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204017CA05 GTA writing frame Page 1 of 24 Title of your assignment: An Action Plan to enhance the learning of Geometry among the students of grade 9 of Murlidhar High School, Rajkot. Your name and the name of your institution: Dr. Atul Vyas Murlidhar High School, Rajkot (Gujarat) I N D I A. The name of your mentor: Dr.K.Pushpanadham The date: 23, NOVEMBER, 2012 How many students will your action research project have an impact on? 50 Statement of Originality I hereby declare that the action research project entitled An Action Plan to enhance The learning of Geometry among the students of grade 9 of Murlidhar High School, Rajkot. Presented in this submission to the British Council for GTA (Global Teacher Accreditation) is entirely my own and all the work is original. To the best of my knowledge no work of this type has been reported on the above subject, since I have discovered new Relation of facts, this work can be considered to be contributory to the advancement of Knowledge in the field of teaching mathematics. Place: RAJKOT-I N D I A Date: 25 th May 2013 (Dr Atul Vyas)

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Page 1: Statement of Originalitymathsguru.yolasite.com/Resources/GTA2012_INDIA_- DR ATUL VYAS.docx-1.pdf3. Segment, Minor, Major & Semicircular segments.. 4. Sector, Minor, Major & Semicircular

204017CA05 GTA writing frame Page 1 of 24

Title of your assignment: An Action Plan to enhance the learning of Geometry among the students of grade 9 of Murlidhar High School, Rajkot.

Your name and the name of your institution: Dr. Atul Vyas

Murlidhar High School, Rajkot (Gujarat) I N D I A.

The name of your mentor: Dr.K.Pushpanadham

The date: 23, NOVEMBER, 2012

How many students will your action research project have an impact on? 50

Statement of Originality

I hereby declare that the action research project entitled An Action Plan to enhance

The learning of Geometry among the students of grade 9 of Murlidhar High School,

Rajkot. Presented in this submission to the British Council for GTA (Global Teacher

Accreditation) is entirely my own and all the work is original. To the best of my knowledge

no work of this type has been reported on the above subject, since I have discovered new

Relation of facts, this work can be considered to be contributory to the advancement of

Knowledge in the field of teaching mathematics.

Place: RAJKOT-I N D I A

Date: 25th May 2013 (Dr Atul Vyas)

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DR ATUL VYAS

SHREE MURLIDHAR HIGH SCHOOL, RAJKOT (GUJARAT) INDIA  Page 2 

Acknowledgement

I am highly obliged and express my gratitude to Dr K. Pushpanandham who guided me for the present Action research. Throughout my research work he has been very generous in extending scholarly help by giving his valuable time. I extend my humble thanks towards British Council for giving me opportunity to take part in GTA-2012. I wish to express my gratitude to my principal Mr Niren Jani and my trustee Mr Darshit Jani for their full support during the time of research. I am also thankful to my colleagues for their support to carry out my activities and experiments. I wish to extend my thanks to Ms Anju Mehta, (Senior Project Manager Schools-Teacher Development British Council) who actively involved herself to document the Action research. Last but not least I am bound to thank my students for their continuous support in every step of the research.

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Section 1: Preparing for your enquiry

