The document summarizes Robert Gagné's theory of instruction, which identifies five categories of learning outcomes - verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. It describes three main types of learning - verbal information, intellectual skills, and cognitive strategies. For each type, it outlines critical learning conditions that must be met in order to achieve the learning outcome. The theory aims to break down the learning process into clear steps or building blocks.

1. fâj« f‰Ã¤jš,
fâj« f‰wèš
cséaš

2. fâj¡ fšé
cséaš
Kiw rh®ªj f‰wš
nfh£ghL
Ïiz¥ò¡
f‰wš nfh£ghL
fs¡ f‰wš
nfh£ghL
brašghL rh®ªj
f‰wš nfh£ghL
Ãahn#
ò%z®
btë¥ghL rh®ªj
f‰wš nfh£ghL
fh¡nd
mRgš
m¿Î rh®ªj f‰wš
nfh£ghL

3. Ïiz¥ò¡ f‰wš nfh£ghL:
xU ö©lš, xU Jy§fš têahf f‰wè‹ btëel¤ij
khWgL»wJ.
ÏJ xUtifahd Ïiz¥ò¡ nfh£ghL
nk‹ik¥gL¤Jjš, tYñ£lš brŒjš
ÏJ xU Ïiz¥ò¢ r§»è
khztUila btëel¤ijahdJ btëænyna ÏU¡F«
fh£Áfis gh®¤J mj‹ _ynk fU¤ij¡ f‰W¡bfhŸ»wh‹.
Kiwrh®ªj f‰wš nfh£ghL

4. fs¡f‰wš nfh£ghL:
Ïa‰if rh®ªj Nœãiyænyna Ϫj f‰wš ÏU¡f
nt©L«.
fs¡f‰wš nfh£ghL
btë¡fh£Á¡
f‰wš
c£fh£Á¡
f‰wš

5. f‰wš mDgtkhdJ brašghLfë‹ _y« btë¥gL»wJ.
f‰wš mDgt« mo¥gil¤ Âw‹fŸ _y« btë¥gLjš
Âw‹fis rh®ªj mDgt«
É‹ Ãahn# k‰W« ò%z® ngh‹w cséaš m¿P®fŸ
FHªijfë‹ brašghL rh®ªj f‰wš nfh£ghLfis
étç¡»‹wd®.
brašghL rh®ªj f‰wš nfh£ghL

6. FHªijfŸ cyf¤ij¥ g‰¿ m¿ªJ bfhŸtj‰F
m¿Î k‰W« brašKiwfŸ rh¤Âakh»‹wd.
v©z‰w c‰Wneh¡»èUªJ FHªijfë‹
ntWt£l taš V‰gL»‹w m¿Î ts®¢Á ãiyfis¡
eh‹F ãiyfëš Ãahn# étç¡»‹wh®.
m¿Î¤Âw‹ ts®¢Á goãiyfŸ :
òy‹ Ïa¡fãiy (0 – 2 taJ tiu)
bray¡F K‰g£l ãiy (2 – 7 taJ tiu)
òyÜlhd braš ãiy (7 – 11 taJ tiu)
fU¤Âaš ãiy (11¡F nkš)
Ãahn#æ‹ m¿Î ts®¢Á¡ nfh£ghL

7. FHªijæ‹ m¿Î¤Âw‹ ts®¢Á òy‹ cW¥òfŸ → m¿é‹
thæšfŸ
Nœãiyæ‹ _ykhf¡ f‰wš
clš Ïa¡f brašghLfŸ _ykhf m¿Î ts®¢Á V‰gL»wJ.
FHªijahdJ Ka‹W jt¿¡ f‰W¡ bfhŸ»wJ.
Ãwªj FHªij 4 khj« tiu gh®¤jš, N¥òjš, bgWjš ngh‹w
brašfëš <LgL»wJ.
òy‹ Ïa¡f ãiy ( 0 – 2 taJ tiu)

