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B.Ed - 1 Year
code :005.4
PAPER -5 :
Pedagogy of Mathematics
Why teach mathematics
and the mathematics syllabus from 6 to 10:
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S.No |
UNIT
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(TOPIC) |
BY
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PEDAGOGY OF SUBJECT AREA (Mathematics) |
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UNIT -1 |
Mathematics a part of life
and the nature of mathematics :
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1 |
This unit
would help the student-teachers appreciate that
mathematics is in all aspects of
life and all children use it in some form. It
would explore mathematics present in diverse
everyday contexts and gives importance to
connecting school mathematics with a child's
lived experience
It would
then go on to discuss the aspects of formalizing
mathematical knowledge. There
would be exploration of ideas around |
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2 |
Discussions
on mathematics embedded in our everyday life
practices, such as, work-contexts,
economic transactions cultural and traditional
practices. |
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3 |
Nature of
mathematics with a view towards generalization,
symbolization and abstraction
of mathematical ideas.
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4 |
Features of
mathematics, mathematical statements,
consistency and logic, patterns and
relationships. Different ways of proving and try
to understand why proofs are necessary in
mathematics. The nature of mathematical
language, use of symbols, generalized forms and
reprentations. |
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UNIT -2 |
Why teach mathematics and
the mathematics syllabus from 6 to 10:
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1 |
There is a
fear of school mathematics in the minds of the
students and while it is considered
to be very important it is also attempted to be
limited to solving known problems and using
known techniques. The unit would discuss the
reasons for this and the need for widening
the goals and purposes of learning and teaching
mathematics. It would bring out that
mathematical ideas and goals are both
utiliterian and enriching and both these aspects
must
be reflected in the mathematical syllabi. The
unit would include aspects like:
>>The role of school
mathematics in society and status. The reason
for people to be afraid and
its distance from learners
>>Discussions on the aim and objectives of
teaching and learning of mathematics
given NCF. SCF and Chhattisgarh textbooks
>>What are the specific areas of mathematics
taught between 6 to 10 |
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UNIT -3 |
Understanding
Children's Learning of Mathematies
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1 |
This unit aims to focus on
children's learning processes in diverse
contexts (both school
and out-of-school) implicitly and explicitly. In
this unit we will also discuss what learning
mathematics means, talk about some models that
can be created to understand learning,
These would include the nature of the subject,
what is to be learnt or the knowledge to be
transacted, the understanding of the learner,
the understanding of the learning process and
What does it mean to know. This unit will also
talk about participation of children in learning
and use ideas on how children form their
understanding using ideas that are from
mathematics. The unit would also talk about the
fact that children go through different
routes to learn and express their ideas. These
often are through stages where they make
inappropriate generalizations as well. Using
examples of works of children this would be
explored. Exemplar chapters would be analysed by
students on the the principles of the
models and compared on the appropriateness,
The themes in this unit could be
>>What kind of
knowledge all children have from their context?
>>What are the diversities in mathematical
experiences and learnings
>>Mechanisms of learning and key aspects:
learning in socio-cultural contexts individual
learning, group learning
>>understanding the development of certain
concepts in children
>>Analyzing children's' work and understanding
the logic of their err rs
>>Understanding what does it mean to learn a
mathematical idea?
>>Equity issues : Beliefs about gender, caste,
class, language and their connection to
mathematics learning
>>Understanding children with special needs and
their mathematics abilitie |
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UNIT -4 |
Planning and
Classroom Management:
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1 |
This unit
will help a student-teacher to understand the
curriculum and textbooks to describe
the content in a year plan following the
curricular objectives. It will also help the
student
teacher to organize her classroom and make the
plan considering the classroom diversity
contents and available resources. Task designed
in the classroom planning shall be based on
learners previous knowledge, what needs to be
taught and the approach. In this we will
look at some examples where a teacher needs to
adjust or change the context given a
textbooks to make it some suitable for her own
students.
Mathematics classrooms of today are often
criticized to be teacher centric , uninteresting and
focused on giving explanations
and definitions. They are also geared to
one correct answer and one correct way. The
attempt is to provide children with short was
so that they are able to solve given problems.
The unit discusses the nature and culture of
effective mathematics classroom and focuses on
the proposed shifts in the classroom town
for moving towards a mathematically discursive
classroom culture. In this section we will
also discuss how children's prior knowledge can
be used as classroom resources and how
they affect learning. This would also discuss
some class-rooms where children are
participating, exploring, contributing their
ideas to the discourse, attempting to solve me
problems, learning from each other and are
engaged in other ways that ensure that they
form their ideas. The themes in this unit could
be
>>Understanding syllabus, textbook and/to make a
year plan. Understand the units, chapo
in each unit, their connections and flow.
Developing Unit Plan.
d. Making connections of the subject content
with learners' prior knowledge and experiences
To identify key concepts and prerequisite of the
topic. Designing tasks to understand what
do children know in a topic and what to discuss?
And what they are expected to learn by the
end of the year
>>exploring different ways of creating different
learning situations for different content areas.
Examples of contexts which need to be adjusted
according to the students Classroom
organization and management: develop strategies,
tasks and use other resources to organize
a mathematics classroom by giving due
consideration to various forms of diversity
which
exist in the classroom. |
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UNIT -5 |
Learning and
Teaching of Mathematics - Numbers and Number-Systems :
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1 |
This unit takes us through the story of numbers.
In this unit we will see how natural numbersand
their operations were used to give a consistent
definition for negative numbers. We willalso
work through the vanous reasons why students
ſind negative numbers difficult andto find ways
to help them. We will work through contexts
which might help us delnegative numbers in a
better way. Later in the unit we will talk about
the powers andexponent and also explore areas
children find difficult to understand. In this
sitealso look at some activities which might
strengthen students' understanding of some come
like powers and exponents.
>>Historical account of the development of
number-systems
>>Conceptual understanding of integers and
operations on them. Exponential notion, meaning
and law of exponents. Expressing number as a product of
power of prime numbers
>>Children's understanding (reasoning patterns
and misconceptions)
>>Teacher's knowledge and challenges,
>>Solving interesting problems based on these to
develop a better understanding
>>Constructing engaging and inclusive
class-rooms, exercises, problems, worksheets for
place value. exponents, divisibility rules. |
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