1.1 Briefly describe your working context Rajkot is a capital of saurashtra region part of Gujarat state my school SHRI MURLIDHAR HIGH SCHOOL is a leading grant-in-aid school which is run by local trust and we have mix qualities of students most of the students are from middle class and lower middle class families. Besides these every year we are able to manage better result at 10th grade. I have been working there since 1993 as a mathematics teacher and teaching students of 8 to 10 grades. I am writer and reviewer of Gujarat State Board Text-book of grade 9th and 10th. I have been working as a state key resource person for the in-service training of the maths teachers since 2001. I have done significant work in the field of mathematics in Gujarat state and my work was praised by former president Honourable DR A.P.J.ABDUL KALAM SIR at Ahmadabad in the SSJA programme. I have worked as an expert in Maths Improvement programme [Three years compact] in the Saurashtra and Kutch secondary school Maths improvement and capacity building programme of maths teachers organized by G.C.E.R.T. I have organized first ever MATHS FAIR [ganit mela] for the school students and as well as for the teachers of Gujarat State. It was three day programme held on 20 to 22nd December, 2002 since then the state level and national level MATHS FAIR organized by the All India Ramanujan Maths Club all over the India. I was given best teacher award at national book fair, Rajkot on 12th October, 2003 by DR. Katheriya sir, H’ble HRD minister, NEW DELHI, Central Government of India. I have presented many educational research papers at international, national & state level too. I have participated at 3rd NATIONAL CONVENTION ON QUALITY CIRCLES IN EDUCATION 21-26 August, 2006, at Republic of Mauritius 1.2 Analyse your starting point As I have mentioned I am teaching mathematics for the last 19 years in my long journey in the field of education I found that 8th and 9th grade students are weak in mathematics and particularly weak in Geometry and even I studied that it was general problem around me so I analysis that problem that students are not understand Geometry properly because our teaching method generally based on talk & chalk method so students can't understand proper concepts of Geometry.

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DR ATUL VYAS

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There are many learning difficulties in geometry but mainly I found that when I taught most of the students kept themselves busy in imagine about the concepts because they did not understand concept only with the help of figures which I have drawn on the black-board . It seems that the traditional teaching methods are not appropriate for learning geometry. I have much knowledge to making models of Geometry but I used it only for fun and Maths-fair activities so I have prepared strategies to teach Geometry through special teaching programme which consist models and origami-art of paper folding. For the purpose I select Grade 9th 50 students among the group 25 boys and 25 girls. I will consider their 1st semester (June to October-2012) mathematics marks as the pre-test and then I will apply special teaching programme in the 2nd semester (December-2012 to March-2013) Through Special teaching programme I expect the following points.. * Students can get 3D view of the figures so understand concepts clearly. * Teaching –learning will be more interesting and effective. * Leaning by doing (Kinaesthetic Approach) * Activity Based Learning * we can develop strategy that learning will be done.... Knowledge → Understanding→ Application→ Skill 1.3 What do you hope will change as a result? I hope that after implementation of the special teaching programme students learn more interestingly and also actively participate in the models and origami activities. Students will enjoy the strategies of learning by doing and through special teaching programme they will gain mastery in understanding concepts of Geometry. So teaching –learning process will become more effective and interesting too. Even I hope that learning through activities will be long lasting and more applicable. 1.4 Access to mentoring DR Pushpanandham, Associate Professor in Educational Administration and Member of the Senate at M.S. University, Baroda and also Visiting Professor at Arhus University, Denmark, is my mentor I feel lucky to have mentor like him.

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As personal meeting at Mumbai on 9th October I am quiet impress with DR Pushpanadham Karanam’s knowledge in the field of research. After that I had many conversations with him through e-mail and with his tips and comments I am preparing my proposed action research plan then he suggest me to focus on the problem, find the reasons and prepare strategies. he is very kind and co-operative so he assured me to available on line 24×7. 1.5 What is the focus for your learning? How and why did you decide upon this? What do you already know about this area from accessing the knowledge base including theories or research? What do you hope to learn? Why did you choose this focus e.g. whole-school, faculty or class focus, something you saw in your partner school, personal interest and development, to provide evidence of impact for a funded project? How did discussion with your mentor help you to decide on and sharpen up your learning focus? I will focus on activity based learning and prepare programme of teaching Geometry to 9th grade students in the 2nd semester. For the action research I will select one class of STD 9th after implementation of the programme I will conduct post test and then calculating effectiveness of the new strategies for teaching Geometry. 1.6 Are you aware of any ethical issues which you need to take into account? , I am very much aware for ethical issues in my action research my school is a co-education school so I will choose one class which consist 25 boys and 25 girls. I will take their 1st semester's mathematics marks as a pre-test and will take 2nd semester's mathematics marks as a post-test. I have selected my class without taking consideration of caste and creed. I will take consent from my principal and school management. I will also make the parents aware of the project. 1.7 What diversity / equal opportunities have you identified in relation to e.g. gender, ethnicity, language, or disability? I will provide same activities to the 25 boys & 25 girls in the class-room. I have different kind of students in the class-room some are slow-learner but having skill to making models quickly on the other hand some are fast-learner but having less skill to making models. I will create equal opportunities for all the students.