8. m¿é‹ ts®¢Á¡F cfªj ãiy
FHªijfS¡F òy‹ ö©lš Mu«gkhF«
Kªija mDgt¤ij ÂU«g¡ TW«
bkhê cz®Î Mu«gkhF«, bkhêiaÍ« XusÎ ga‹gL¤j¤ Jt§F»wJ
cæu‰w bghU£fis cæUŸs bghU£fshf ghé¤jš
FHªijæl« Áªjid ts®ªÂUªjhY«, mš be»œÎ¤ j‹ik ÏU¡fhJ.
milahs§fŸ, F¿ Ït‰iw¥ òçªJ bfhŸS« ãiy
fz¡»š gU¥bghUŸfis tçir¥gL¤j bjçahJ. bjhl®òfis m¿ªJ
bfhŸs ÏayhJ
v®¢ braiy m¿ªJ bfhŸS« Âw‹ bgw KoahJ
msitfŸ, m©lbtë (space) g‰¿a fâj¡ fU¤Jfis V‰W¡ bfhŸs
ÏayhJ.
bray¡F K‰g£l ãiy (2 – 7 taJ tiu)

9. Ϫj¥ gUtkhdJ fâj¡ fU¤J ts®¢Á¡nf‰w gUt«
Ϫãiy fU¤Jfis bgw¡Toa ãiy
bghUŸfis tif¥gL¤Jjš, x‰Wik nt‰Wikfis cz®jš
xU fU¤ij¥ g‰¿ gy g©òfëš és¡Fjš, tçir¥gL¤Jjš
v.fh.: F¢ÁfŸ, gªJfŸ Ït‰¿‹ Ús«, jo¥ò mšyJ VjhtbjhU mo¥gilæš
tçirahf mik¤jš.
fâj brašfë‹ v®¥gaid m¿jš ãiy
fâj fU¤Jfis x¥Ã£L¥ gh®¤jš k‰W« ntWgL¤Â¥ gh®¤jš
xU fU¤ij K‹D«Ã‹Dkhf òy¥gL¤Â gh®¤jš
fâj fU¤Jfë‹ khwh¤ j‹ikia òçªJ bfhŸSjš
v.fh.: 4 + 3 = 7 v‹whY« 3 + 4 = 7 rk«. mj‹ kÂ¥ò khwhJ v‹gij òçªJ
bfhŸ»wh®fŸ.
òyÜlhd brašãiy (7 – 11 taJ tiu)

10. FHªijahdJ Ϫãiyæš FkugU¤Âš mobaL¤J it¡»wJ
fU¤Âaš Áªjid cUthF«
gH¡f¥g£l fU¤JfŸ, nfh£ghLfis c©ik Nœãiyæš
bghU¤Â gh®¤jš
v.fh.: mséLjš, v©â¡if
tU§fhy¤Â‰F njitahd òÂa njitfis Rakhfnt
cUth¡Fjš
Rakhfnt xU bghJéÂia cUth¡Fjš
Rakhfnt fâj fU¤Jfis Ô®¡f KaYjš
fU¤Âaš ãiy (11 ta‰F nkš)

11. braš ika« _ykhf f‰W¡ bfhŸSjš
khzt® ika¡ fiy¤Â£l«
òy‹ cW¥òfŸ _ykhf brŒJ f‰W¡ bfhŸSjš
ghÁfŸ, F¢ÁfŸ _y« x‹WfŸ, g¤JfŸ, üWfŸ v‹w ÏlkÂ¥Ãid
v©âaèš f‰W¡ bfhŸ»wh®fŸ.
bghJéÂia cz®jY«, cUth¡FjY«
xG¡f ts®¢Á, m¿Î ts®¢Á, ga‹gh£L ts®¢Á, r_f ts®¢Á
M»ait cUth»wJ.
Âw‹fŸ cUthF« ãiy
Ãu¢ridia Ô®¡f¡Toa Âw‹fŸ tsU«
òJikia¡ f©LÃo¤jš
Rakhf¡ f‰wš
c©ikahd f‰wš
bkhê¡ f‰wš
ghlÏiz k‰W« Jiz brašfŸ _ykhf C¡Fé¤jš.
fšé¤ jh¡f§fŸ:

12. b#nuh« v°.òUz® jdJ “THE PROCESS OF
EDUCATION” v‹w üèš f‰wš
nfh£gh£oid vL¤Jiu¡»‹wh®.
FHªijæ‹ bjhl¡fãiy mDgt¡f‰wyhdJ
fh£Á ãiyæ‹ _y« jh‹ bjhl§f»wJ
v‹»wh®.
Ãahn#, ò%z® ÏUtU« m¿é‹ ts®¢Áia¥
g‰¿na TW»wh®fŸ.
ò%zç‹ fU¤J¥go kåj _isahdJ _‹W
ãiyfëš m¿Î ts®¢Áia bgW»wJ.
ò%zç‹ m¿Î ts®¢Á¡ nfh£ghL

