Teaching of mathematics

Teaching of mathematics

• 1.
  Teaching of Mathematics
• 2.
  Aims • After goingthrough this course the teachers will know about the transactional strategies including the assessment part that can be adopted to engage the children in learning. They will be able to ■ relate the competencies and skills as given in the Learning outcomes with the state syllabus ■ conduct appropriate pedagogical processes to help children in achieving the class level learning outcomes ■ integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children
• 3.
  Why This course? Mathematicsfinds an important place in school education. At elementary stage, it is a compulsory subject. However, many people opine that it creates fear, phobia and stress on children. Classroom observations often point towards, way of teaching of this subject create this stress. In view of addressing this concern, this course emphasises upon developing competencies and skills in mathematics at the primary and upper primary stage children through learner-friendly pedagogy that integrates assessment and also engage all children with different abilities in a stress free classroom environment.
• 4.
  Understanding the natureof Mathematics Mathematics has helped us quantify ideas, to be precise and to utilise spatial concepts in our day- to-day living. It is used throughout the world as an essential tool in many fields including natural science, engineering, medicine and social science. Mathematics not only helps in day-to-day situations but also develops logical reasoning, abstract thinking and imagination. Thus, it has occupied an important place in the school curriculum and is a compulsory subject upto Class X.
• 5.
  Some problems inschool Mathematics education • Child—When I multiply two natural numbers the product is bigger than both the numbers but when I multiply two fractions the product is smaller. I am not able to understand why. • A majority of children have a sense of fear and failure regarding Mathematics. Hence, they give up early on, and drop out of serious mathematical learning. • The curriculum is disappointing not only to this non participating majority, but also to the talented minority by offering them no challenges. • Problems, exercises and methods of evaluation are mechanical and repetitive, with too much emphasis on computation. Areas of Mathematics, such as spatial thinking are not developed enough in the curriculum. • Teachers lack confidence, preparation and support.
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  Pedagogical Processes A numberof factors may influence the learning of mathematics but teachers play an important role in the performance in mathematics. It is imperative, therefore, that we understand what effective mathematics teaching looks like—and what can teachers do to break this pattern. The common belief in society is that if a mathematics teacher knows mathematics very well, he or she is the best person to teach mathematics. But what about “knowing to teach mathematics”? The knowledge in mathematics alone won’t help a person to teach mathematics. He/she should also have sound knowledge in the area of how to teach mathematics. The knowledge in mathematics and how to teach mathematics together is commonly known as Pedagogical Content Knowledge (PCK).
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  key actions requiredfor making mathematics joyful • Participation • Engagement • Observations • Making hypothesis and verifying them • Problem posing • Problem solving • Visualisation and representation • Making connections • Systematic reasoning • Mathematical communication
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  class-wise learning Outcomes
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  Class I
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  • classifies objectsinto groups based on a few physical attributes, such as shape, size and other observable properties including rolling and sliding recites number names and counts objects up to 20, concretely, pictorially and symbolically. • works with numbers 1 to 20. ■ counts objects using numbers 1 to 9. ■ compares numbers up to 20. For example, tell whether number of girls or number of boys is more in the class.
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  • applies additionand subtraction of numbers 1 to 20 in daily life. ■ constructs addition facts up to 9 by using concrete objects. For example to find 3+3 counts 3 steps forward from 3 and concludes that 3+3=6. ■ subtracts numbers using 1 to 9. For example the child takes out 3 objects from a collection of 9 objects and counts the remaining to conclude 9–3=6. ■ solves day-to-day problems related to addition and subtraction of numbers up to 9.
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  • recognises numbersup to 99 and writes numerals. • describes the physical features of various solids/shapes in her own language. For example, a ball rolls, a box slides etc. • estimates and measures short lengths using non-uniform units like a finger, hand span, length of a forearm, footsteps, etc. • observes, extends and creates patterns of shapes and numbers. For example, arrangement of shapes/objects/ numbers, etc. ■ 1,2,3,4,5,... ■ 1,3,5,… ■ 2,4,6,… ■ 1,2,3,1,2,..., 1,…3,…
• 13.
  • collects, records(using pictures/numerals) and interprets simple information by looking at visuals. (For example in a picture of a garden the child looks at different flowers and draws inference that flowers of a certain colour are more). • develops the concept of zero. For complete work do call Or email [email protected]