The document discusses various resources that can be used to teach mathematics, including both school-based and community-based resources. School-based resources provided by the Ministry of Education include books, manipulatives, and digital resources. Community resources include places in the local area that can enhance math and science learning, such as museums. Informal resources discussed include a mathematics library, laboratory, club, and exhibitions which allow students to explore mathematics concepts freely. A variety of resources are needed to engage students in active, conceptual learning of mathematics.

1. INTRODUCTION
You can teach a student a lesson fora day;but if you can teach himto
learnby creatingcuriosity,he will continue the learningprocessaslong
ashe lives.” Clay P. Bedford
Mathematicsisone way of understanding,interpretingand
describingourworld.There are a numberof characteristicsthatdefine the nature of mathematics,
includingchange,constancy,numbersense,patterns,relationships,spatial senseanduncertainty
Studentsare curious,active learnerswithindividual
interests,abilities,needsandcareergoals.They come to school withvaryingknowledge,life
experiences,expectationsandbackgrounds.A keycomponentindevelopingmathematical literacyin
studentsismakingconnectionstothese backgrounds,experiences,goalsandaspirations.
Learning resources are texts, videos, software, and other
materials that teachers use to assist students to meet the expectations for learning defined by
provincial or local curricula. Before a learning resource is used in a classroom, it must be evaluated
and approved at either the provincial or local level. Evaluation criteria may include curriculum fit,
social considerations, and age or developmental appropriateness.
TEACHING LEARNING RESOURCES
Teachers use a wide range of stimulating and exciting materials to teach the concepts outlined
in the curriculum to ensure that students are actively involved in their learning.
The successful implementation of the New School Model requires the use of a variety of
resources that enable the student to learn through a rich and varied selection of instructional
materials. Such materials may include books, independent and guided readers, writing
programs, eLearning and other technological resources, “hands-on” manipulative and other
practical or specialized resources that support the subject matter and student learning
outcomes. The focus of student learning should be on developing a conceptual and procedural
understanding of mathematics. It is important for students to understand that mathematics is
dynamic and not static. As a result, resource is a key component in understanding and
developing mathematics.

2. Carefully selected digital technology resources are used
to enable children to access global connections and resources while also encouraging new ways
of thinking.
Resources are classified into two they are
School basedresources
Community basedresources
SCHOOL BASEDRESOURCES
The Ministry of Education provides teaching and learning resources to schools to support the
teaching of mathematics. These include materials such as the Figure It Out series [The Figure It
Out series are mathematics curriculum support books designed to supplement classroom
mathematics programmes]. and Numeracy Booklets [The Numeracy Booklets are designed to
support the Numeracy Project].. Teacher notes are provided for both of these series and the
notes are available on the many Maths websites. As part of the Numeracy Project, schools are
able to purchase, or make, NumP kits of manipulative resources designed to support lessons in
the Number strand. These resources include: rulers, counters, dice, abacus, 100s boards,
number fans, number lines, traction squares, and animal strips.Some of the resources are given
below
Sorting& Matching

3. Learning how to categoriseis a vital skill for children to grasp early in their education,but one which sometimes
does not come naturally.Our rangeof colourful and fun games allows children to learn the skillsof identifying
groups and practicethem through play with their peers. From dominoes to board games, you will definitely find
plenty to captivateyour students!
Counting& NumberWork
The foundations of a successful youngmathematician startwith counting and arithmetic but itis clear that
children grasp the ideas in different ways.Some prefer more tactilemeans to see how numbers can add up or be
taken away,which could be aided by our Hundred Bead and Twenty Bead Strings,whereas some prefer a more
visual approach with our TableTop Number Lines. However your children learn,supportbecomes simplewith such
a variety of resources atyour fingertips!
NumberLines
Number Lines provide a visual approach to comingto terms with arithmetic, which some children find difficultto
grasp.Our number lines areversatilein that they can be used for class work by being placed on the wall,or are
smaller for a one-to-one or small group approach.
NumberSquares
Our Number Squares provide a colourful and visual approach to appreciating number and number patterns which
allow children to grasp the concepts easily. They are versatile in that they can be used for whole class work, or in
smaller groups and individually. Convenient to store and durable, these Number Squares are the perfect addition
to any classroom.
Addition&Subtraction

