TIEE Mathematics teachers program 2023-24

Objectives:

• Discussing appropriate pedagogical processes by integrating with UDL principles to help children achieving the class level learning outcomes
• Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies
• Explore various econtent, tools, software for teaching, learning and assessment for the subject.
• Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration topic wise for class 6 and class 7 syllabus.
• Integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children
• Understanding the importance of School Based Assessment,
• Familiarize with learner-centred approaches for assessment,
• Facilitate integration of teaching learning process with assessment procedures,
• Develop context-based exemplars in the relevant subject areas for the purpose of assessment.

Nature of Mathematics:

1. Own languages. e.g. Mathematical concepts terms, symbols, formulae and principles
2. Its knowledge remains the same in the whole universe everywhere and every time.
3. It is an exact science. Its knowledge is always clear, logical and systematic and that may be understood easily (ಗಣಿತವು ನಿಖರವಾದ ವಿಜ್ಞಾನವಾಗಿದೆ. 2 + 3 = 5).
4. It involves inductive and deductive reasoning and can generalize any proposition universally.
5. It involves the conversion of abstract concepts into the concrete form. Its knowledge is applied in the study of science and its different branches.

Vision for School Mathematics (NCF-2005)

• Children learn to enjoy mathematics rather than fear it.
• Children learn important mathematics — Mathematics is more than formula and mechanical procedures.
• Children see mathematics as something to talk about, to communicate through, to discuss among themselves, to work together on.
• Children pose and solve meaningful problems.
• Children use abstractions to perceive relation-ships, to see structures, to reason out things, to argue the truth or falsity of statements.
• Children understand the basic structure of Mathematics — Arithmetic, algebra, geometry and trigonometry, the basic content areas of school Mathematics, all offer a methodology for abstraction, structuration and generalisation.
• Teachers engage every child in class with the conviction that everyone can learn mathematics

   (ದೈನಂದಿನ ಜೀವನದ ಒಂದು ಭಾಗವಾಗಿದೆ. (ಆಕಾರಗಳು, ಸಂಖ್ಯೆಗಳು) and ದೈನಂದಿನ ಜೀವನದ ಸಮಸ್ಯೆಗಳನ್ನು ಪರಿಹರಿಸಲಾಗುತ್ತದೆ)

Mathematics

Module 1

Title		Timing	Resources
Discussion on Math pedagogy	AS	9.30 a.m to 11.30 a.m
Tea break		11.30 to 11.45 a.m
Diverse strategies for Math teaching	AY	11.45 a.m to 1.15 a.m
Lunch break		1.15 pm to 2 pm
Technology integration in Math teaching	GMP	2 pm to 4 pm	2 ಮತ್ತು 3 ಆಯಾಮದ ಆಕಾರಗಳು

• Whole group
• Number system, numeracy, Integers, Fractions
• What did you ask at school today?- reading and discussion for connecting it to why UDL in teaching strategies
• Integrate UDL principles in the selected topic in teaching-learning process and assessment process
• Accessing and sharing resources to the peer group for the benefit of all teachers

Resources:

Number system -

Series of Activities on Number Systems,

TIIE Mathematics module,

Fractions (Kn - empty) -

Sequence for teaching number systems,

Basics of Number System- Multiplication, Factors and Multiples,

place value activity,

Hopping on number line,

Reading materials:(need to edit below pages)

ಶಿಕ್ಷಕರೇ, ಚಿಂತನೆ ಮಾಡಿ

ಗಣಿತದ ಭಾಷೆ , ಗಣಿತ ಬೋಧನೆಯಲ್ಲಿ ರಚನಾವಾದ

ಗಣಿತ ಪ್ರಯೋಗ ಶಾಲೆ

ಪಠ್ಯ ಪುಸ್ತಕ : ನೆಲೆ ಹಿನ್ನೆಲೆ ಹಾಗೂ ಆಶಯಗಳು

ವಿಶೇಷ ಮಾಹಿತಿಗಳು ಹಾಗೂ ಲೇಖನಗಳು

ಸ್ವ ಅವಲೋಕನ

Tech integration

1. Geogebra files :
   1. Recognises and appreciates (through patterns) the broad classification of numbers as even, odd, prime, co-prime, etc. - https://www.geogebra.org/m/h7yenny5, https://www.geogebra.org/m/zrp3pwsx, game - https://www.geogebra.org/m/xth66ccb
   2. Fractions : https://www.geogebra.org/t/fraction, (Downloaded - Girija offline folder)
2. Manipulatives - A Collection of Virtual Manipulatives.

• Module 2
  • Small group
  • Helping teachers to use available digital device in the schools – Projectors, Computers and smartphone and Helping teachers to access existing resources available on Web.
  • Exploring digital methods of teaching(TPCK) - learning that support mathematical thinking and ability, science process skills using Geogebra, PhET, Robocompass, etc Foss tools.
  • Accessing and sharing resources to the peer group for the benefit of all teachers
  • Lines and angles, Triangles
  • Mobile application
• Module 3
  • Whole group
  • Integrate UDL principles in the selected topic in teaching-learning process and assessment process
  • Accessing and sharing resources to the peer group for the benefit of all teachers
  • Exponents and introduction to algebra

Innovative teaching practices

1. Self composed poems for important concepts.

2. Mathematical stories to create interest in the Subject.

3. Use of innovative teaching aids in the classroom.

4. Self-framed worksheets from simple to complex to reteach the difficult concepts for slow learners.

5. Some interesting games and puzzles designed to motivate the students to love mathematics.

6. Some innovative techniques used in class-room teaching-learning process to remove math-phobia.

7. Hand-outs are provided to students to remove common misconceptions.

8. Innovative Remedial Measures are adopted according to the type of errors committed by the students in their Formative Assessments.

For example:

1. For computational errors :- drill work is practiced.

2. For language comprehensive errors: - suitable questions with solutions are provided & explained in detail.

3. For careless errors:- common misconcepts are listed out from the past experience, so that students recall them while solving questions.

4. For incorrect formulae error: handouts with correct formulae & figures are provided and wherever possible explained through activities.

9. Suitable innovative and interesting activities are carried out in the classroom

10. Suitable and appropriate activities are carried out by the students under the guidance of the teacher. The activities end up with a number of questions so that the aim of the activity is clearly understood by each and every child in the class.

The students perform some of the activities in groups too, for example while playing mathematical games a lot of peer learning takes place.

11. Instead of giving the exact or accurate solution for the problems many times open-ended questions are preferred which ensures a wider

scope for thinking and reasoning.