Writing Specific Objectives in Mathematics ppt
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This presentation will help understand how to frame specific objectives for teaching any subject in general and Mathematics in particular under cognitive, affective and psychomotor domain.
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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.
Recreational activities
1) The document discusses using recreational activities like games, puzzles, riddles and quizzes to make learning mathematics more interesting and develop important skills in students.
2) These activities can help students understand concepts, develop skills, and learn vocabulary while building enthusiasm and self-confidence. They also encourage logical thinking and develop positive attitudes towards math.
3) Specific recreational activities discussed include mathematical games, puzzles, riddles and quiz bees, along with examples of each. The benefits of these activities are outlined as helping students with concept development, problem solving skills, and forming positive memories of math learning.
Aims and objectives of Mathematics.
This document outlines the aims, objectives, and scope of teaching mathematics. It discusses the differences between aims, which are general long-term goals, versus objectives, which are specific and measurable. The document then lists several general aims of teaching mathematics, such as developing logical reasoning and problem solving skills. It also provides examples of objectives at different educational stages, from primary to secondary. Finally, the document discusses the wide scope and career applications of mathematics, such as actuary, teacher, engineer, and more.
Methods of teaching mathematics
The document discusses different teaching methods for mathematics. It begins by defining the term "method" and explaining that a teaching method is the process of interpreting knowledge for students. It then describes several principles of learning that methods should follow, such as being simple, known, and concrete. The document contrasts child-centered methods, which are based on students' needs and interests, from teacher-centered methods where the teacher occupies the central role. Specific methods discussed for teaching mathematics include the lecture, demonstration, heuristic, and problem-solving methods. The heuristic method is explained as encouraging students to work like researchers to solve problems.
Analytico - synthetic method of teaching mathematics
analytic method is a method of discovery,logical,develops thinking and reasoning abilities of students.
synthetic method is a method of elegant presentation.
one should begin with analytic method and proceed with deduction.
Pedagogical analysis in teaching mathematics
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INDUCTIVE-DEDUCTIVE METHOD OF TEACHING MATHEMATICS
Inductive method:a psychological method of developing formulas and principles
Deductive method:A speedy method of deduction and application.
best method is to develop formuias and then apply in examples therefore -inducto -deductive method
Meaning, Nature and Structure of Mathematics- Mathematics pedagogy
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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.
Recreational activities
1) The document discusses using recreational activities like games, puzzles, riddles and quizzes to make learning mathematics more interesting and develop important skills in students.
2) These activities can help students understand concepts, develop skills, and learn vocabulary while building enthusiasm and self-confidence. They also encourage logical thinking and develop positive attitudes towards math.
3) Specific recreational activities discussed include mathematical games, puzzles, riddles and quiz bees, along with examples of each. The benefits of these activities are outlined as helping students with concept development, problem solving skills, and forming positive memories of math learning.
Aims and objectives of Mathematics.
This document outlines the aims, objectives, and scope of teaching mathematics. It discusses the differences between aims, which are general long-term goals, versus objectives, which are specific and measurable. The document then lists several general aims of teaching mathematics, such as developing logical reasoning and problem solving skills. It also provides examples of objectives at different educational stages, from primary to secondary. Finally, the document discusses the wide scope and career applications of mathematics, such as actuary, teacher, engineer, and more.
Methods of teaching mathematics
The document discusses different teaching methods for mathematics. It begins by defining the term "method" and explaining that a teaching method is the process of interpreting knowledge for students. It then describes several principles of learning that methods should follow, such as being simple, known, and concrete. The document contrasts child-centered methods, which are based on students' needs and interests, from teacher-centered methods where the teacher occupies the central role. Specific methods discussed for teaching mathematics include the lecture, demonstration, heuristic, and problem-solving methods. The heuristic method is explained as encouraging students to work like researchers to solve problems.
Analytico - synthetic method of teaching mathematics
analytic method is a method of discovery,logical,develops thinking and reasoning abilities of students.
synthetic method is a method of elegant presentation.
one should begin with analytic method and proceed with deduction.