4. With our wide variety of games and resources, any classroom can be equipped with ease and convenience to allow
children to make the most of their learning. Through play, children feel more confident with learning the vital skills
of adding and subtracting which can seem daunting otherwise. Our games can be used for the entire class, in small
groups or, alternatively, individually; for example, Learning Wrap-Ups provide a visual aid to working out basic
sums and areself-correcting,allowingthechild to make mistakes and learn from the error.
Multiplication& Division
We have no shortage of fun and interactive ways to keep students practicing their multiplication and division skills,
with colourful board games and cards, self correcting Learning Wrap-Ups and workbooks for a more structured
approach. Whether you are working with an entire class, in small groups or on a one-to-one basis, acquiring these
vital skills in maths will become a lot simpler with our diverserange of resources.
Mental Maths
Mental Maths can be considered one of the trickiest aspects of maths for young minds to grasp, but we know that
“practice makes perfect” and with our range of Mental Maths books, they will soon get the hang of mental
calculations!
Dyscalculia

5. Dyscalculia is a specific learning disability involving difficulty in acquiring numeracy skills. A significant group of
children have difficulty understanding simple number concepts and fail to progress beyond counting in ones; they
cannot calculate efficiently, learn their tables and lack an intuitive grasp of number. These resources are designed
to help teachers gain confidencein teaching those pupils with dyscalculiaand help them achieve success.
PlaceValue
We understand how important it is for children to have a strong grasp of the concept of place value right from the
beginning, so we have collected a variety of resources to help do just that. From our durable Wooden Base Ten Set
– which allows children to learn through building physical representations of the numbers – to our Pop for
Numbers Game, providing a fun and interactive way for children to learn with their peers, there is something to fit
all needs!
Decimals,Fractions& Percentages
Visual representations can make all the difference to the child struggling with this area of maths, which is why our
range aims to provide this for them through colour and image to demonstrate the tricky concepts. Our Fractions
Flashcards are brilliant for use in the whole class environment as well as in smaller groups since they provide a fun
way for the teacher to test understanding or for the student to test themselves. Dominoes also provide a n
excellent way for small groups of children to play together and build confidencein understanding.

6. Algebra & Equations
The important concepts behind understanding algebra are most easily grasped by visual representation, which is
why our dominoes are so popular for this. Children can work in small groups and see the links for themselves,
creating a fun way to overcome some tricky maths! They are durable and can be stored conveniently, making them
the perfect addition to any maths class.
Shape
All our resources in the Shape range are durable, can be easily cleaned and intended to be played with! The plastic
shapes give children a great idea of how 2D shapes can make up 3D ones and our games and dominoes allow them
to put their knowledge to the test in a competitive setting againsttheir peers!
Measurement& Mass
We have a large collection of resources to help your students get to grips with the concept of measuring and
understanding how it works. The trundle wheels provide children with a chance to get outside and measure things
around them, instead of being confined to the classroom. Our scales also allow children to compare and contrast
difference masses of objects in and around the classroom. Easily stored and washable, our Measurement and Mass
range is the perfect addition to any classroom.
MathsPuzzles, Games& CardResources

7. The best way for children to test their understanding of a topic is through play and interaction with their peers, so
with our selection of board games, card games and puzzles, your students will be learning and testing their
knowledge without even realising it! All our games can be stored easily and some come in multipack offers, so you
can conveniently equip any classroomfor great value!
ProblemSolving
Encourage young mathematicians to get thinking and talking about their mathematical ideas with this set of
resources. They are all designed to put their maths skills to use by presenting real-life problems for them to solve
in an engaingand fun way that children can relateto.
COMMUNITY-BASEDRESOURCES
“...the essence of community is a cognitive and emotional attitude
towards others that shapes behavior toward them... the enduring need
for communitarian ways of thinking are rooted in human necessity. To