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Section 2: Creating your plan. It would be useful to discuss your plan with your mentor. Action Plan: What are you going to do to ensure that you meet your learning objectives?

Actions Timescales/ Key dates

Resources / People inc. sources of support and challenge

Success Criteria

Comments / amendments to plan

Identify the hard points of the learning of Geometry for the students of grade 9th

1st week of the December (every day 1 hour)

Guidance from the mentor.

will Identify the hard points and design strategy.

previous experience of model making will be useful.

Teaching of Triangles 1. Vertices, sides & angles 2. Partition of a plane by a triangle 3. Exterior Angles of a triangle

10th Dec. to 20 Dec. (every day 1 hour)

Demo in front of the students concept clear with the help of models and origami

Students will understand concept very well and also able to make models

Students will understand Triangles and their properties.

Teaching of Congruence of Triangles 1. SAS postulate 2. ASA Theorem 3. AAS Condition 4. RHS Theorem 5. SSS Theorem etc.... Type of Triangles according to their sides and angles..

21 Dec. to 31 Dec. (every day 1 hour)

Now students will able to understand concepts through models and origami therefore provides some activities to learn geometry very well.

Students can get 3D view of the figures so understand concepts clearly.

Students will able to make models themselves.

Teaching of Quadrilateral 1. Convex & Concave

Quadrilateral 2. Properties of the Quadrilateral 3. Types of the Quadrilaterals 4. Parallelogram 5. Trapezium 6. Rectangle 7. Rhombus 8. Square 9. Properties of parallelogram 10. Area of parallelogram

Etc......

January-2013 (every day 1 hour)

Students will easily make models with the help of straws, bicycle’s forks, rubber bands and wooden strips and also do activities of origami with help of papers.

Teaching –learning will be more interesting and effective. Leaning by doing (Kinaesthetic Approach)

Through activities students will understand concepts quiet well.

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Teaching of Circle

1. Circle, radius, chord, diameter 2. Arc, Minor arc, Major arc &

Semicircular arc 3. Segment, Minor, Major &

Semicircular segments.. 4. Sector, Minor, Major &

Semicircular Sector.. 5. Congruent circles & Concentric

circles. 6. Theorems of the circle

February-2013 (every day 1 hour)

use of Geo-Board which is made of nails and rubber bands and also use of origami

Activity Based Learning

Students will easily interact with the help of the models and learning will become more interesting.

To arrange school level MATHS FAIR 1st week of March-2013 (two day full time display will be done by the students)

Students will exhibits their models and also present origami work in front of other students, parents, invitees and teachers.

we can develop strategy that learning will be done by covering following steps.. Knowledge Understanding Application & Skill

Students will participate in the maths fair and exchange their knowledge about the concepts of the geometry with their friends and parents.

Post test/Evaluation Feed back & suggestions from the mentor Report writing of the final research paper

2nd week of March-2013 3rd & 4th week of April-2013 1st to 15th May-2013

post test paper which cover

• Written Test • Activities • Presentation

Mentor final writing of the research paper in the format given by British council

Students successfully understand concepts of geometry following feedback of the mentor finding and output of the Action research