Pedagogical analysis in teaching mathematics
This presentation helps the learners to develop an understanding of the concept of Pedagogical analysis and its process. It is specifically for B.Ed students.
INDUCTIVE-DEDUCTIVE METHOD OF TEACHING MATHEMATICS
Inductive method:a psychological method of developing formulas and principles
Deductive method:A speedy method of deduction and application.
best method is to develop formuias and then apply in examples therefore -inducto -deductive method
Meaning, Nature and Structure of Mathematics- Mathematics pedagogy
It includes etymology, definition, meaning, Nature, terminology,symbol and Structures of mathematics.
Aim & objective of teaching mathematics
The document discusses the aims and objectives of teaching mathematics. It states that mathematics encourages logical thinking and helps students discriminate between essential and non-essential information. The significance of teaching mathematics is that it develops the ability to apply mathematical concepts to daily life situations and inculcates self-reliance. The aims are categorized as practical, social, disciplinary and cultural. Objectives are directed towards achieving these aims and are specific, precise and observable goals. Bloom's taxonomy is discussed as a framework for classifying educational objectives into cognitive, affective and psychomotor domains. The revised Bloom's taxonomy changes some terms to verb forms and reorganizes categories. It also identifies different types and levels of knowledge.
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.
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.
Math laboratory
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.
Proffessional qualities and competencies of mathematics teacher
The document discusses the qualities of effective teachers. Effective teachers have expertise in their subject matter but also the ability to interact with people and help students understand new perspectives. Good teachers are prepared, set clear expectations, have a positive attitude, are patient, and regularly assess their teaching. They adjust their teaching strategies to fit different students and learning styles, and serve as role models who motivate students through their enthusiasm and commitment.
Mathematics club
The document discusses the importance and organization of mathematics clubs in schools, noting that they help develop students' interest and skills in mathematics through informal, recreational activities outside the classroom. Mathematics clubs aim to supplement classroom learning and foster creativity, problem-solving, and independent thinking through activities like competitions, lectures, celebrating mathematicians, organizing libraries and exhibitions. Proper organization of mathematics clubs includes drafting a constitution, appointing executive members like a chairman and secretary, and involving teachers and students.
Qualities and role of a mathematics teacher
A mathematics teacher must have several key qualities to be effective. They must have a strong interest and positive attitude towards mathematics to fully understand the subject matter. They must also understand individual differences in students and how to identify where students are struggling. An effective math teacher presents the material in a clear and skillful manner, inspires students to practice, and motivates them to engage in problem solving and mathematical discourse. Professional development programs help mathematics teachers stay updated on the latest research and teaching models to improve their instructional skills and better address the needs of their students.
Objectives of Mathematics Curriculum & Curricular choices at different stages...
Objectives of Mathematics Curriculum & Curricular choices at different stages...Dr.Jaganmohana Rao Gurugubelli
As per the Individual Differences and levels of understanding, curriculum should be changed from one stage to another stage.Mathematics laboratory
The document discusses the purpose and benefits of a mathematics laboratory. It provides opportunities for students to understand concepts through hands-on activities using various materials. This allows students to learn, explore, and verify mathematical facts and theorems in an engaging manner. The laboratory also helps students build interest in math and see how concepts apply to real life. It encourages independent learning and thinking through discussion and experimentation.
Mathematical creativity
The document discusses mathematical creativity and ways to stimulate it. Mathematical creativity is defined as producing unusual and insightful solutions to problems irrespective of complexity. Characteristics of creativity include developing original ideas and having the freedom and willingness to change. To stimulate mathematical creativity, teachers should receive training in creative teaching skills and continuously improve. A creative environment can be developed through well-equipped classrooms, open discussion of problems, and adequate time and resources to explore new issues. Various teaching methods beyond lectures can also be used, such as debates and group projects, to develop creative self-study habits among students.
Maths Co-curricular Activities : Mathematics Laboratory
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.
Mathematics library
The document discusses the importance and functions of a mathematics library. It states that a mathematics library is an important source for acquiring mathematical knowledge and skills through promoting self-study habits. It provides access to a variety of books and materials that can help students develop problem-solving abilities. A well-stocked mathematics library can help supplement classroom teaching by filling gaps in knowledge and clarifying doubts. It should contain different categories of books and materials organized systematically to best serve students and teachers.
