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Math Pedagogy

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37 views21 pages

Math Pedagogy

Uploaded by

skymovies03.in
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MATHS PEDAGOGY

PART- 1
Objectives of Teaching mathematics
1. Mathematization of child's thought process.
2. Children learn to enjoy mathematics.
3. Making mathematics a part of children’s life experience.
4. To develop logical thinking among the children.
5. Children understand the structure of mathematics i.e.
arithmetic, algebra, geometry and trigonometry.

David wheeler: It is more useful to know how to mathematics than


to know a lot of mathematics.
According to George Polya there are two aims of teaching
mathematics in schools:
1. Narrow Aims
2. Higher/ Broad Aims
Which of the following is the correct
order according to Polya's problem
solving model?
A. Understand the problem, devise a plan,
look back, carryout the plan.
B. Understand the problem, devise a plan,
carryout the plan, look back
C. Devise a plan, understand the problem,
carryout the plan, look back
D. Devise a plan, understand the problem,
look back, carryout the plan
NARROW AIMS
1. These aims emphasizes on turning out employable adults
who can contribute to social and economic development.
2. This is related to numerical operations i.e. measurement,
fractions, percentage etc.
3. Thus the limited aim of mathematics is to develop "useful"
abilities.

BOARD AIMS
1. Think mathematically.
2. Have logical discussion.
3. Find logical conclusions to beliefs.
4. Understand abstractness.
5. Find solution to a problem.
According to the NCF-2005
1. Ensuring numeracy in all children is an important aspect of
universalization of elementary education.
2. At this level progression should be from concrete to
abstract.
3. Encourage non-number areas like shapes, spatial
understanding, patterns, measurement and data
handling.

Which of these is not in the primary level?


A. Ratio
B. Pattern
C. Data handling
D. Shape
Concept Mapping
1. It is a schematic drawing (পরিকরিত অঙ্কন) which shows
relationship between the concepts.
2. It is a hierarchical structure (অনুক্ররিক কাঠামিা).
3. It can be build either by the teacher or learner.
4. It connects the new concept with the previous knowledge.
5. It is a method which makes learning successful.

Which one of the following not true about statements is "concept


maps"?
A. Concept maps represent a collection of interconnected concepts and links
connecting them.
B. Concept maps should be constructed by teachers only.
C. Concept maps are hierarchical in nature.
D. Concept maps help in linking prior knowledge to new instruction.
THE VAN HIELE THEORY OF GEOMETRIC THOUGHT:
According to the Van Hiels, at which level of geometric thinking
can children assess the properties of a collection of shapes
together?
A. Level 4: Rigor
B. Level 2: Informal deduction
C. Level 0: Visualization
D. Level 1: Analysis

Symmetry
The quality of being made up of exactly similar parts facing each
other or around an axis.
Tessellation:
A tessellation is created when a shape is repeated over and over
again covering a plane without any gaps or overlaps.

The "father of modern tessellations," Escher


Inductive & Deductive Reasoning
Deductive reasoning is the process of reaching conclusions based on
previously known facts.
Inductive reasoning is the process of arriving at a conclusion based
on a set of observations.
Inductive Method
1. In this method first examples are given and then a conclusion is
drawn.
2. It follows the maxims of particular to general, concrete to
abstract and known to unknown.
Deductive Methode
1. In this method first rules are given and then they are attested
by examples.
2. It follows the maxims of general to particular, abstract to
concrete and concept to examples.
To teach the Pythagoras theorem, a teacher has distributed a
sheet on which four right-angled triangles were drawn and asks
the child to find the relationship between the sides of a triangle.
In the above situation, the teacher used-
A. inductive method
B. deductive method
C. lecture method
D. laboratory method
Teaching is a bipolar process- John Adam
1. Teacher 2. Student

Teaching is a tripolar process- John Dewey


1.Teacher 2.Students 3.Curriculum/Society

TLM
Teaching-learning material is also called Instructional material or
Teaching Aids.

Types of Teaching-Learning Material


Visuals Aids: Blackboard, Posters,Flashcards, Presentations, Printed
textbooks, Graphs
Audio Aids: Radio, Tape-recorder and CDs
Audio-visual aids: Videos, Video recordings, Films and
Documentaries,Virtual Classrooms.
Computer-Assisted Learning: Pre-recorded DVDs, CDs, online
quizzes, ebooks, podcasts and blogs.
Geo Board
1. It is a square board in which nails are embedded.
2. With the use of rubber band initial geometrical,
measurement and numerical concepts can be made to
understand.
ABACUS
1. It is an ancient mathematical instrument.
2. It is a frame generally of wood or plastic that
holds rods with freely sliding beads mounted on
them.
3. The concepts of addition, subtraction,
multiplication, division, fractions, square root,
place value etc. can be made to understand very
easily.
DIENES BLOCK
1. These are manipulative tools
used to teach basic addition,
subtraction, counting, place value
and multiplication.
2. These are of four types - units,
rods, flats and cubes.
3. The unit cubes represent units,
rods tens, flats hundreds and
cube thousands. 3D DIMENSION
Length,Breath and Height
2D DIMENSION EX: Cube,cone,cylinder,pyramid
Length and Breath
EX: Circle,Triangle,Square,Rectangle,Hexagon
TALL SHAPE OF MATHEMATICS
The 'tall shape' of mathematics is where mastery of one
topic is a prerequisite for the next.

OPEN ENDED AND CLOSED ENDED


Open ended – Divergent
Closed ended- Convergent

GRAPH PAPER
SUDOKU PUZZLES
CUISENAIRE RODS- Fraction
CARDINAL NUMBERS- 1,2,3……
ORDINAL NUMBERS- Ground floor,1st,2nd,3rd
Q. Which one of the following is NOT true about the 'nature of
concepts' in mathematics?
A. Abstract in nature
B. Hierarchical in nature
C. Logical in nature
D. Concrete in nature

Q. The mathematics used by illiterate shopkeeper


A. is not useful in the mathematics classroom
B. is very useful in solving all mathematical problems
C. has ambiguity and very low level of correctness in it
D. should be discussed by the teachers in classrooms as an alternate
strategy in solving related problems
Q. The learning outcomes mathematics are developed
A. such that children may be told small steps for calculations
B. to increase the achievement of children in various educational
surveys
C. to define class wise competencies and skills to be achieved by
children
D. to prepare children for year-end examinations.

Q. Which one of the following happenings in the classroom is an


activity?
A. Teacher explaining how to do sums
B. Children reciting counting in form of rhymes
C. Children copying from blackboard
D. Children engaged in exploration
Q. The main purpose of introducing 'mapping' in the primary
Mathematics curriculum is/are
A. to promote spatial thinking
B. to promote proportional reasoning
C. to make subject interesting easy and
D. to break the monotony of numbers

A. A & C
B. A & D
C. A & B
D. B & C
Q. Which of the following resources / TLM can be used by the
teacher to show that two rectangles of different dimensions can
have same area without using formula?
A. Scale B. Graph paper C. Thread D. Tiles

A. only B
B. B & D
C. only C
D. A & D

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