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Section 3: Developing your enquiry. 3.1 What were the key learning outcomes? This project gave me the immense joy of seeing a majority of the students becoming addicted to maths activities and learning becomes so easy for them. Something which I had not even dreamed that I could be successful within such a short span of time. It is now my desire to keep the momentum going and to have the students craving for maths activities if they do not get activities for a couple of days. The improvement in the overall teaching-learning process is indeed a milestone achieved and with the ongoing process being now extended to all the classes, it is a matter of time we can hope for a definite upward swing in the standard of mathematics in the school. Discussions with my colleagues about students that they are becoming more analytical and are now Learning their lessons in class with far more insight than before. They now seem to be more confident in mathematics. They are improving the clarity in concepts and there has been an increase in the extent of their imagination and creative thinking (refer to Appendix A for reports by a few teachers and students.) A maths fair was organized where students presented maths models and did origami activities. . (Refer to Appendix B for photographs of maths fair) Prizes were announced for the best 3 models and for the best 3 origami activities. Moreover, it widened their knowledge base to a great extent and provided them with an interest in the field of mathematics. 3.2 How did you evaluate your intended learning outcomes? The learning outcome was evaluated using a variety of approaches, as has been put into Action Plan section of the presentation. For the purpose of evaluation I have selected Grade 9th 50 students among the group 25 boys and 25 girls. I have considered their 1st semester (June to October-2012) mathematics marks as the pre-test and then I will apply special teaching programme (teaching through models and origami) in the 2nd semester (December-2012 to March-2013) teaching programme mention in action plan. After implementation of the programme I have taken post-test which covered (1) Written test (2) Activities (3) Presentation. (Refer Appendix-C for students list, scores of the pre-test and the post-test) For the significance of the study I have analysed data in the following ways.

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(1) Testing the significance level I have calculated mean, standard deviation and t-test the calculated value of the t-test is 6.705 which is significant at 0.01 level means the programme of teaching trough models and origami is highly succeed.(Refer Appendix-D for Data sheets and calculations of t-test)

(2) I have prepared pi-chart and bar chart for the comparison of the data with the reference of pre-test and post-test as well as Gender too.(Refer Appendix-E for the charts)

(3) I have compared every student’s data of pre-test and post-test and prepared bar chart for all. (Refer Appendix-F for individual comparison) 3.3 What has been the influence of engaging with the knowledge base? The knowledge base for my research project was based on teaching of mathematics and particularly Geometry to the students of Grade 9th. In my years as a maths teacher I had been noticing that students of 8th & 9th grade were weak in mathematics and even I found that it was a general problem around me so after analysis of that problem I found that students are not understand Geometry properly because our teaching method generally based on talk & chalk method so students can’t understand concepts properly.

I have been working as a mathematics teacher as well as working as a state key resource person in teachers training since 2001 and during my training work I used to teach teachers through activities and models for the clarity of concepts and as well for fun so I have prepared strategies to teach Geometry through special teaching programme which consists models and origami-art of paper folding. (Refer Appendix-G for models and Origami work)

The teaching programme was highly praised not only by the students but also by my fellow teachers too. 3.4 How did mentoring influence the way you learned and / or the outcomes of your learning? The mentoring influence has definitely been very important and has helped me at every step to facilitate decision making at crucial junctures of the learning journey. When I discussed my problem with him he suggested me to prepare strategies to teach Geometry through special teaching programme which consist models and origami-art of paper folding. At review workshop my mentor had seen my teaching models and origami activities and he suggested me to go through NCF-2005 and 2009 reports for such type of Action

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research and find how your work is different from others. Such remarks have influenced my learning much, which proved to be a grand success. The support received from my school management and from my colleagues has been invaluable in coming up with ideas to enhance the learning of Geometry among the students. Right from initial stage, the group of students and fellow teachers have been with me in all events and activities including pre-test, maths-fair, presentation and finally post-test. 3.5 What, if any, changes were made along the way? What impact did the review have on the remainder of your learning plan? Initially, I had thought of including students of four classes of grade 9th in this project. However on discussion with my mentor it was decided to involve 25 boys and 25 girls total 50 students from grade 9th, which would be an appropriate size to carry out investigations. The size allowed the process to be carried out systematically and in an organized and disciplined manner. In the beginning I had thought for two groups of students one group is controlled group which was taught formal way and the other group is experimental group which was taught through special teaching programme and then compare both group. After discussion with my mentor we have decided to go for one group pre-test post-test design and really it works like anything with result we found significant difference of learning level of the students. 3.6 Refer back to any ethical issues you identified in your plan and show how these were considered and addressed. My school is a co-education school so I have selected one class which consist 25 boys and 25 girls. For the evaluate effectiveness of the teaching programme I have considered 1st semester’s mathematics marks as a pre-test and would consider 2nd semester’s mathematics marks as a post-test. I have selected whole class of fifty students without considered of caste and creed and even the students were of mix academic levels. I have taken consent of my principal and school management and also inform parents about my work. I have provided all models and activities materials to the students free of cost so there was no extra Burdon of cost on them.