Activity based approach of learning mathematics-Thiyagu
A Mathematics Teacher has a variety of methods and techniques available for use in teaching mathematics. The selection of suitable method depends upon the objectives of the lesson, needs of the learner and the nature of the content. Some methods are more appropriate for individualised instruction. In Active learning methodologies, that shifts the focus of the classroom from teaching to learning to and from the teacher to the learner. Often, teaching and learning are linked logically in the teachers mind. The two processes are not linearly linked. Good teaching does not automatically lead to good learning. This is evidenced by the fact of un- interested, disengaged children in classrooms. The learner based curriculum places the child’s engagement with his/her learning at the centre and sees the teacher as a facilitator in the process.
Activity based learning focuses use of these sense organs and learning should be based on doing some hands-on experiments and activities. The idea of activity-based learning is rooted in the common notion that children are active learners rather than passive recipients of information. If child is provided the opportunity to explore his/her own and provided an optimum learning environment then the learning becomes joyful and long-lasting. The key feature of the activity approach is that it uses child-friendly educational aids to foster self-learning and allows a child to study according to his/her aptitude and skill. At school level in mathematics the activity/activities may be in the form of game, puzzle, worksheet, paper folding/paper cutting, concept mapping of mathematical modelling etc.
Correlation of mathematics
This document discusses the correlation of mathematics with various domains:
1) Mathematics is correlated with life activities through concepts like percentages, interest rates, and ratios that are useful in everyday life.
2) Different branches of mathematics like arithmetic, algebra, geometry are interrelated through concepts like functions and mathematical structures.
3) Topics within the same branch of mathematics are also correlated, for example concepts in algebra relate to equations, and areas of shapes relate in geometry.
4) Mathematics is also correlated with other subjects like physical sciences through expression of laws as mathematical equations, with biology through use of higher math methods, and with engineering as mathematics forms the basis of engineering courses.
Mathematical skills
Mathematical skills such as arithmetic, geometry, and graphing are important foundations for students. Key skills include number sense, measurement, patterns, problem-solving, and computational fluency. Higher-order thinking skills (HOTS) like problem-solving, reasoning, and conceptualizing are valued as they better prepare students for challenges. HOTS involve skills like critical thinking, creativity, and systems thinking. Teachers should focus on developing students' HOTS through open-ended learning activities.
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The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
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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.
CONCEPTS OF LEARNING
This document discusses the three main dimensions of learning: ideational, skill, and emotional learning.
Ideational learning occurs in the cognitive domain and involves acquiring knowledge through concepts, facts, principles, and generalizations. Skill learning takes place in the psychomotor domain and involves forming and executing skills through practice, demonstration, and overcoming mistakes. Emotional learning is related to the affective domain and results in the development of attitudes, values, and ideals that shape a person's character.
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Aim & objective of teaching mathematics
The document discusses the aims and objectives of teaching mathematics. It states that mathematics encourages logical thinking and helps students discriminate between essential and non-essential information. The significance of teaching mathematics is that it develops the ability to apply mathematical concepts to daily life situations and inculcates self-reliance. The aims are categorized as practical, social, disciplinary and cultural. Objectives are directed towards achieving these aims and are specific, precise and observable goals. Bloom's taxonomy is discussed as a framework for classifying educational objectives into cognitive, affective and psychomotor domains. The revised Bloom's taxonomy changes some terms to verb forms and reorganizes categories. It also identifies different types and levels of knowledge.
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.
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.
Math laboratory
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.
Proffessional qualities and competencies of mathematics teacher
The document discusses the qualities of effective teachers. Effective teachers have expertise in their subject matter but also the ability to interact with people and help students understand new perspectives. Good teachers are prepared, set clear expectations, have a positive attitude, are patient, and regularly assess their teaching. They adjust their teaching strategies to fit different students and learning styles, and serve as role models who motivate students through their enthusiasm and commitment.
