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− | <div style="width:150px;border:none; border-radius:20px;box-shadow: 5px 5px 5px #888888; background:#ffffff; vertical-align:top; text-align:center; padding:5px;"> | + | <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> | | ''[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> |
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| == Objectives of the program: == | | == Objectives of the program: == |
| | | |
− | * Discussing appropriate pedagogical processes by integrating with UDL principles to help children achieving the class level learning outcomes | + | * 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 |
− | * Identify appropriate learning resources suitable to the nature of content and teaching-learning strategies | + | * To help teachers reflect on their current beliefs and classroom practices and identify areas of possible refinement |
− | * Explore various e-content, tools, software for teaching, learning and assessment for the subject. | + | * To help teachers explore various digital tools and resources for enhancing their TPCK |
− | * Design and implement a teaching-learning plan based on ICT-Content-Pedagogy integration topic wise for class 6 and class 7 syllabus. | + | * 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 |
− | * Integrate assessment with pedagogical processes to continuously ensure the progress in learning by all children | + | * To enable teachers to use multi-level, multi-modal resources and strategies |
− | * Develop context-based exemplars in the relevant subject areas for the purpose of assessment. | + | * 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 |
| | | |
− | == Mathematics workshops-2023 == | + | ==== Session details: ==== |
| {| class="wikitable" | | {| class="wikitable" |
− | |+ | + | |'''Activity/Topic''' |
− | First Workshop - 19 August 2023
| + | |'''Description/process''' |
− | !Title
| + | |'''Timing''' |
− | !
| + | |'''Resources''' |
− | !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 |
− | |12.00 to 1.00
| + | 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 | + | |Technology integration in math teaching-learning using digital resources and diverse strategies |
− | |GMP | + | |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) |
− | |1.30 to 3.30 | + | '''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 |
| + | | |
| + | |- |
| + | | colspan="1" |Conclusion and wind up |
| + | | colspan="1" |Filling out feedback form (10 min) |
| + | 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 |
| | | | | |
− | #[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])
| |
| |} | | |} |
| | | |
− | == Applications for Mathematics teaching == | + | ==== Workshop Resources: ==== |
− | #[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]
| |
| | | |
− | == Mathematics Resources: ==
| + | # KOER pages; |
− | #NCERT Maths text books (offline copies available) | + | ##[https://karnatakaeducation.org.in/KOER/en/index.php/Introduction_to_2D_and_3D_shapes Introduction to 2D and 3D shapes] |
− | #Geogebra files for relevant topics - geogebra files on selected topics | + | ##[[Lines and Angles]] |
− | #[https://karnatakaeducation.org.in/KOER/en/index.php/File:Final_Presentation_Maths_Workshop_1,_August_1-2,_2018.odp Workshop presentatio] | + | ##[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] | | #[https://teacher-network.in/OER/index.php/Learn_Geogebra Learn Geogebra] |
− | #[https://karnatakaeducation.org.in/KOER/en/index.php/Mathematics_Websites List of useful Mathematics websites]
| |
− | ==== Reading materials: ====
| |
− | '''Nature of Mathematics:'''
| |
| | | |
− | # Own languages. e.g. Mathematical concepts terms, symbols, formulae and principles
| + | ==== Way forward ==== |
− | # 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)'''
| + | # Creating lesson plans / school level activities through communication with WhatsApp group |
| + | # Planning school level demonstration classes |
| + | # Plan for the second workshop |
| | | |
− | * Children learn to enjoy mathematics rather than fear it.
| + | ==== Workshop feedback form ==== |
− | * Children learn important mathematics — Mathematics is more than formula and mechanical procedures.
| + | 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. |
− | * Children see mathematics as something to talk about, to communicate through, to discuss among themselves, to work together on.
| + | == Websites/Applications for Mathematics teaching == |
− | * Children pose and solve meaningful problems.
| + | #[https://www.geogebra.org/materials Geogebra files] |
− | * Children use abstractions to perceive relation-ships, to see structures, to reason out things, to argue the truth or falsity of statements.
| + | #[https://phet.colorado.edu/ PhET] |
− | * 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.
| + | #[https://mathsbot.com/manipulativeMenu Manipulatives - A Collection of Virtual Manipulatives.] |
− | * Teachers engage every child in class with the conviction that everyone can learn mathematics
| + | #[https://www.robocompass.com/app Robocompass] |
| + | #[https://www.gcompris.net/index-en.html Gcompris] |
| | | |
− | (ದೈನಂದಿನ ಜೀವನದ ಒಂದು ಭಾಗವಾಗಿದೆ. (ಆಕಾರಗಳು, ಸಂಖ್ಯೆಗಳು) and ದೈನಂದಿನ ಜೀವನದ ಸಮಸ್ಯೆಗಳನ್ನು ಪರಿಹರಿಸಲಾಗುತ್ತದೆ)
| + | == 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:TIEE Workshop]] |
| + | [[Category:TIEE]] |