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3.7 Refer back to any diversity / equal opportunities issues you identified. Show how these were considered and what actions you took to secure best possible outcomes. I have different kind of students in the class-room some were slow-learner but having skill to making models quickly on the other hand some are fast-learner but having less skill to making models. I have provided equal opportunities for all the students and they learned according to their capacity. I have given enough space to the students for performing activities. 3.8 How did you share your learning with others? Firstly I share my learning outputs with my colleague, school management and parents they appreciate my efforts which gives me boost to share my learning outputs with the society through different Medias. I also shared my findings at the Review Meeting held in Mumbai, where each one of us spoke about our research findings and outcomes and all of us learnt a lot from one another. The results will be shared globally through our school website http://www.shreemurlidharshaikshniksankul.com/ (under contraction) and also shared through my personal website www.MATHSGURU.YOLASITE.COM even shared with the teachers of the Rajkot City (my local city) in the Teacher’s training programme during 6/5/2013 to 10/05/2013 and also share in the discussion forum of British council school online( my global city), so that the initial data can be used as a stepping stone to do further investigation in the field of teaching mathematics through models and activities. Even I will share my work and results for the students who studies in corporation schools (lower middle class students) I will prepare model kit and will give it to around fifty schools for the purpose I contact my school management and some NGO’s they will provide me necessary monitory fund. As I got such a tremendous result of teaching mathematics of Grade 9th students through models and activities now I will prepare models and activities kit for the teaching programme of Grade 10th students. I would like to hope and believe that my work would be share with the maximum person of the community and the project would prove to be beneficial to other schools, teachers, students and parents. Finally I wish to continue personally my research work for the other Grade students and with more topics of mathematics and if British Council allow me to continue as a researcher or mentor ( I have enough experience in the field of educational research and presented many research papers at international level) for the next phase of GTA it would be my pleasure and privilege too.

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APPENDIX-A (Feed-back from the teachers)

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(Feed-back from the students)

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APPENDIX-B

(PHOTOGRAPHS OF MATHS-FAIR AND PRESENTATION)

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APPENDIX-C

(Students list and score of pre-test and post-test)

NO. NAME PRE-TEST POST-TEST GENDER 1  PATADIYA NANDINI S. 24  30  1 

2  POPAT PAYAL R. 27  30  1 

3  SHAH DHVANI Y. 29  30  1 

4  ADESARA HIRAL N. 28  30  1 

5  MAKWANA GRISHMA C. 22  29  1 

6  MANDALIYA ISHITA R. 20  28  1 

7  VAKHARIYA RIDDHI R. 20  24  1 

8  JANI DEVANSI N. 15  22  1 

9  CHAROLIYA ANJALI P. 15  21  1 

10  ASHARA SHIVANI B. 18  25  1 

11  ZINZUVADIYA MAUSAMI H. 15  24  1 

12  GONDHIYA GOPI P. 14  22  1 

13  BHUVAR SHAHINA A. 9  19  1 

14  PADIYA DHYANI M. 14  22  1 

15  MAKADA RUKAIYA A. 15  21  1 

16  ADESARA RIYA M. 14  23  1 

17  LATHIGARA PAYAL Y. 18  25  1 

18  PATADIYA KRUPA D. 17  26  1 

19  GODALAKA CHANDNI J. 20  29  1 

20  KAPADIYA DHYANI R. 19  25  1 

21  RANPARA BHOOMI J. 20  25  1 

22  MAKAWANA NAYNA K. 12  21  1 

23  RANPARA PRIYA R. 11  20  1 

24  RATHOD SHRADDHA A. 13  21  1 

25  PARMAR YAMINI K. 8  18  1 

26  GHATALIYA AKSHIT L. 13  19  2 

27  SOLANKI HARSHIT M. 7  19  2 

28  BHATT VATSAL M. 10  18  2 

29  PRAJAPATI RAJ R. 12  21  2 

30  PATADIYA POOJAN H. 10  19  2 

31  PARMAR KHUSHAL B. 15  23  2 

32  BARBHAYA VIVEK C. 7  17  2 

33  DODIYA APURVA H. 6  15  2 

34  CHHAGANI MITESH R. 20  29  2 

35  JOSHI PARTH L. 9  16  2 

36  JALU PARTH A. 11  19  2 

37  TANK RUTVIK H. 17  25  2 

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38  JANANI DHARMESH K. 18  26  2 

