Thursday, January 31, 2008

Make the Maths that Kids would Love

WELL COME TO THE MATHS WORLD


Mathematics is called the “Queen of all science”. Despite of the vast potential, students start getting “Math Phobia” at an early stage of education. What is the reason? Is it the biased opinion perpetuated by the parents? Is there something wrong with the curriculum? Are our mathematics teachers to blame? Unfortunately our education planners though aware of this, are showing little to remedy the situation. In any case, mathematics teachers have a great role to play. An innovative method is always appreciated by the students and leaves long lasting impression on the young mind. The technological developments have opened a host of possibilities to enhance teaching.

This is a modest beginning to bring mathematics teachers, mathematics experts and mathematics educators to a common platform for the exchange of ideas and innovations, with a hope that this will provided the teachers with new ideas and tools to impart knowledge in a more interesting and effective manner.

We would like to take this opportunity to express our sincere gratitude to all those who have made this event possible:

We have planned “math expo” which consists of an exhibition of posters, models, and books on mathematics. The other component of the Expo is the book exhibition. We also thank the publishers and booksellers participating in the book exhibition.

WE CAN CREATE MATHEMATICS THAT KIDS WILL LOVE
Enabling mathematics learning through a technology integrated mathematics laboratory

This presentation focuses on enabling the teaching and learning of mathematics through a mathematics laboratory. In the mathematics laboratory the learning by discovery approach is practised where the teacher acts as a facilitator guiding the student in the discovery of results and important mathematical ideal .
Here carefully designed projects and activities are conducted to help students appreciate the beauty and relevance of mathematics. The laboratory approach focuses on implementing innovative teaching methods, which emphasize on concept formation rather than acquiring by-hand skills.

The mathematics laboratory is a part of the curriculum offered by the school to students from classes 6 to 12. In the lab, students are made to explore and visualize concepts using various technologies such as computer algebra systems, graphics calculators etc. the author describes the various activities of the center, which also serves as a resource and training center for teachers of schools across the country. The presentation highlights some of the pioneering effort made by the mathematics technology center in integrating technology with traditional mathematics teaching.

Recent research in student attitudes towards mathematics in school curricula have been very disturbing….students shy away from science and mathematics. The reasons attributed to this trend are many viz.,
(i) lack of motivated teachers,
(ii) problems and applications divorced from real life and
(iii) assignments that do no excite the normal child.
Further, many of the problems in the school textbooks talk of loans and hypothecation rather than deposits and increased savings.

ICT could possibly complement the teacher in terms of providing the rural child an opportunity to explore the world and understand basic mathematics through interactive scenarios based on common day-to-day transactions. Keeping this in focus, a virtual market has been created. This has shops selling fruits and vegetables, clothes, books & stationary etc. A learner can access a particular section of the market and transact in one or more ways viz.,

(i) buying a particular quantity of a commodity, given its price
(ii) buying a list of commodities, given a certain amount of money
(iii) buying a larger spread of commodities, given a certain amount of money

The above transaction will teach the child
(i) the basic mathematical operations like addition & subtraction,
(ii) managing resources and
(iii) optimal use of given resources.
In each case, the student will be able to use trial and error methods and thereby realize the critical role of accurate and correct input data in each of the transactions. The application
Will have appropriate corrective messages and helps to guide the slow learner as well.

Wednesday, January 30, 2008

Play and Fun with Maths Models.

Learning Mathematics is a complex and tiredsome activity for the students. Where as Maths subject is an essential one to prosper in their career. Now a days mathematics also entered into the laboratory concept and arrived creative models. CBSE board also makes that the Mathematics laboratory and the projects are the compulsory for the academic. Setting up the Maths Laboratory and making Maths Projects are not as easy as Physics or Chemistry.

I have done excellent work in this field to make students learn mathematics with "Fun & Play" through my “Sharp Institute” I am conducting various Mathematics workshops and programmes by which I am training and guiding teachers and students in setting up Mathematics Laboratory and Projects.
Here are some of the basic directions for setting up the Mathematics Laboratory.
  1. What is a Mathematics Laboratory : Mathematics Laboratory is a place where students can learn and explore mathematical concepts and verify mathematical facts and theorems through a variety of activities using different materials. These activities may be carried out by the teacher or the students to explore, to learn, to stimulate interest and develop favorable attitude towards mathematics.
  2. Need and purpose of Mathematics Laboratory: Some of the ways in which a Mathematics Laboratory can contribute to the learning of the subject are:
    • It provides an opportunity to students to understand and internalize the basic mathematical
    concepts through concrete objects and situations.
    • It enables the students to verify or discover several geometrical properties and facts
    using models or by paper cutting and folding techniques.
    • It helps the students to build interest and confidence in learning the subject.
    • The laboratory provides opportunity to exhibit the relatedness of mathematical concepts
    with everyday life.
    • It provides greater scope for individual participation in the process of learning and
    becoming autonomous learners.
    • It provides scope for greater involvement of both the mind and the hand which facilates
    cognition.
    • The laboratory allows and encourages the students to think, discuss with each other
    and the teacher and assimilate the concepts in a more effective manner.
    • It enables the teacher to demonstrate, explain and reinforce abstract mathematical ideas
    by using concrete objects, models, charts, graphs, pictures, posters, etc.
  3. Design and general layout: A suggested design and general layout of laboratory which can accommodate about 32 students at a time is given here. The design is only a suggestion. The schools may change the design and general layout to suit their own requirements.
  4. Physical infrastructure and materials: It is envisaged that every school will have a Mathematics Laboratory with a general design and layout as indicated with suitable change, if desired, to meet its own requirements. The minimum materials required to be kept in the laboratory may include furniture, all essential equipment, raw materials and other necessary things to carry out the activities included in the document effectively. The quantity of different materials may vary from one school to another depending upon the size of the group.
  5. Human Resources : It is desirable that a person with minimum qualification of graduation (with mathematics as one of the subjects) and professional qualification of Bachelor in Education be made incharge of the Mathematics Laboratory. He/she is expected to have special skills and interest to carry out practical work in the subject. The concerned mathematics teacher will accompany the class to the laboratory and the two will jointly conduct the desired activities. A laboratory attendant or laboratory assistant with suitable qualification and desired knowledge in the subject can be an added advantage.
  6. Time Allocation for activities : It is desirable that about 15% - 20% of the total available time for mathematics be devoted to activities. Proper allocation of periods for laboratory activities may be made in the time table. The total available time may be divided judiciously between theory classes and practical
    work.