13. ò%zç‹ m¿Î ts®¢Á¡ nfh£ghL
brašrh®ªj m¿jš ãiy)
cUt« rh®ªj m¿jš ãiy (3 - 7taJ)
F¿pL rh®ªj m¿jš ãiy
0-3 taJ
7taJ¡F
nkš
3-7 taJ

14. m¿é‹ ts®¢Áæny brašgLãiy v‹gJ Kjšãiy
MF«.
bghUŸfis bjh£L cz®ªJ f‰W¡ bfhŸS« ãiy.
òy‹ Ïa¡f ãiy Mu«gkh»wJ.
braš rh®ªj m¿jš ãiy (0-3 taJ)

15. bghUë‹ brašgL¤j‹ikia cUtf¥gL¤Â TWjš.
f‰gid¤Âw‹ cUthF«.
kd¤Âiuæš bfh©LtªJ f‰F« ãiy.
gl« mšyJ ëg« mšyJ rhaš _ykhf f‰wš.
v.fh.
gl¤Âš cŸs bghU£fis gh®¤J, mj‹ v©â¡ifia
vGj¢ brŒayh«.
eh£r¤Âu«
gªJfŸ
ó¡fŸ
cUt« rh®ªj m¿jš ãiy (3-7 taJ)

16. fhuz« m¿jš, Áªjid Âw‹ ts®»wJ.
bghJika¡ fU¤J cUthF« ãiy.
kdš njh‹Wtij F¿plhf, bkhêahf btë¥gL¤J« ãiy.
E©z¿Î ts®¢Á ntfkhf brašgL«.
F¿pL rh®ªj m¿jš ãiy ( 7 taJ¡F nkš)

17. btë¡bfhzu¡Toa Âw‹fis mo¥gilahf¡
bfh©lJ
f‰wyhdJ m¿Î rh®ªj Âw‹ mo¥gilæš ÏU¡f
nt©L«.
fh¡nd k‰W« mRgš ngh‹w m¿P®fë‹
nfh£ghLfshdJ btë¥ghL rh®ªj f‰wš nfh£ghLfŸ
MF«.
btë¥ghL rh®ªj f‰wš nfh£ghL

18. Robert M. Gagné
1916-2002

19. ÏJ btë¥ghL rh®ªj f‰wš
nfh£ghL MF«. bt‰¿ia ju¡
Toajhf ÏU¡F«
Ï¡f‰wš nfh£ghlhdJ f‰wè‹
btëel¤ijia m¿ÎW¤J»wJ.
Ïuhg®£ fh¡ndæ‹ f‰wš
nfh£ghLf¿š _‹W goãiyfŸ
cŸsd.
fh¡nd – v©tif¡ f‰wš

20. f‰wè‹ btëel¤ij (Categories)
jftš bkhê mikÎ (Verbal Information)
E©z¿Î¤ Âw‹fŸ (Intellectual Skills)
m¿Îrh®ªj £l§fŸ (Cognitive Strategie)
clš Ïa¡f¤Âw‹fŸ (Motor Skills)
eh£l« (Attitudes)
v©tif¡ f‰wš
f‰Ã¤jš mik¥ò
Ïuhg®£ fh¡nd 3 goãiyfŸ

21. Verbal
 Stating previously learned materials such as facts,
concepts, principles, and procedures
 Critical Learning Conditions
 Draw attention to distinctive features by variations in print
or speech.
 Present information so that it can be made into chunks.
 Provide a meaningful context for effective encoding of
information.
 Provide cues for effective recall and generalization of
information.

22. Intellectual Skills
 Discriminations: Distinguishing objects, features, or symbols, e.g.,
hearing different pitches played on a musical instrument
 Concrete Concepts: Identifying classes of concrete objects, features,
or events, e.g., picking out all the green M&Ms from the candy jar
 Defined Concepts: classifying new examples of events or ideas by
their definition, e.g., noting "she sells sea shells" as alliteration
 Rules: Applying a single relationship to solve a class of problems, e.g.,
calculating the earned run averages (ERA) of the Atlanta Braves
 Higher Order Rules: Applying a new combination of rules to solve a
complex problem, e.g., generating a balanced budget for a state
organization

23. Intellectual Skills (cont.)
 Critical Learning Conditions
 Call attention to distinctive features.
 Stay within the limits of working memory.
 Stimulate the recall of previously learned component
skills.
 Present verbal cues to the ordering or combination of
component skills.
 Schedule occasions for practice and spaced review.
 Use a variety of contexts to promote transfer.