8. both survive and thrive, we need to trust one another.” (Boyes - Watson,
2005, p. 372)
Community-based learning happens everywhere. Community-
based learning must be integrated within the regular school-based curriculum. Before and after
school programs and a host of community-based organizations currently offer an important
venue for shrinking the gap between living and learning. Successful implementation of
community-based learning opportunities in these settings may introduce the benefits of
community-based learning to school staff, families, and decision makers, thus easing its way
into the regular curriculum.
Taking students on field trips or using other community resources in their
classes is not a new idea for teachers. Often, however, these experiences are thought to be frills or
rewards that compete with instructional time in the classroom. Curriculum reform in mathematics calls
for a new look at using community resources. The national standards in mathematics suggest that good
programs require access to the world beyond the classroom so that students will see the relevance and
usefulness of mathematics in and out of school. Changing the educational experiences of children by
moving beyond the classroom walls can diversify the array of learning opportunities and connect school
lessons with dailylife and real problems. Away from the structure of the classroom, many characteristics
of constructivism, akeyideainthe currentreforms,clearlyemerge.
Teachers always face the task of pulling together the diverse
understandings their students bring to the classroom. The use of community resources provides a
shared memory for the class. For example, going on a field trip is only part of the total experience. As
students and teachers talk about the trip and think about it after it is over, they are building shared
understanding. The event becomes part of the common knowledge of the class and can be referred to in
subsequent lessons. What was learned is, thus, reinforced and extended in later discussions as the
teacherreferstofieldobservations.
Teachers can effectively develop interdisciplinary units with their students
outside of the classroom. The world is not made up of discrete disciplines. Students working on a city
street, for example, could be doing social studies (e.g., making a survey of how a building is used today
and how it has been used over the years), language arts (e.g., writing a short story about the building),
mathematics (e.g., devising ways to measure the height of the building), and science (e.g., observing the
materials used in the building for signs of weathering). Subject matter barriers dissolve as children learn
fromtheirenvironment.
Community resources that can enhance mathematics and science learning
include science centers to visit (museums, nature centers, interactive science centers, aquaria, gardens
and zoos), places to explore that are unique to the local school (a nearby creek, pond, city street or
business),people inthe community,ormaterialsthatcanbe borrowedorpurchased.
MANMADERESOURCES
MATHEMATICS LIBRARY

9. The Mathematics Research Library provides research help and access to materials
in Applied Mathematics, Mathematics, and Statistics. The Mathematics & Statistics (Math-Stat)
Library primarily supports the research and teaching missions of the Departments of
Mathematics and Statistics as well as the interdisciplinary graduate program in
Financial Mathematics. Monographs and journals, both print and online, are acquired
in support of these departments and their associated laboratories. Math-Stat is
partially wheelchair accessible. Persons with limited mobility should contact the library
before visiting, as staff assistance may be required to enter the building. Staff can
assist with retrieving items from the mezzanine.
MATHEMATICS LOBORATORY
The mathematics laboratory is a place where anybody can experiment
and explore patterns and ideas. It is a place where one can find a collection of games, puzzles,
and other teaching and learning material. The materials are meant to be used both by the
students on their own and with their teacher to explore the world of mathematics, to discover, to
learn and to develop an interest in mathematics. The activities create interest among students
or in anybody who wants to explore, and test some of their ideas, beliefs about mathematics.
The activities in the maths lab should be appealing to a wide range of people, of different ages
and varying mathematical proficiency. While the initial appeal is broad-based, the level of