39  LIMBALIYA SAHIL F. 8  15  2 

40  KANDIYA BILAL D. 26  30  2 

41  PATADIYA VISHAL H. 24  29  2 

42  CHHATBAR MOHAMMADFARID H. 26  30  2 

43  RATHOD HARSH G. 19  24  2 

44  MAKWANA PARAS B. 18  24  2 

45  PITHADIYA JAY Y. 14  20  2 

46  SADIKOT HUSEN I. 16  23  2 

47  BHATT NISHANT P. 18  26  2 

48  JADAV DARSHIT D. 26  30  2 

49  MANDALIYA PRIYANK K. 17  25  2 

50  ADESARA DIVYA A. 24  29  2 

   TOTAL 828  1181    

  1=FEMALE 2=MALE      

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APPENDIX-D

T-Test for the pre-test & post-test

Group Statistics

TEST N Mean Std. DeviationStd. Error

Mean

1 50 16.56 5.973 .845 SCORE

2 50 23.62 4.444 .628

Independent Samples Test

Levene's Test for Equality of Variances t-test for Equality of Means

F Sig. t df Sig. (2-tailed)

Equal variances assumed

3.627 .060 -6.705 98 .000 SCORE

Equal variances not assumed

-6.705 90.524 .000

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APPENDIX-E (PIE-CHART AND BAR CHART OF THE DATA)

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APPENDIX-F (BAR CHARTS OF THE INDIVIDUAL STUDENT’S DATA)

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APPENDIX-G (MATHS MODELS AND ORIGAMI WORK)

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Personal Reflective Report

After being selected as a participant for GTA, I started thinking about the topic for my research work As I am teaching mathematics for the last 19 years in my long journey in the field of education I found that 8th and 9th grade students are weak in mathematics and particularly weak in Geometry and even I studied that it was general problem around me so I analysis that problem that students are not understand Geometry properly because our teaching method generally based on talk & chalk method so students can't understand proper concepts of Geometry. It seemed that our traditional teaching method is perhaps not appropriate for teaching Geometry so I have prepared strategies to teach Geometry through special teaching programme which consist models and Origami-Art of paper folding and Finally, I decided to focus on An Action Plan to enhance the learning of Geometry among the students of grade 9 of Murlidhar High School, Rajkot.

My own experience in the field of model making and mentor inspired me to make changes in the techniques/methods of teaching Geometry. So, I selected a group of 50 students of Grade 9 and decided to teach them with Action plan.

Through Special teaching programme I expect the following points.

1) Students can get 3D view of the figures so understand concepts clearly. 2) Teaching –learning will be more interesting and effective. 3) Learning by doing (Kinaesthetic Approach) 4) Activity based learning.

The impact of my research work on my learning: 1 I have decided to make learning learner-centred. 2 I have realised that the students’ involvement and participation is very important. 3 I have decided to teach Geometry through activities and models, not by traditional methods 4 I have decided to share my results with my partner school and also with the schools of my city. 5 I have my own mathematics laboratory at my home. Drawbacks or limitations: 1 Sometimes we didn’t have enough time to complete the activities. 2. Some teacher is not able to make models and even they are not ready to implements such innovative ideas in the class-room. 3. I want to develop mathematics laboratory at my school and also at the different schools of my city but for that right now I have no such fund. Finally I wish to continue personally my research work for the other Grade students and with more topics of mathematics and if British Council allow me to continue as a researcher or mentor (I have enough experience in the field of educational research and presented many research papers at international level) for the next phase of GTA it would be my pleasure and privilege too. I have also found that proper mentoring plays a very vital role in this type of research work. My mentor Dr.K.Pushpanadham guided and helped me at every stage of my work. It would have been my pleasure to complete my research work satisfactorily with his mentoring and monitoring.