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Line 1: − + + − * 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 e-content, 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:'''+ − # Own languages. e.g. Mathematical concepts terms, symbols, formulae and principles + − # Its knowledge remains the same in the whole universe everywhere and every time.+ − # 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).+ − # It involves inductive and deductive reasoning and can generalize any proposition universally.+ − # 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 workshops''' + + + − + − First Workshop - 19 August 2023+ − !Title+ − !+ − !Timing − !Resources − + − + − + − |+ + + + + − + − + − |12.00 to 1.00+ − + + + + + + + + + − + + + + + + + + + + + + + + + + + + + + − + − + − + + + + − # [https://karnatakaeducation.org.in/KOER/en/index.php/Introduction_to_2D_and_3D_shapes Introduction to 2D and 3D shapes]- ([https://karnatakaeducation.org.in/KOER/index.php/2_%E0%B2%AE%E0%B2%A4%E0%B3%8D%E0%B2%A4%E0%B3%81_3_%E0%B2%86%E0%B2%AF%E0%B2%BE%E0%B2%AE%E0%B2%A6_%E0%B2%86%E0%B2%95%E0%B2%BE%E0%B2%B0%E0%B2%97%E0%B2%B3%E0%B3%81 2 ಮತ್ತು 3 ಆಯಾಮದ ಆಕಾರಗಳು])+ − # [[Lines and Angles]] - [http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%B0%E0%B3%87%E0%B2%96%E0%B3%86%E0%B2%97%E0%B2%B3%E0%B3%81_%E0%B2%AE%E0%B2%A4%E0%B3%8D%E0%B2%A4%E0%B3%81_%E0%B2%95%E0%B3%8B%E0%B2%A8%E0%B2%97%E0%B2%B3%E0%B3%81 (ರೇಖೆಗಳು ಮತ್ತು ಕೋನಗಳು]) − # [https://karnatakaeducation.org.in/KOER/en/index.php/TIIE_Mathematics_Module Number operations] - ([https://karnatakaeducation.org.in/KOER/index.php/%e0%b2%b8%e0%b2%82%e0%b2%96%e0%b3%8d%e0%b2%af%e0%b2%be_%e0%b2%aa%e0%b2%a6%e0%b3%8d%e0%b2%a7%e0%b2%a4%e0%b2%bf ಸಂಖ್ಯಾ ಪದ್ಧತಿ]) − − − [https://karnatakaeducation.org.in/KOER/en/index.php/Number_System Number system] - − − [[Series of Activities on Number Systems]], − − [https://karnatakaeducation.org.in/KOER/en/index.php/TIIE_Mathematics_Module TIIE Mathematics module], − − [https://karnatakaeducation.org.in/KOER/en/index.php/Fractions Fractions] (Kn - empty) - − − [[Sequence for teaching number systems]],P − − [[Basics of Number System- Multiplication, Factors and Multiples]], − − [[Place value activity 1|place value activity]], − − [[Hopping on number line]], − − ==== Reading materials:''(need to edit below pages)'' ==== − [http://www.primaryresources.co.uk/maths/mathsE1.htm Primary resources] : Website gives printable resources − − [https://karnatakaeducation.org.in/KOER/index.php/%E0%B2%97%E0%B2%A3%E0%B2%BF%E0%B2%A4_%E0%B2%B6%E0%B2%BF%E0%B2%95%E0%B3%8D%E0%B2%B7%E0%B2%95%E0%B2%B0%E0%B3%87,_%E0%B2%9A%E0%B2%BF%E0%B2%82%E0%B2%A4%E0%B2%A8%E0%B3%86_%E0%B2%AE%E0%B2%BE%E0%B2%A1%E0%B2%BF ಶಿಕ್ಷಕರೇ, ಚಿಂತನೆ ಮಾಡಿ] − − [https://karnatakaeducation.org.in/KOER/index.php/%e0%b2%b0%e0%b2%9a%e0%b2%a8%e0%b2%be_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_9_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_%e0%b2%95%e0%b2%b2%e0%b2%bf%e0%b2%95%e0%b3%86_:_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4%e0%b2%a6_%e0%b2%ad%e0%b2%be%e0%b2%b7%e0%b3%86_,_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_%e0%b2%ac%e0%b3%8b%e0%b2%a7%e0%b2%a8%e0%b3%86%e0%b2%af%e0%b2%b2%e0%b3%8d%e0%b2%b2%e0%b2%bf_%e0%b2%b0%e0%b2%9a%e0%b2%a8%e0%b2%be%e0%b2%b5%e0%b2%be%e0%b2%a6 