TIEE Mathematics teachers program 2023-24

ಈ ಪುಟವನ್ನು ಕನ್ನಡದಲ್ಲಿ ನೋಡಲು ಇಲ್ಲಿ ಕ್ಲಿಕ್ ಮಾಡಿ

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
• 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 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
• To help teachers explore various digital tools and resources for enhancing their TPCK

Mathematics workshops-2023

Workshop 1: August

Activity/Topic	Description/process	Timing	Resources
Session initiation	Assembly and settling down. Hand over a puzzle of one category to all teachers as they come in. Once they finish, they can pick up another puzzle of a different category. 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	print outs of 4 categories of puzzles Number pyramid, number operations, tangram, number line
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	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		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	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
Conclusion and wind up	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	3.00 to 3.30

Applications for Mathematics teaching

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.
3. Robocompass
4. Gcompris
5. PhET

Mathematics Resources:

1. KOER pages;
   1. Introduction to 2D and 3D shapes- (2 ಮತ್ತು 3 ಆಯಾಮದ ಆಕಾರಗಳು)
   2. Lines and Angles - (ರೇಖೆಗಳು ಮತ್ತು ಕೋನಗಳು)
   3. Number operations - (ಸಂಖ್ಯಾ ಪದ್ಧತಿ)
2. Phet simulations:
   1. Area model multiplication - Kannada
   2. Area model introduction - Kannada
   3. Number line operations
3. Geogebra files for relevant topics - geogebra files on selected topics
4. Learn Geogebra
5. List of useful Mathematics websites

Reading materials:

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)