24. Cognitive Strategies
 Employing personal ways to guide learning,
thinking, acting, and feeling
 Critical Learning Conditions
 Describe or demonstrate the strategy.
 Provide a variety of occasions for practice using
the strategy.
 Provide informative feedback as to the creativity
or originality of the strategy or outcome.

25. Attitude
 Choosing personal actions based on internal states of
understanding and feeling
 Critical Learning Conditions
 Establish an expectancy of success associated with the
desired attitude.
 Assure student identification with an admired human
model.
 Arrange for communication or demonstration of choice of
personal action.
 Give feedback for successful performance; or allow
observation of feedback in the human model.

26. Motor Skills
 Executing performances involving the use
muscles
 Critical Learning Conditions
 Present verbal or other guidance to cue the
executive subroutine.
 Arrange repeated practice.
 Furnish immediate feedback as to the accuracy of
performance.
 Encourage the use of mental practice.

27. bghJ éÂfis¡ f‰wš (Rule Learning)
ö©lš Jyfš bjhl®òfis¡ f‰wš (Stimulus Learning response)
K‹ò f‰wt‰iw Ïiz¤J òÂa f‰wiy cUth¡FtJ (Chaining)
Ãç¤Jz®ªJ f‰wš (Discrimination Learning)
bghJ¡ fU¤Jfis¡ f‰wš (Concept Learning)
Á¡fš Ô®¤jš (Problem Solving)
brh‰fis¤ bjhl®ò gL¤Jjš (Verbal Association)
irif¡F¿fë‹ bghUSz®jš (Signal Learning)
v©tif¡ f‰wš

28. MÂfhy kåj‹ j« v©z§fis btë¥gL¤j
iriffisÍ«, F¿fisÍnk ga‹gL¤Âdh‹.
FHªijfël« irif fh£L«nghJ mt®fŸ mjid¥òçªJ
bfh©L brašgLtij¡ fhzyh«
Funyhir vG¥òjš, iffhš cš mirÎfŸ _ykhf
iriffis btë¥gL¤J»nwh«
v.fh:
fâj¤Âš 1, 2, 3, . . . . 9, 10 v‹W v©Qtj‰F«,
iriffis ga‹gL¤J»nwh«
ÏJ äf vëa Kiw f‰wš MF«.
irif¡F¿fë‹ bghUSz®jš:

29. ö©lš – Jy§fšfS¡F Ïilna _‹W tiffëš bjhl®ò
V‰gL»wJ.
 j£L¤ jLkh¿¡ f‰wš (jh®©il¡) (Operant conditioning)
 M¡fãiyÍW¤jš (°»‹d®) (Classical conditioning)
 c£fh£Á _y« f‰wš (nfhy®) (Insight Learning)
J©lš – Jy§fš bjhl®òfis¡ f‰wš

30. ÏJΫ M k¡fŸ mšyJ FHªijfŸ ifahS« ãiy.
v.fh.
thŒghL r‰F« nghJ 7 x 6 v‹d v‹W nf£F« nghJ
FHªijfŸ gy éilfis¡ T¿ Ë rçahd éilia¡
TWt®
VjhtJ xU rk‹gh£il Ô®¤jš (vªjbthU étu¤ijÍ«
më¡fhkš Ô®¤jš)
j£L¤ jLkh¿¡ f‰wš

31. vëikæèUªJ fod¤Â‰F bršYjš
v.fh
jåt£o fz¡»Ljš
mrš P = %.100, t£oÅj« r = 1% fhy« n = 1 tUl«
Pnr 100 x 1 x 1
I = I = = 1%
100 100
M¡fãiyæW¤jš
Ïš f‰wš cldoahf ãfœ»wJ. xU
Ãu¢rid¡fhd ԮΠÂObud kdš njh‹Wtnj c£fh£Á vd¥gL«.
v.fh:
éLfijfŸ, ò® ngh‹witfS¡F ԮΠfhQjš
c£fh£Á _y« f‰wš