10. engagement of different individuals may vary. The maths lab activities listed here have been
done with students and teachers of different grade levels. The activities are intended to give
children an experience of doing mathematics and not merely for the purpose of demonstration
.The maths lab provides an opportunity for the students to discover mathematics through doing.
Many of the activities present a problem or a challenge, with the possibility of generating further
challenges and problems. The activities help students to visualize, manipulate and reason. They
provide opportunity to make conjectures and test them, and to generalize observed patterns.
They create a context for students to attempt to prove their conjectures.It is important to note
that while in science experiments provide evidence for hypotheses or theories, this is not so in
mathematics. Observed patterns can only suggest mathematical hypotheses and conjectures,
not provide evidence to support them. (Sometimes, they may help to disprove a conjecture
through a counter-example.) Mathematical truths are accepted only on the basis of proofs, and
not through experiment. Mathematics laboratory is a place to enjoy mathematics through
informal exploration. It is a place where anyone can generate problems and struggle to get a
answer. It is a space to explore and design new mathematical activities. So, the maths lab
should not be used to assess students’ knowledge of mathematics. Often mathematics lab
takes students knowledge beyond the curriculum .Mathematics laboratory is a self-explanatory
lab with activities, in which students could come anytime (free to them) and engage in the work,
continue working on the problems/tasks, and use teachers as and when they are stuck. In this
way, the role of the teacher is not to teach how to progress in the activity but to facilitate inquiry
with the mathematics in it. The facilitation could be done either by probing questions, giving an
extra resource or asking to follow or discuss with peers.
MATHEMATICS CLUB
“The club represents freedom of expression where as the classroom represents conformity and
repression” –M .C. Kown
The meeting place where a number of persons meet to discuss
something or to study some problems is known as club and where students of mathematics sit
and discuss together is called mathematics club. Mathematics club plays an important role in
motivating the students to learn mathematics with interest and involvement. Sometimes
mathematics teaching in classroom becomes so monotonous that the students become restless
and get easily distracted. Mathematics club provides excellent opportunities for students to
break away from the monotony of a rigid and structured classroom environment .Though the
learning that takes place in a mathematics club is informal in nature, it is meaningful as the
stress is on practical applications .In the mathematics club the student chooses activities on his
own ,and pursues them in a free and relaxed manner contrary to the atmosphere prevailing in a
classroom . Club provides a lot of freedom of expression for the students and it supplements
classroom learning. The mathematics club will creates among the students an idea of the

11. practical utility of mathematics in addition to creating their interest in mathematics . Also a
number of interesting programmes can be organized under the auspices of a mathematics club.
Informalmanmade resources
.The mathematics exhibitions and fair are informal manmade
resources. A good exhibition should be fun, entertaining and meaningful yet still provide a
strong learning environment. In addition, a mathematics exhibition should showcase art and
artifacts in an organized and cohesive manner that helps invoke an important message. The
design of the exhibition should draw the audience into that learning environment by being
stunning, spectacular and/or unexpected in its own way. A number of different types of
presentations, displays and stations may need to be employed, since audiences learn and enjoy
in many different ways. Most importantly, an exhibition is a piece of art created by one or more
persons to convey feelings and emotions. To assist the audience, every good exhibition needs
an overall statement that is both descriptive and insightful as well as individual art and artifact
labels.
CONCLUSION
Learning resources centers are the correct way to activate school
library and to amalgamate it into educational procedure as well as it is a part from it, but not
among subsidiary utilities. One of the biggest problems that still face school libraries is that
school libraries still playing general cultural role lead to isolate them away from educational
process. So they became a place to cover waiting lessons and an escape for every lazy teacher,
who does not desire to carry out lessons, whereas learning resources centers project has put
the center among educational process through its support by necessary technical and librarian
equipments needed for teachers educational tasks performance within modem method, and
supported these centers with supporting for curriculum educational resources, suitable for age
types existing there, so center became a necessary place where teachers run to, to help them
to implement their tasks and achieve their educational aims.
REFERENCES
www.adec.ac.ae
www.sedl.org
en.wikipedia.org