Mathematics club
The document discusses the importance and organization of mathematics clubs in schools, noting that they help develop students' interest and skills in mathematics through informal, recreational activities outside the classroom. Mathematics clubs aim to supplement classroom learning and foster creativity, problem-solving, and independent thinking through activities like competitions, lectures, celebrating mathematicians, organizing libraries and exhibitions. Proper organization of mathematics clubs includes drafting a constitution, appointing executive members like a chairman and secretary, and involving teachers and students.
Qualities and role of a mathematics teacher
A mathematics teacher must have several key qualities to be effective. They must have a strong interest and positive attitude towards mathematics to fully understand the subject matter. They must also understand individual differences in students and how to identify where students are struggling. An effective math teacher presents the material in a clear and skillful manner, inspires students to practice, and motivates them to engage in problem solving and mathematical discourse. Professional development programs help mathematics teachers stay updated on the latest research and teaching models to improve their instructional skills and better address the needs of their students.
Objectives of Mathematics Curriculum & Curricular choices at different stages...
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As per the Individual Differences and levels of understanding, curriculum should be changed from one stage to another stage.Mathematics laboratory
The document discusses the purpose and benefits of a mathematics laboratory. It provides opportunities for students to understand concepts through hands-on activities using various materials. This allows students to learn, explore, and verify mathematical facts and theorems in an engaging manner. The laboratory also helps students build interest in math and see how concepts apply to real life. It encourages independent learning and thinking through discussion and experimentation.
Mathematical creativity
The document discusses mathematical creativity and ways to stimulate it. Mathematical creativity is defined as producing unusual and insightful solutions to problems irrespective of complexity. Characteristics of creativity include developing original ideas and having the freedom and willingness to change. To stimulate mathematical creativity, teachers should receive training in creative teaching skills and continuously improve. A creative environment can be developed through well-equipped classrooms, open discussion of problems, and adequate time and resources to explore new issues. Various teaching methods beyond lectures can also be used, such as debates and group projects, to develop creative self-study habits among students.
Maths Co-curricular Activities : Mathematics Laboratory
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.
Mathematics library
The document discusses the importance and functions of a mathematics library. It states that a mathematics library is an important source for acquiring mathematical knowledge and skills through promoting self-study habits. It provides access to a variety of books and materials that can help students develop problem-solving abilities. A well-stocked mathematics library can help supplement classroom teaching by filling gaps in knowledge and clarifying doubts. It should contain different categories of books and materials organized systematically to best serve students and teachers.
Activity based approach of learning mathematics-Thiyagu
A Mathematics Teacher has a variety of methods and techniques available for use in teaching mathematics. The selection of suitable method depends upon the objectives of the lesson, needs of the learner and the nature of the content. Some methods are more appropriate for individualised instruction. In Active learning methodologies, that shifts the focus of the classroom from teaching to learning to and from the teacher to the learner. Often, teaching and learning are linked logically in the teachers mind. The two processes are not linearly linked. Good teaching does not automatically lead to good learning. This is evidenced by the fact of un- interested, disengaged children in classrooms. The learner based curriculum places the child’s engagement with his/her learning at the centre and sees the teacher as a facilitator in the process.
Activity based learning focuses use of these sense organs and learning should be based on doing some hands-on experiments and activities. The idea of activity-based learning is rooted in the common notion that children are active learners rather than passive recipients of information. If child is provided the opportunity to explore his/her own and provided an optimum learning environment then the learning becomes joyful and long-lasting. The key feature of the activity approach is that it uses child-friendly educational aids to foster self-learning and allows a child to study according to his/her aptitude and skill. At school level in mathematics the activity/activities may be in the form of game, puzzle, worksheet, paper folding/paper cutting, concept mapping of mathematical modelling etc.
Correlation of mathematics
This document discusses the correlation of mathematics with various domains:
1) Mathematics is correlated with life activities through concepts like percentages, interest rates, and ratios that are useful in everyday life.
2) Different branches of mathematics like arithmetic, algebra, geometry are interrelated through concepts like functions and mathematical structures.
3) Topics within the same branch of mathematics are also correlated, for example concepts in algebra relate to equations, and areas of shapes relate in geometry.
