understanding i.e. gifted, slow
learners, and culturally deprived. This is to analyse the difference between the
students of different categories and find suitable remedy. And how to improve the
potential of teacher to attend all students in a class room of vide ranges.
TYPE OF LEARNERS
GIFTED LEARNERS
SLOW LEARNERS
CULTURALLY
DEPRIVED
IDENTIFICATION OF GIFTED IN MATHEMATICS
The identification of the mathematically gifted is as important as nurturing
their mental abilities and skills to acquire a high level mathematical thinking and
reasoning.
The following points should be taken into account while classifying the
students as mathematically gifted or weak
 Opinion of other subject teachers.
 Students score on mathematics aptitude test, mathematics achievements
test and intelligence test.
 Students past performance in mathematics in the previous classes.
 The report of a properly planned interview.

4. The secondary school curriculum committee gives the following general
and special characteristics which mark the mathematically gifted
GENERAL CHARACTERISTICS
 Makes associations readily and retains them indefinitely.
 Recognizes similarities and differences quickly.
 Has a relatively mature sense of values.
 Use his spare time productively.
SPECIAL CHARACTERISTICS
 Prefers to think on higher level of abstraction.
 Classifies particular cases as special cases of more general situations with
relative ease.
 Frequently asks profound questions.
The gifted children have tremendous energy with a lot of determination to
realize the goals. If not directed properly, this reservoir of energy may go waste
and sometimes may create serious problems of the individual and society. The
idea of giving special attention to gifted children by arranging separate classes or
sections is not practicable as the number of such students in a particular school,
class and subject may be very small. The other alternative is to collect all of them
at one place in a district or region. When collected at one place in an ideal school
brought into the company and competition.
SLOW LEARNERS IN MATHEMATICS
CHARACTERISTICS:
 Intelligence quotient below 90
 Has little drive
 Has short span of attention
 Has weak association memory
 Is a poor reader
 Has difficulty with abstractions
 Is not logical in thinking
 Lacks imagination

5.  Is unable to detect his own errors
 Has little power to transfer training
TECHNIQUES FOR SLOW LEARNERS
 Provide opportunities for the class to learn through several senses at a time
such as seeing, manipulating, dramatizing and doing.
 Have daily routine, with surprises, as routine gives them a feeling of security.
 Never put a child on the spot for an answer if he is dull.
 Give these pupils immediate satisfaction by checking their work as they do it.
 Make each daily lesson complete in itself so that the slow learners can learn
it easily.
 Always make directions clear by writing them on the board.
 Do not try to force the slow learners to do mathematics when they are not
really interested.
AROUSING AND MAINTAINING INTEREST IN
MATHEMATICS
It is a well-known fact the students will work most diligently and effectively at
tasks in which they are genuine interested. Therefore, one of the important tasks
of the teacher of mathematics is to create and maintain interest among his
students. It is one of the most difficult problems encountered by the teachers of
mathematics.
MAINTAIN AND DEVELOP INTEREST IN MATHEMATICS
 Elements of novelty.
 Ensuring students understanding.
 Intellectual challenge.
 Improving problem solving ability
 Use of incentives

6.  Emphasising the practical application of mathematics
 Use of audio visual aids and practical work
 Using mathematics for fun and recreation
 References for field work and field trip
CULTURALLY DEPRIVED
Cultural deprivation is a theory in sociology that claims that members of the
working class cannot easily acquire cultural capital, hampering their access to
education and upward social mobility.
Proponents of this theory argue that working class culture (regardless of
race, gender, and ethnicity) inherently differs from that of people in the middle
class. The differences in culture means that while middle class children can easily
acquire cultural capital by observing their parents, working class children cannot
and this deprivation is self-perpetuating.
CONCLUSION
As a part of B.Ed curriculum a study based on gifted learners, slow learners,
stimulating interest in mathematics and culturally deprived was assigned.
Interaction with students show wide variety of students ranging from the
academically gifted to the very slow learners. If instruction is to be really effective,
it must reach the individual students and promote their learning as individuals, as
they differ greatly in their interests and abilities. The instruction given to, which
challenges the abilities of better students, then the students of mediocre ability and
slow learners will fall behind and become discouraged. If the instruction given
based on the weak then the superiors will soon lose interest. Hence I reach a
conclusion that, the only solution for this is through differentiation of instruction and
providing learning activities appropriate to the capabilities of the students.
REFERENCE
 James, Anice. 2011 edition . “Teaching of mathematics”. Hyderabad.
Neelkamal Publication Pvt Ltd.
 www.giftedchildren.org.nz/apex/v
 www.scribd.com/doc/.../The-Paradox-of-the-Slow-and-Gifted-Learner,
 http:/www.education.com/reference/article/slow-learners-implications-classroom/
 http://slowlearners.bandcamp.com/
 http://www.k5learning.com/slow-learners