ಗಣಿತದ ಭಾಷೆ , ಗಣಿತ ಬೋಧನೆಯಲ್ಲಿ ರಚನಾವಾದ] − − '''[https://karnatakaeducation.org.in/KOER/index.php/%e0%b2%b0%e0%b2%9a%e0%b2%a8%e0%b2%be_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_9_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_%e0%b2%aa%e0%b3%8d%e0%b2%b0%e0%b2%af%e0%b3%8b%e0%b2%97_%e0%b2%b6%e0%b2%be%e0%b2%b2%e0%b3%86 ಗಣಿತ ಪ್ರಯೋಗ ಶಾಲೆ]''' − − [https://karnatakaeducation.org.in/KOER/index.php/%e0%b2%b0%e0%b2%9a%e0%b2%a8%e0%b2%be_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_9_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_%e0%b2%aa%e0%b2%a0%e0%b3%8d%e0%b2%af_%e0%b2%aa%e0%b3%81%e0%b2%b8%e0%b3%8d%e0%b2%a4%e0%b2%95_:_%e0%b2%a8%e0%b3%86%e0%b2%b2%e0%b3%86_%e0%b2%b9%e0%b2%bf%e0%b2%a8%e0%b3%8d%e0%b2%a8%e0%b3%86%e0%b2%b2%e0%b3%86_%e0%b2%b9%e0%b2%be%e0%b2%97%e0%b3%82_%e0%b2%86%e0%b2%b6%e0%b2%af%e0%b2%97%e0%b2%b3%e0%b3%81 ಪಠ್ಯ ಪುಸ್ತಕ : ನೆಲೆ ಹಿನ್ನೆಲೆ ಹಾಗೂ ಆಶಯಗಳು] − − [https://karnatakaeducation.org.in/KOER/index.php/%e0%b2%b0%e0%b2%9a%e0%b2%a8%e0%b2%be_%e0%b2%97%e0%b2%a3%e0%b2%bf%e0%b2%a4_9_%e0%b2%b5%e0%b2%bf%e0%b2%b6%e0%b3%87%e0%b2%b7_%e0%b2%ae%e0%b2%be%e0%b2%b9%e0%b2%bf%e0%b2%a4%e0%b2%bf%e0%b2%97%e0%b2%b3%e0%b3%81_%e0%b2%b9%e0%b2%be%e0%b2%97%e0%b3%82_%e0%b2%b2%e0%b3%87%e0%b2%96%e0%b2%a8%e0%b2%97%e0%b2%b3%e0%b3%81 ವಿಶೇಷ ಮಾಹಿತಿಗಳು ಹಾಗೂ ಲೇಖನಗಳು] − − '''Tech integration''' − − # [https://www.geogebra.org/materials Geogebra files] : − ## 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 − ## Fractions : https://www.geogebra.org/t/fraction, (Downloaded - Girija offline folder) − # [https://mathsbot.com/manipulativeMenu Manipulatives - A Collection of Virtual Manipulatives.] − # [https://www.robocompass.com/app Robocompass] − # [https://www.gcompris.net/index-en.html Gcompris] − # [https://phet.colorado.edu/ PhET] − − * '''Module 1''' − ** 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 − * '''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:+ − * For computational errors :- drill work is practised.+ − * For language comprehensive errors: - suitable questions with solutions are provided & explained in detail.+ − * For careless errors:- common misconcepts are listed out from the past experience, so that students recall them while solving questions.+ − * 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.+ + + + + + + + − +
TIEE Mathematics teachers program 2023-24 (view source)
Revision as of 10:04, 3 November 2023
, 10:04, 3 November 2023→Workshop objectives:
=== Objectives: ===
<div style="width:400px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#ffffff; vertical-align:top; text-align:center; padding:10px;">
''[https://karnatakaeducation.org.in/KOER/index.php/TIEE_%E0%B2%97%E0%B2%A3%E0%B2%BF%E0%B2%A4_%E0%B2%B6%E0%B2%BF%E0%B2%95%E0%B3%8D%E0%B2%B7%E0%B2%95%E0%B2%B0_%E0%B2%95%E0%B2%BE%E0%B2%B0%E0%B3%8D%E0%B2%AF%E0%B2%95%E0%B3%8D%E0%B2%B0%E0%B2%AE_2023-24 ಈ ಪುಟವನ್ನು ಕನ್ನಡದಲ್ಲಿ ನೋಡಲು ಇಲ್ಲಿ ಕ್ಲಿಕ್ ಮಾಡಿ]''</div>
== Objectives of the program: ==
* To help teachers evolve a shared understanding of the need and importance inclusive education taking into account the different aspects of equity in the classroom
