Endeavour Pptver

8/17/2019 Endeavour Pptver

1/20

Announcing

A Math Enhancement Program

For Grades 6,7,8


2/20

Why studyMathematics To count my money??? Or

To argue better!!e, to get good G"A#E$

ob%iousy&


3/20

Importance ofMathematicsMathematics is a uni%ersa 'art o( human cuture&

Mathematics, it is )idey understood, 'ays a *eyroe in sha'ing ho) indi%iduas dea )ith the

%arious s'heres o( 'ri%ate, socia, and ci%i i(e&

+earning mathematics (orces one to earn ho) tothin* %ery ogicay and to so%e 'robems using

that s*i& -t aso teaches one to be 'recise inthoughts and )ords& Math teaches i(e s*is& -t isdi.cut to /nd any area o( i(e that isn0t touchedby mathematics& e are surrounded by math&


4/20

We drill Maths in

childrens’ minds… To de%eo'the mathematica s*is i*e s'eed, accuracy, neatness, bre%ity,estimation, etc&ogica thin*ing, reasoning 'o)er, anaytica thin*ing, critica1

thin*ing&'o)er o( decision1ma*ing&the techni2ue o( 'robem so%ing& The recognition o( the ade2uacy or inade2uacy o( gi%en data inreation to any 'robem&scienti/c attitude i&e& to estimate, /nd and %eri(y resuts&

abiity to anay3e, to dra) in(erences and to generai3e (rom thecoected data and e%idences&heuristic attitude and to disco%er soutions and 'roo(s )ith theo)n inde'endent e4orts&mathematica 'ers'ecti%e and outoo* (or obser%ing the reamo( nature and society&


5/20

A Stumbling Block 5et today, as in the 'ast, many students

strugge )ith mathematics and becomedisa4ected as they continuay con(rontobstaces to engagement&

-n order to brea* this 'attern it is im'erati%e,there(ore, that )e understand )hat e4ecti%emathematics teaching and earning oo*s i*e&


6/20

School Mathematics –

What we !pect-n our %ision, schoo mathematics ta*es 'ace in

a situation )here

hidren earn to enoy mathematics,

hidren earn im'ortant mathematics,

Mathematics is a 'art o( chidren9s i(ee:'erience )hich they ta* about,

hidren 'ose and so%e meaning(u 'robems,hidren use abstractions to 'ercei%e

reationshi's and structure,

Teachers engage e%ery chid in cass&


7/20

But what do we get""e identi(y the (oo)ing core areas o( concern

A sense o( (ear and (aiure regardingmathematics among a maority o( chidren

A curricuum that disa''oints both a taentedminority as )e as the non1'artici'atingmaority at the same time

rude methods o( assessment that encourage'erce'tion o( mathematics as mechanicacom'utation

+ac* o( teacher 're'aration and su''ort in theteaching o( mathematics


8/20

Who does not want to

get a good score inmathematics"e ha%e to understand that

Mathematics earning and then a''ying is not

an easy tas* (or many& +earning abiity o( students may %ary& -t is

de'endent o( many (actors&

There are many students )ho strugge (or

e%en 'assing the subect&$tudents commit errors )hie so%ing

mathematica 2uestions& Errors can be ogica,

conce'tua, arithmetica, misreading etc&


9/20

#easons for committing

mathematical errors…

Forgetting the 're%ious *no)edge1

Mathematics earning is cumuati%e&$tudent is under 'ressure and has to )or* on

hard enough to gras' the ne) unearnedconce't&

#oing the bare minimum to 'ass+ac* o( in%o%ement in the earning 'rocess

;ot reated to daiy i(e<


10/20

An urgent $eed for

Inno%ation in &eachingMathematics Teachers try to achie%e mathematica goas ony

through %erba and mechanica methods that areusuay used in the cass o( mathematics& The %erba

methods o( instruction gi%e a im'ortance to s'eechand te:ts, to the boo* and to the teacher&

Teacher9s tas* is to transmit to their 'u'is the*no)edge )hich has accumuated o%er the centuries,to stu4 their memory )hie as*ing them to )or*

e:ercises&

=erba method o( teaching in%o%es e:'anation& Teachers )ho use this method assume that the mentastructure o( the chid is same as that o( an adut9s&


11/20

&eaching Mathematics The teaching and earning o( mathematics is a

com'e: acti%ity )ith muti'e (actorsdetermining its success&

The nature and 2uaity o( instructiona materia,

the 'resentation o( content,

the 'edagogic s*is o( the teacher, the earning en%ironment,

the moti%ation o( the students


12/20

What do we o'erAn a1-ncusi%e curricuumon/rming to -ndian and Goba standardsom'rehensi%e

oherent#ynamic>nderstanding based

once'tua

"eation to daiy i(eE:'oring interreationshi's bet)een %arious

to'ics and disci'ines+ots o( Acti%ities )hich )i ma*e the chid thin*,

'an, e:'eriment and understand the conce'ts


13/20

&he Working (limate-ncusi%eness $tudent engagement Togetherness en%ironment

$tudents (ee sa(e to thin* (or themse%es, to as*2uestions, and to ta*e inteectua ris*s

or*ing arrangements that are res'onsi%e to thechidrens9 needs

o''ortunities to )or* both inde'endenty andcoaborati%ey

A 'ositi%e attitude that raises com(ort e%es andgi%es students greater con/dence in their ca'acityto earn and to ma*e sense o( mathematics&


14/20

&he two Scenarios The teacher instructs the students@ the teacher so%es

sam'e 'robems )ith the cass@ the students'ractice on their o)n )hie the teacher assistsindi%iduas&

=E"$>$

The teacher 'oses a com'e:, thought 'ro%o*ing'robem@ students )or* together to gra''e )ith the'robem@ %arious students e:'ain ideas or soutionsto the cass@ the cass discusses the best a''roaches@the teacher summari3es the cass concusions andthe students then 'ractice simiar 'robems&


15/20

It’s )I**#$&A''ro'riate e%es o( chaenges (or a students

hanging moding the essons as 'er there2uirement o( the students

o'en1ended and modeing tas*s

A (ocus on both re'resenting and so%ing a'robem rather than on merey so%ing it

)or*ing )ith rea i(e systems

Bere, )e teach students di4erenty&


16/20

And how so"Encourage them to de%eo' thin*ing, reasoning and

communicating s*is&

#e%eo' Cnumber sense9 and Cagebraic reasoning9,

thin*ing and reasoning s*is rather than roteagorithmic s*is&

Encourage students to discose their o)nunderstanding o( )hat they ha%e earned

-ncude student e:'anation o( their thin*ing andreasoning as an integra 'art o( many essons&

Bo) many teachers today actuay encouragechidren to come u' )ith di4erent soutions?


17/20

AssessmentA moment1by1moment assessment

ontinuousy monitoring the studentsCunderstanding, noticing the strategies that they're(er, and istening to the anguage that theyuse&

ee*y Formati%e Assessments


18/20

&he BASI( S+I,,S,-, The e%e 're'ares students (or basic math s*is&7 com'onents o( math s*is are co%ered in this course

number sense,

'robabiity,data anaysis and statistics,basic agebra,measurements and con%ersions,basic geometry, andmathematica reasoning&

This course )i 're'are students to e:'and their abiityto )or* out math 'robems correcty and con/denty&


19/20

*or Admission

A diagnostic e:am )i be conducted )here the

student )i be tested (or math s*is o( hisher're%ious grade&


20/20

.rogram )etailsourse outine and Fees a%aiabe on re2uest

E1mai neeam&samdaniDgmai&com

&/A$+ 012

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