NAME - Punamben Hirenkumar Raichada

STUDENT ID - IITT/IDPPTTC/992020/2018/0205-682

COURSE PROFILE - International diploma in pre and primary teachers training

PPTTC

Mid Term Assignment (Project Work)

Topic –
How will you mathematics learning more interesting with the help of different teaching
aids like Number Rods, Spindle Box etc.

« Meaning of mathematics :-
“The abstract science of number, quantity, and space, either as abstract concepts (pure
mathematics), or as applied to other disciplines such as physics and engineering (applied
mathematics)”

Mathematics makes it possible to observe, consider and appreciate parts and aspects of
entities with precision, to make comparisons and establish relationships between
entities. Mathematics is a science of structure, order and relations which has evolved
from counting, measuring and describing number and shape, it encompasses logical
reasoning and quantitative calculation.
It evolved from practical life movements, co-ordination and comparison and connects
with all other aspects of human culture – the sciences, music, handicraft, cookery,
construction, sports, dance and throughout the universe where macro and micro patterns
of relationship exist in harmony, Mathematics has an aesthetic and spiritual dimension.
Like the Sensorial curricula Mathematics is a study of universal phenomena.

The Mathematical Mind develops in contact with the environment, if nurtured the child
will be able to express her reality and have strong foundations from which to reason and
apply Mathematics.

Humans search for the nature of reality and it’s expression though symbols which
abstract meaningful facts with precision, allowing us to communicate this meaning and
preserve it. Precision, clarity and accuracy allow us to represent reality and reduce it to
it’s essence. Finding simple, natural laws about reality has been a pinnacle of human
development; the mind is able to generalize an idea, distill it into an explanation and
apply it universally, drawing humanity together. This ability is described by Pascal as the
‘Mathematical Mind’ and the term is used by Montessori to describe a tendency of all
humans.

« Montessori’s approach to Mathematics :-

Abstracting the nature of reality is a human attribute, which all people should have the
opportunity to understand and apply to their daily reality. The child is not born with the
capacity to use Mathematics but has a Mathematical Mind, which given appropriate
experiences in precise observation, comparison and opportunities to explore and compare
different entities, the child sees the relationship between things.

When the child compares quantitatively she uses arithmetic, leading to abstract
intellectual activity. When we compare the shape and dimensions of objects we
use geometry, contact with the environment necessary for the later ability to abstract.
The child is born with tendencies towards order, calculation, abstraction and
generalisation, in the first plane she lays the foundation for logic, judgement and
discrimination.

Exactness, precision, and manipulation are finely tuned as the child uses the purposeful,
active Sensorial and Practical Life materials. Purposeful, precise actions hold the child’s
interest and challenge her to repeat work, making further progress.
How can Montessori Mathematics play an important role towards building a child’s
analytical mind equipped for education in 21st Century

The spontaneous ability to organize classify and quantity patterns and relationship within
the context of daily experience is what Montessori calls the mathematical mind.
Great creation comes from the mathematical mind so we must always consider all
that is mathematical as a means of mental development. It is certain that mathematics
organize the abstract path of the mind, so we must offer it at an early age in a clear and
very accessible manner, as a stimulus to the child whose mind is yet to be organized

Three important principles that are essential for mathematical understanding

are:

« Conservation
« Reversibility
« One of the corresponds

Today we are using few traditional Montessori math materials to learn about quantity and
numerals. In Montessori math curriculum numbers rods are among the first math
materials to introduce to a toddler at around two years of age.

However simple practical life activities can be introduced even to a one year old
thereafter, you would naturally transition to sensorial activities in the following by a pink
tower, followed by Brown / Broad stair and the Red Roads.

After the child is familiar with sensorial red roads we should start with a math curriculum
by introducing the number roads, today we are using the numbers Road with numbers
cards.

Invite the child to do the work. Get a mat and spread it on the floor.
Presentation ;- 1

 With the child’s help, carry the rods, one at a time, to the mat.
 Place them in mixed array. Have the child construct the stair, leaving room at the
bottom of the mat.

 Take out the numerals. Arrange in mixed order at the bottom of the mat.
 Review the symbol names with the child and introduce the ten
 “Now let’s put the numerals with the rods that have the same quantity.”
 Count the one rod: “One. Which numeral do we need here?”
 The child locates the one numerals, hands it to me and I place it standing up leaning
again the one rod. Count the two rod.

 Proceed in a similar manner.

 Allow the child to take over as much as he wishes to do so. If there is a problem,
simply ask if I can have a turn.
 When all the numerals are in place, read them and then ask the child to read them.
 Turn the numerals over and play “Knock, Knock”. The child identifies the
numerals and places it leaning up against the correct rod
 Presentation ;- 2

 The child places the rods in random order on a mat and the numerals are upside
down in random order on a second mat
 Knock on the back of the numeral. The child identifies it and places it on the
correct rod. Repeat the same approach through ten.

Variations
 Fetch game
 Randomly array rods on mat. Ask the child to find the longest rod. Count the
segments. Find the numeral that goes with it.
 Ask the child to find the next longest rod and the numeral that goes with it. Ask the
child which rod could we place with the 9 rod to give us 10. And so on.

Extensions
 Mystery number with two children. One child gets secret numeral, counts objects to
match the numeral. The other child counts the objects and finds the rod to match
the secret numeral.
 See examples from Number Rods lesson
According to me if kids grow up to be good at math, they will raise kids who are good at
math because parents are children’s first teachers. When parents love math and feel
comfortable with it, and feel brave enough to help a child with math homework, that
attitude is contagious. Those parents were once kids themselves, so let’s start the cycle on
the right foot, for the good of our kids and for society.

Teaching aids are an integral component in any classroom. The many benefits of teaching
aids include helping learners improve reading comprehensive skills, illustrating or
reinforcing a skill or concept, differentiating instruction and relieving anxiety or boredom
by presenting information in a new and exciting way. Teaching aids also engage students
other sense since there are no limits in what aids can be utilized when supplementing a
lesson