* To help teachers reflect on their current beliefs and classroom practices and identify areas of possible refinement
* To help teachers explore various digital tools and resources for enhancing their TPCK
* Help teachers understand the diversity of needs in their classroom and imagine possibilities of using ICT-based pedagogy, integrating principles of UDL, in the mathematics classroom
* To enable teachers to use multi-level, multi-modal resources and strategies
* To build a community of learning for sustained and continuous teacher professional development through sharing experiences, ideas and best practices
== Mathematics workshops - 2023 ==
=== Workshop 1: August ===
===== Workshop objectives: =====
* To collectively identify common misconceptions and challenges that children face with respect to understanding number operations and basic geometrical concepts
* To explore some alternate models of conception of mathematical concepts using PhET simulations and Geogebra sketches
==== Session details: ====
{| class="wikitable"
{| class="wikitable"
|+
|'''Activity/Topic'''
|'''Description/process'''
|'''Timing'''
|'''Resources'''
|-
|-
|Discussion on Math pedagogy
|Session initiation
|AS
|Assembly and settling down.
|11.00 to 12.00
QR codes are stuck up in the lab and teachers join the WA group as soon as they come and share basic info in the group like their name, school, etc. And then we can give different puzzles to all teachers and ask them to share the solved puzzle in the group along with how they can modify it to make it relevant for their children.
15 mins time to solve followed by a discussion on their experience of solving, how they approached the puzzle, which math concepts were used to solve the puzzle and how it can be contextualized for their students
|11.00 to 11:30
|[https://karnatakaeducation.org.in/KOER/en/images/9/9d/Puzzle_worksheet.pdf Mathemtics puzzles] -
print outs of different categories of puzzles
Number pyramid, number operations, tangram, number line, etc,.
|-
|-
|Diverse strategies for Math teaching
|Discussion on Math pedagogy - Teachers' current practices related to specific concepts, associated misconceptions children may have, challenges children face and how alternate approaches to teaching may help
|AY
|Reading handout followed by discussion on similar observations/experiences – 10 mins
Activity for understanding relation between how calculations are processed mentally and their written format:
|
Addition and subtraction of any 2 double digit numbers – how did you calculate mentally? How is it usually solved on paper? What are the similarities/differences?
Multiplication and division – give 2 expressions and ask teachers to give different ways of interpreting each.
How can 14 x 7 or 15 / 3 be understood? Are there different ways?
How are these usually solved? What challenges might children face in understanding these?
Discussion on whether students are able to perform such mental calculations, and relation between writing format and thinking.
Ask teachers to share misconceptions observed with respect to different operations and geometry concepts – make mindmap.