4) Mathematics is also correlated with other subjects like physical sciences through expression of laws as mathematical equations, with biology through use of higher math methods, and with engineering as mathematics forms the basis of engineering courses.
Mathematical skills
Mathematical skills such as arithmetic, geometry, and graphing are important foundations for students. Key skills include number sense, measurement, patterns, problem-solving, and computational fluency. Higher-order thinking skills (HOTS) like problem-solving, reasoning, and conceptualizing are valued as they better prepare students for challenges. HOTS involve skills like critical thinking, creativity, and systems thinking. Teachers should focus on developing students' HOTS through open-ended learning activities.
Writing instructional objectives in behavioural terms
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Phases and stages of teaching
The document discusses the phases and stages of teaching according to Dr. Jackson. It divides the teaching process into 3 phases:
1. Pre-active phase (planning stage) which involves tasks like lesson planning, preparing materials, and assessing students.
2. Interactive phase (implementation stage) which is the actual classroom teaching and involves strategies and spontaneous responses.
3. Post-active phase (evaluation stage) which provides feedback to improve teacher and student performance through assessment of learning objectives and instructional methods.
Cultural & Aesthetic Values of Mathematics
This is a PPT showing the cultural and aesthetic values of mathematics . This is useful for B ed students
Bruner’s Concept Attainment Model
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
Nature ,Scope,Meaning and Definition of Mathematics
This document provides an overview of mathematics as a subject. It discusses how mathematics plays an important role in social and economic development. It also examines definitions of mathematics from different sources, describing it as a systematic, organized science that deals with quantities, measurements, and spatial relationships. The document outlines key characteristics of mathematics, including that it is a science of discovery, an intellectual game, and a tool subject. It also discusses the abstract nature of mathematical concepts and how mathematics requires logical sequencing and applying concepts to new situations.
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Objectives of Mathematics Curriculum & Curricular choices at different stages...
Maths Co-curricular Activities : Mathematics Laboratory
Maths Co-curricular Activities : Mathematics Laboratory
Activity based approach of learning mathematics-Thiyagu
Activity based approach of learning mathematics-Thiyagu
Writing instructional objectives in behavioural terms
Writing instructional objectives in behavioural terms
Nature ,Scope,Meaning and Definition of Mathematics
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This document discusses the three main dimensions of learning: ideational, skill, and emotional learning.
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- 1. WRITING SPECIFIC OBJECTIVES AND TEACHING POINTS IN MATHEMATICS Dr. Roma Smart Joseph Teacher Educator Lucknow, UP, India
- 2. INTRODUCTION • Mathematics is the science of measurement, quantity and magnitude. • It is visualized as a vehicle to train a child to think, reason, analyse and articulate logically. • The main goal of mathematics education in schools is the mathematization of the child’s thinking.
- 3. OBJECTIVES • An objective is a point or end in view of some things towards which actions are directed, a planned change sought through any activity what we set out to do. • Objectives are definite, clear, narrow, specific and can be attained in short duration.
- 4. OBJECTIVES of TEACHING MATHEMATICS 1. GENERAL OBJECTIVES 2. SPECIFIC OBJECTIVES
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- 6. SPECIFIC OBJECTIVES • Short term immediate goals that are achieved through classroom instructional/educational processes. • Also known as instructional/educational objectives. • Specific objectives helps a teacher to bring behavioural changes in learners and thus, are also called behavioural objectives.
- 7. WRITING SPECIFIC OBJECTIVES B. S. BLOOM has classified the change in behaviour in three domains or categories- 1. Cognitive Domain 2. Affective Domain 3. Psychomotor Domain
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- 9. AFFECTIVE DOMAIN The learning objectives pertaining to affective domain are- • Receiving • Responding • Valuing • Organization • Internalizing Values or Charecterisation
- 10. PSYCHOMOTOR DOMAIN The objectives under psychomotor domain • Imitation • Manipulation • Precision • Articulation • Naturalisation
- 11. CONCLUSION Formulation of specific objectives guide a teacher in teaching learning process and in turn help the students to achieve the desired learning outcomes and behavioural changes by targeting the behaviour domains of the students and achieving the learning objectives related to each domain.
- 12. THANK YOU.!