32. K‹ò f‰wt‰iw Ïiz¤J òÂa f‰wiy
cUth¡Fjš
Kªija mDgt¤Jl‹ bjhl®òilaJ
xU nfŸé¡F gy gšfŸ TWtJ mjhtJ xU ö©lš –
gy Jy§fiy btë¥gL¤Jjš
v.Fh
T£lè‹ RU¡fnk bgU¡fš
2 + 2 + 2 + 2 + 2 = 10 = 5 x 2 = 10 ( 5 jlit 2)

33. Ïiz¥ò¡f‰wèš ÏUªJ f‰W¡bfhŸSjš
gy ö©lš Jy§fš ãiyæèUªJ f‰W¡ bfhŸSjš
th®¤ijfis tif¥gL¤Jjš
v.fh:
 xUgo, ÏUgo msÅLfS¡F cŸs ntWghL
 fdmsÎ – gu¥gsÎ ntWghL
brh‰fis¤ bjhl®ògL¤Jjš
S R s R
Object Observation Internal representation Verbal representation

34. Ãç¤Jz®ªJ f‰wš
Ïu©L mšyJ mj‰F nkyhd fâj
fU¤JfS¡»ilna cŸs ntWgh£oid bjçªJ
bfhŸtJ.
v.fh:
rJu« , br›tf« - ntWghL

35. nkny cŸs IªJ ãiyfisÍ« cŸsl¡»aJ
xU bghUis g‰¿a gy j‹ikfis bjçªJ bfhŸSjš
v.fh: eh‰fu¡ FL«g«
rJu« br›tf«
eh‰fu«
rhŒrJu«
bghJ¡ fU¤Jfis¡ f‰wš
Ïizfu«

36. bghJéÂfis¡ f‰wš
bghJik¡ fU¤Jfis Ïiz¤J éÂfë‹ bjhl®òfis
V‰gL¤jyh«. xU éÂæèUªJ Ï‹bdhU éÂia¡ f‰W¡
bfhŸSjš.
v.fh:
2-tJ thŒ¥gh£o‹ _y« 4-tJ thŒ¥gh£il f‰Ã¤jš

37. v©tifk f‰wèny äf ca®ªj ãiy
xU Ô®é‹ j‹ikia g‰¿, bghUë‹ j‹ikia¥ g‰¿
gF¤jY«, bjhF¤jY« MF«
òÂad f©l¿jš, òJikfis tunt‰wš.
v.fh:
nj‰w¤Â‰F ԮΠfhQjš
Á¡fš Ô®¤jš

38. E©z¿Î Âw‹fis rh®ªJjh‹ ÏjDila
f‰wšnfh£ghL mikÍ«.
nfh£gh£o‹ mo¥gilæšjh‹ f‰Ã¤jš E£g¤ij
cUth¡Fjš
Ïš 9 ãfœÎfŸ cŸsd. mit
ftd« <®¤jš
bghUis milahs« fhQjš (F¿¡nfhŸ)
K‹ m¿it bfh©L tUjš
ö©liy ãiyãW¤jš
f‰wY¡F têfh£Ljš
jFÂah¡Fjš
Ë}£l« më¤jš
jFÂis kÂ¥ÃLjš
f‰wiy ãW¤jš k‰W« kh‰Wjš
f‰Ã¤jš mik¥ò mšyJ E£g«:

40. The Phases of Learning
 Gagné described learning as a series of 8 phases that
the learner goes through but is unaware of (Gagné,
1974)
 Motivation Phase – Expectancy
 Apprehending Phase – Attention Selective Perception
 Acquisition Phase – Coding: Storage Entry
 Retention Phase – Memory Storage
 Recall Phase – Retrieval
 Generalization Phase – Transfer
 Performance Phase – Responding
 Feedback Phase -- Reinforcement

41. What is learning?
 Gagné believed that an external observer could recognize learning by
noting behavioral changes that remains persistent over time (Gagné,
1974)
 He also stated that maturation is not learning because the individual does
not receive stimulation from the outside environment (Gagné, 1974).
 Learning has two parts, one that is external to the learner and one that is
internal (Gagné, Briggs, & Wager, 1992)

42. Learning and the Teacher
 Gagné felt that the teacher’s job was to provide instruction
(Gagné, 1974).
 Gagné defined instruction as “the set of events designed to
initiate, activate, and support learning in the human learner.”
(Gagné, 1974)
 The teacher had three primary functions:
 Designer
 Manager
 Evaluator

