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| * 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 evolve a shared understanding of the need and importance inclusive education taking into account the different aspects of equity in the classroom |
− | * Help teachers understand the diversity of needs in the classroom and explore the possibilities of using multi-level, multi-modal resources and strategies based on UDL principles
| + | * To help teachers reflect on their current beliefs and classroom practices and identify areas of possible refinement |
− | * To help teachers reflect on their current classroom practices and identify areas of possible refinement in their beliefs and practices | |
− | * To create a community of learning among teachers to encourage sharing of ideas, resources, and participation in discourses related to mathematics pedagogy
| |
− | * To help teachers imagine possibilities of using ICT-based pedagogy in the mathematics classroom
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| * To help teachers explore various digital tools and resources for enhancing their TPCK | | * 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 == | + | == Mathematics workshops - 2023 == |
| | | |
| === Workshop 1: August === | | === 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''' | | |'''Activity/Topic''' |
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| |- | | |- |
| |Session initiation | | |Session initiation |
− | |Assembly and settling down. | + | |Assembly and settling down. |
− | Hand over a puzzle of one category to all teachers as they come in.
| + | 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. |
− | Once they finish, they can pick up another puzzle of a different category.
| + | 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 |
− | 15 mins time to solve followed by 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 | | |11.00 to 11:30 |
− | |print outs of 4 categories of puzzles | + | |[https://karnatakaeducation.org.in/KOER/en/images/9/9d/Puzzle_worksheet.pdf Mathemtics puzzles] - |
− | Number pyramid, number operations, tangram, number line | + | print outs of different categories of puzzles |
| + | Number pyramid, number operations, tangram, number line, etc,. |
| |- | | |- |
| |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 | | |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 |
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| Each group is then asked to present their observations / experiences (max 10 min each) | | Each group is then asked to present their observations / experiences (max 10 min each) |
| |1:00 to 2.30 | | |1:00 to 2.30 |
− | |Selected offline PhET simulations and Geogebra files | + | |[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 | | - Area Model |
| - Number line | | - Number line |
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| |} | | |} |
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− | == 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; | | # KOER pages; |
− | ## [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]) | + | ##[https://karnatakaeducation.org.in/KOER/en/index.php/Introduction_to_2D_and_3D_shapes Introduction to 2D and 3D shapes] |
− | ## [[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]) | + | ##[[Lines and Angles]] |
− | ## [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/TIIE_Mathematics_Module Number operations] |
| # Phet simulations: | | # Phet simulations: |
− | ##[https://phet.colorado.edu/sims/html/area-model-multiplication/latest/area-model-multiplication_kn.html Area model multiplication] - Kannada | + | ##[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_kn.html Area model introduction] - Kannada | + | ##[https://phet.colorado.edu/sims/html/area-model-introduction/latest/area-model-introduction_en.html Area model introduction] |
− | ## [https://phet.colorado.edu/en/simulations/number-line-operations/translations Number line operations]
| + | ##[https://phet.colorado.edu/sims/html/area-model-multiplication/latest/area-model-multiplication_en.html Area model multiplication] |
− | # Geogebra files for relevant topics - geogebra files on selected topics
| + | # [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: == | + | ==== Way forward ==== |
− | '''Nature of Mathematics:'''
| |
| | | |
− | # Own languages. e.g. Mathematical concepts terms, symbols, formulae and principles | + | # Creating lesson plans / school level activities through communication with WhatsApp group |
− | # Its knowledge remains the same in the whole universe everywhere and every time. | + | # Planning school level demonstration classes |
− | # 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).
| + | # Plan for the second workshop |
− | # 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)'''
| + | ==== 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] |
| | | |
− | * Children learn to enjoy mathematics rather than fear it.
| + | == Reading Resources: == |
− | * 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)
| |
| | | |
| + | # [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]] |