Discussion on how these can be addressed – take few examples.
|11:30 - 12:30
|Reading - excerpt from 'Numeracy counts!' by Anita Rampal, R. Ramanujam and L.S. Saraswati
|-
|-
|Lunch break
|Lunch break
|
|
|1.00 to 1.30
|12:30 to 1
|
|-
|Technology integration in math teaching-learning using digital resources and diverse strategies
|Demo of sample geogebra and Phet resources(Show resources that can be downloaded from geogebra.org and Phet.colorado.edu, open the sample resources and demonstrate how each works)- (30 min)
'''Group activity:'''
Each group is assigned one PhET simulation/Geogebra file related to a concept and certain questions/prompts are given for teachers to explore the resource. (30min)
Each group is then asked to present their observations / experiences (max 10 min each)
|1:00 to 2.30
|[https://karnatakaeducation.org.in/KOER/en/images/0/09/Group_activity_Teacher_handout_first_maths_workshop_August.pdf Group activity Teacher handout]
Selected offline PhET simulations and Geogebra files
- Area Model
- Number line
- Visualizing Division
- 2D and 3D shapes
- Angle formation and types of angles
|-
|Exploration of other resources
|Teachers explore the other resources (PhET, Geogebra, KOER, Mathbot, etc)
|2: 30 to 3:00
|
|
|-
|-
|Technology integration in Math teaching
| colspan="1" |Conclusion and wind up
|GMP
| colspan="1" |Filling out feedback form (10 min)
|1.30 to 3.30
Making content accessible for all students to participate
Differentiated instruction – multilevel resources/activities (number bonds, number guessing, number ops puzzle etc), multiple models – area model/number line for visual learners, multi-modal resources (digital simulations)
These strategies help make education equitable for all children
| colspan="1" |3.00 to 3.30
|
|
|}
|}'''Resources:'''
==== Workshop Resources: ====
# KOER pages;
##[https://karnatakaeducation.org.in/KOER/en/index.php/Introduction_to_2D_and_3D_shapes Introduction to 2D and 3D shapes]
##[[Lines and Angles]]
##[https://karnatakaeducation.org.in/KOER/en/index.php/TIIE_Mathematics_Module Number operations]
# Phet simulations:
##[https://phet.colorado.edu/en/simulations/number-line-operations/translations Number line operations]
##[https://phet.colorado.edu/sims/html/area-model-introduction/latest/area-model-introduction_en.html Area model introduction]
##[https://phet.colorado.edu/sims/html/area-model-multiplication/latest/area-model-multiplication_en.html Area model multiplication]
# [https://drive.google.com/drive/folders/1wvn7WRVfFemXU-G-J0nqmPrWOj68N9Uy?usp=sharing Geogebra files on selected topics]
#[https://teacher-network.in/OER/index.php/Learn_Geogebra Learn Geogebra]
==== Way forward ====
# Creating lesson plans / school level activities through communication with WhatsApp group
# Planning school level demonstration classes
# Plan for the second workshop
==== Workshop feedback form ====
Please [https://teacher-network.in/limesurvey/index.php/597847?lang=kn click on this link to provide feedback] on the workshop and offer suggestions for its further improvement.
== Websites/Applications for Mathematics teaching ==
#[https://www.geogebra.org/materials Geogebra files]
#[https://phet.colorado.edu/ PhET]
#[https://mathsbot.com/manipulativeMenu Manipulatives - A Collection of Virtual Manipulatives.]
#[https://www.robocompass.com/app Robocompass]
#[https://www.gcompris.net/index-en.html Gcompris]
== Reading Resources: ==
# [https://drive.google.com/file/d/17R42HxTx6zX1-4vp5XAIgj-fq7KJCfJU/view NATIONAL CURRICULUM FRAMEWORK-2005]
# [https://ncert.nic.in/pdf/focus-group/math.pdf NCF Mathematics Position paper]
# [https://ncert.nic.in/textbook.php NCERT Text books link]
# [https://dsert.karnataka.gov.in/storage/pdf-files/nep/8_Mathematics_Education_and_Computational_Thinkng.pdf Position paper on Mathematics Education and Computational thinking] - Karnataka
# [https://drive.google.com/file/d/1KpMB2ZNsIFDMSJ_sRklpGmkwL6kzkw2P/view Foundational Literacy & Numeracy – Guidelines for Implementation]
# [https://karnatakaeducation.org.in/KOER/en/index.php/Mathematics_Websites List of useful Mathematics websites]
# [http://www.primaryresources.co.uk/maths/mathsE1.htm Primary resources] : Website gives printable resources
[[Category:Mathematics]]
[[Category:Mathematics]]
[[Category:Workshop]]
[[Category:TIEE Workshop]]
[[Category:TIEE]]
[[Category:TIEE]]