TIEE Mathematics teachers program 2023-24
Objectives of the program:
- 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
- Develop context-based exemplars in the relevant topics for the purpose of assessment.
Mathematics workshops-2023
| Activity/Topic | Description/process | Who | 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 |
AY | 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. |
AS | 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 | 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 / exeriences (max 10 min each) |
AY | 1:00 to 2.15 | 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) | GMP | 2:15 to 3:15 | |
| Conclusion and wind up | 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 |
GMP | 3.15 to 3.30 |
Applications for Mathematics teaching
- 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)
- Manipulatives - A Collection of Virtual Manipulatives.
- Robocompass
- Gcompris
- PhET
Mathematics Resources:
- KOER pages;
- Phet simulations:
- Area model multiplication - Kannada
- Area model introduction - Kannada
- Number line operations
- Geogebra files for relevant topics - geogebra files on selected topics
- Learn Geogebra
- List of useful Mathematics websites
Reading materials:
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)