43. mªj khztDila f‰wš m¿éaš ÏUªJ f‰wš – f‰Ã¤jš
Nœãiyia cUth¡fyh«.
fh£Á¥ bghUŸfŸ _y« f‰Ã¤jš – bjhl¡f¥ gŸë
khÂç _y« f‰Ã¤jš – Ïilãiy¥ gŸë
vëa ãiyæèUªJ fod ãiy¡F¢ bršYjš
Á¡fyhd Ãu¢ridia vëikahf¤ Ô®¤jš
xU j‹ikæèUªJ k‰bwhU j‹ikia Ãç¤Jz®ªJ f‰wš
bghJ éÂia f©Lz®jš
f‰wš f‰Ã¤jš neh¡f§fis tiuaW¤J¡ bfhŸSjš
fšé¤ jh¡f§fŸ:

44. mRgš – fšé¡nfh£ghL
nlé£ mRbgšè‹ f‰wš nfh£ghlhdJ khzt® ghl¤ÂYŸs
fU¤J¡fis v›thW f‰»wh®? v‹gJ g‰¿ étç¤jš
khzt® étç¤J¡ f‰wš Kiwæš Áw¥ghf¡ f‰f KoÍ«.
brhšy¥ nghtij¢ brhšYjš, Ëd® mij¢ brhšYjš,
mj‹ Ëd® brhšèat‰iw¢ brhšYjš étç¤J¡
f‰Ã¤jš vd¥gL«.
étç¤J¡ f‰wiy gaDilajh¡Fjš
Kiwahd f£lik¥ò
ghlK‹dik¥òfŸ

45. Áw¥òfŸ:
f‰wš, f‰Ã¤jš, fiy¤Â£l« xU§»iz¥ò
KGj¿ªJ f‰wš
éçÎiu Kiw, gŸë¥ ghlüš jahç¥Ãš ga‹ghL
MÁçaU¡F têfh£Ljš
ghl K‹dik¥òfis¡ f‰Ã¤jš
étç¤J¡ f‰wèš cŸs FiwghLfŸ
bghUŸ òçahkš ghl¤ij kdd« brŒa¤ ö©Ljš
m¿Î kªj¤ij ts®¤jš
f‰wt‰iw bghUs‰wjhf¢ brŒjš
f‰w ghl¥bghUis éiuéš kw¡f VJth»wJ.

46. ghl« bjhl§F« K‹, ghl K‹dik¥òfis¡ f‰Ã¤jš
f‰f¥nghF« òÂa fU¤J, f‰wš F¿¡nfhis R£o¡fh£lš
bjhl®ògL¤Â¡ f‰Ã¤jš
khzt®fë‹ f‰wš milit nrh¤J, mL¤j gF¡F¢
bršYjš
bjhF¤J Ïiz¤J x‹WgL¤Â¡ TWjš
x¥gil¥òfŸ tH§Fjš
fšé¤ jh¡f§fŸ:

47. Ánk£o¡ f‰wš
ç¢r®£ °bl«¥
E©z¿Î
cŸsh®ªj braš Âw‹
ÃuÂgè¥ò
brašghL
m¿Î¥ bg£lf«
òy‹fh£Á, clš Ïa¡f fh£Á _y« btë¥gL¤jš
giHa – òÂa mDgt m¿Î Ïiz¥ò
°»kh
m¿Î rh®ªj f‰wš nfh£ghLfŸ

48. ÃuÂgè¥ò :
f‰gij, f‰W¡bfh©lij btë¥gL¤Jjš
fâj fU¤Jfis f‰W¡ bfhŸs¥gL« nghJ btë¡bfhzU«
nghJ ÃuÂgè¥ò j‹ik btë¥gL»wJ.
cŸsh®ªj brašÂw‹ :
Áªjidia¢ rh®ªjJ
fh£Á têahd Áªjid – gF¤jš têahd Áªjid
Ïit x‹Wl‹ x‹W bjhl®òilaJ

49. nk‰gh®it üšfŸ:
1. fâå f‰Ã¤jš jhŸ – 1
gh. måjh, uh. gh®¤Âg‹, $, »UZzh g¥ënfõ‹° br‹id
2. fâj« f‰Ã¤jš
lh¡l®. îah uh« nj› éndh¤ ò°j¡ kªÂ®, M¡uh – 2 (2005)
3. Teaching of Mathematics
Dr. A.K. Kulshnestha Published by Vinay Rakheja
4. Teaching of Mathematics
Dr. Anice James Neelkamal Publications Reprint – 2011