National Mathematics PD Programme

“Empowering Teachers Teaching Mathematics”

( 22-04-2023 )
Day-1
Session 1
Mathematics:
- Provides a common language
- Enables scientific discoveries
- Supports technology development
- Helps solve complex problems
- Facilitates economic and financial decision making
- Enhances critical thinking skills
The Royal Kasho, December 2020

“By developing their abilities for critical

thinking, and learning to be lifelong learners,
we have to prepare them to be an inquisitive,
to be a problem-solver, to be interactive and
collaborative, using information and media
literacy as well as technological skills. We
must prioritise self-discovery and
exploration, and involve learners in creation
of knowledge rather than making them
consume it. We must make STEM subject
part of their everyday language.”
However, the quality of learning in mathematics education is a national
and international concern.
Bhutanese performance
- Studies and reports on mathematics education in Bhutan indicated
low students’ performance. (BCSEA assessment data for past years
for X & XII)
- NEA Report for grade III
Year Class X Class XII (PMT) Class (BMT)
2021 50.76 65.09 47.79
2022 52.34 57.36 47.53
PISA D ( 2019) findinding in Bhutan

● Mathematical literacy is 38.8%.

● Have higher success rates in items requiring lower cognitive skills,

however, there is a significant gap in performance in more demanding
tasks.

● Demonstrate relatively broader knowledge and understanding compared

to other PISA-D countries.

● Have performed at par with top PISA-D countries but significantly

below OECD average and of the best education systems in Asia.
Let me make an extremely broad and elementary
observation. In all the countries where progress has been
strong in the areas we strive to develop, the strength of the
education system has been in Math and Science. In fact in
India, the favourite subject for most students is
Mathematics. In Bhutan, Mathematics is one of our main
weaknesses – most students do not like Math and the
majority scores less than 50%. We have similar
weaknesses in Science and amazingly, even English.

His Majesty the Druk Gyalpo

3rd RUB Convocation February 2009
 Inadequate Intransigence of
teacher traditional
preparation mathematics
pedagogy
Low
performance
in
mathematics

Negative attitude Low competence to

towards teach mathematics
mathematics
MoES interventions

• Teacher Assessment (Teachers teaching

mathematics)
• Institution of The HRH Gyalsay Mathematics
Annual Award
• Curriculum & Assessment reforms
• PD programmes
• Teacher Education programme at CoEs
• Innovation challenges ( activities)
Mathematics Teacher Assessment Report
2022
Mathematics - Difficulty level across grades
Class 12 Class 12
Strand Class 8 Class 10
(PMT) (BMT)

Numbers and 61.5% items were easy to

Easy Easy Difficult
Operations moderate
Almost equal number
Patterns and
items on easy and Difficult Difficult Difficult
Algebra
difficult side
All the items were
Measurement Difficult Difficult Easy
moderate to difficult
70% of items were
Geometry difficult to Difficult Difficult Easy
moderate
Data &
More of easier items Easy Moderate Easy
Probability
 1
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Purpose
o To develop a positive attitude towards mathematics
o Reinforce teachers' understanding of mathematical concepts and skills
o Professional support, growth and learning
o To create awareness on the National School Curriculum (Mathematics)
o To create awareness on online mathematical resources
o Follow-up on the mathematics teacher assessment and BCSEA report
o Building a community of maths educators
Building a community of maths educators

IX - XII Mathematics Teachers Forum

Building a community of maths educators (cont.)

Lower Secondary Mathematics (VII - VIII)

Building a community of maths educators (cont.)

PP - VI Mathematics Teacher Forum

Program Outline

Day 1 Day 2
o General Session o Decoding word problems
o Numbers and Operation o Problem Solving
o Measurement o Everyday Data
o Concept mapping o Encouraging Creativity
o Daily reflection and assessment o Daily reflection and assessment

Day 3
o Fractions
o Errors and Misconceptions in primary
mathematics
o Exploring Shapes
o Art of Good Questioning
o Daily reflection and assessment
Session 1 (B)
Session Topics/ Objectives

Mind-Set
• Understand the importance of having growth mind-set

Mathematics Curriculum(NSC)
• Comprehend the intention of different components in IG

• Update the assessment weightings and changes

Mind-Set

• What is growth mindset?

• Growth Mindset in mathematics
• Impact of growth mindset
• Students with growth mindset
Fixed Vs Growth Mindset
Brain plasticity

The idea that some people are born

with a math brain and some people
are not is a damaging myth.
Categorizing and Labelling people

• Smart people as fixed mindset

• Smart Children
• Praising Smart
• Why don’t Praise
• Why do you think that the students who heard they were Smart
chose the easy task next?
Genetics and learning

MATH BRAIN

why are schools keen to label

children as "smart" and "gifted" or
not?
Mistakes and Struggles

• The most compelling study of all on the way our beliefs

change our brains and our learning.
• When we make a mistake, synapses fire.
• https://youtu.be/E0TA60qo4-o ( 3.2 minutes)
•
Activity

1 Discuss the necessity of having growth mindset and how teacher can
foster growth mindset in students.

2 Why we should not label people?

Group Work
3 Why mistakes must be celebrated?

4 Write 1 or 2 points for each and share your work.

15 minutes
 Mathematics
Curriculum(NSC)
Instructional Guides
Objectives

• Facilitate deep learning through competency based and

experiential learning
• Foster sensitivity of realities of the life and environment.
• Strengthen blended learning.
• Guide parents in facilitating learning of their children.
• Carryout the roles of teachers as facilitator, guide, motivator, and
evaluator.
• Facilitate the use of CFA for learning.
IG Components
Topic: IV-A1 Place Value [320 minutes]
Introduces the History related to the topic and talks about the topic. This is mandatory part as
Introduction it would motivate and enrich learner on the topic. Teachers could explore more sources to
make it enriching
Discusses application of the topic and how it can be connected in higher mathematics. It is
Utility and Scope
mandatory for teachers to share this for authentic learning

A. Competency This section state, what a child must be competent on completion of the topic
B. Objectives The lesson objectives are means to achieve the competency
C. Essential Skills This section tells you what skill child need and what skill child would develop from the
/Process lesson.
D. Learning This part provides the exposition and examples to understand the concept. It is therefore
Experiences necessary to have pre test to make proper intervention and exposition
This part suggest performance task, reflective question and few sample questions for
E. Assessment practice. Teacher and learners must not restrict to this questions but explore solving questions
from various sources for mastery and variation.
This section provides websites, links and other resources that would take learning further and
F. Resources
deepen understanding of the topic.
G. Annexure ( only in first topic for each class) which provides rubrics or recording sheet for assessment
 nd CA
a
E xam
oth
in b
m 40%
u
M inim
Assessment weighting

TERM I TERM II
Key
class
Stage CA Exam Total CA Exam Total

I PP-III 100% CFA

II IV-VI 25 25 50 25 25 50

III VII-VIII 20 30 50 20 30 50

IV IX-X 15 35 50 15 35 50

V XI-XII 10 40 50 10 40 50
FEEDBACK ON ONLINE LESSON PLANS

1. From the lesson already taught, share your

experiences while implementing the lesson plans
2. Critically examine the lesson plans and provide the
feedback to enhance the quality of the plans
3. Suggest way forward to improve the plans ( if any)
4. Share challenges faced ( in particular like web links,
video relevancy, language, etc.)
Thank You