Dr. Lalit Kishore

• Mathematics is viewed as a study of quantity, structure, space, relation, change, etc. and various topics of pattern, form and entity.

• Mathematicians seek out patterns and other quantitative dimensions, whether dealing with numbers, spaces, natural science, computers, imaginary abstractions, or other entities.

• Mathematics formulate new abstract conjectures and establish truth by rigorous deduction from appropriately chosen axioms and definitions.

• Mathematics is mainly the science of quantification.

• The teaching of basic numeracy skills to all pupils

• The teaching of abstract mathematical concepts

• The teaching of selected areas of mathematics as axiomatic systems and a model of deductive reasoning

• The teaching of heuristics and other problem-solving strategies as well as a science.

• Rote learning - the teaching of mathematical results, definitions and rules by repetition and memorization.

• A derisory term is “drill that kills”. • “Parrot Maths” is another label

critical of rote learning. • Stressfully completing large numbers

of exercises of a similar type.

Placing events into classes by using certain criteria and ignoring others.

Comparing and contrasting examples (called exemplars) that contain the attributes of the concept with the examples that do not contain those attributes.

Examples: Instances of the concept Attributes: Features that cause us to

place the examples in that category or class

Attribute value: Ignoring the non-essential attributes (negative examples)

~Negative examples help us to identify the boundaries of a concept

A name: The term given to a category or class

• Presentation of data or examples• Comparison of attributes in positive

(essential attributes) and negative (non- essential) examples or presentation of examples and non-example

• Constructing a definition on the basis of positive or essential attributes

• Giving a concept label• Application of the concept and its

reinforcement through exercises

Students identify unlabelled examples as yes and no

Definition is restated and reinforced by teacher

Students generate their own examples Students describe thoughts on new

exercises in groups Students solve given problems for

practice

• Mathematical language can be hard for beginners. Words such as ‘or, and, only’ have more precise meanings than in everyday speech.

• Even words such as ‘open’ and ‘field’ have been given specialized mathematical meanings.

• Mathematics articulation requires more precision than everyday speech.

• It has its own vocabulary, language and logic known as "rigor".

• Experimental mathematics continues to grow in importance within mathematics by playing an increasing role in as a science by using the scientific method

• Mathematics deserves to be explored empirically as a scientific field in its own right.

• Mathematics needs to be created (as in art) as well discovered (as in science).

Mathematics teachers need to create a conducive environment in the classroom or in specially equipped room where the learner learns the basic and essential concepts and skills by doing simple activities as mathematical experiments and investigations.

Mathematics Laboratory should facilitate in doing:

simple experiments projects Investigations with mathematical

identitiesExplorations related to quantitiesApplying mathematics to other

subject areas

– Numerical skills – Observation skills – Thinking skills – Analytical skills – Understanding logic – Skills of comparing – Skills of interpretation – Problem solving skills – Decision making skills – Spatial analysis and interpretation – Life skills – Skills of games

• It helps in developing the habit of verifications in the student which is a hallmark of science.

• It enables students to apply mathematical facts and principles in actual life.

• It enables students to retain concepts in their mind for longer time through hand-on systematic experiences.

• It give a first hand feel to explore and discover concepts in mathematics

• Provides freedom to investigate and get insights through perceptual and hands-on learnings.

• Establishment of a Mathematics Laboratory does not involve a high cost.

• Most of the related skills could easily be developed by using indigenous materials and several other simple locally available materials.

• It is not necessary that the schools get practical work done with commercially available material.

• In school math lab, processes are more important than the products and equipment.

The distribution of marks could be as under:

• Evaluation of processes and skills : 10 Marks

• Assessment of Record work : 5 Marks

• Assessment through viva-voce, summative and formative tests : 5 Marks