NAMASTE

Discussion TopicsPart Zero : Background InformationPart One : Something Negative ! Whats That ?Part Three : Something Positive ! Whats That ?

Part ZeroBackground Information

A Date of Importance in the History of Nepal The Lichhavian number is interpreted as 300 500

What A Mockery Plus Serious Violation of Ancient and Modern Mathematical and Life Practices !

False and Intentional Deciphering Made ByHistorians To serve the Interest Of The Feudal Lords

Political ChangeFeudalismDemocratic RepublicanismFederal Democratic Republic of Nepal

THE 21ST CENTURY NeW NEPAL-k|:tfljt_

FEDERAL DEMOCRATIC REPUBLIC OF NEPALMithila Bhojpura Awadh11 Provinces with 3 Sub-Provinces in MadheshplusLocal governments

A NEW NEPALInTHE NEW MILLENNIUMNew Challenges and New OpportunitiesNew Knowledge and New SkillDemand

Science and Technology BasedFunctional Quality Education (Basic and Higher) Basic Requirement

Education as a fundamental human rightEducation as empowermentKnowledge not as a luxury but a necessityTolerance for, if not a love of, Lifelong learning as an indispensable elementProvincial/Mother and Official Languages as essential componentsThat Regards

That Aims At ProducingSensible, Responsible and Productive Citizens who can actively participate in various socio-economic activities, who know how to communicate, discuss, negotiate, and who can adapt themselves in the context of a changing society, and stand to benefit from an understanding of themselves as well as others in an environment of social plurality and cultural diversity.

Come and Do Mathematics !

Those who understand and do mathematics,CAN DOAndThose who do notCAN NOT.

Please Do Join Us In Mathematics Awareness Movement(MAM)

Part OneSomething Negative

Mathematics Anxiety OrA Fair of Mathematics in the Minds of the Students.

Fear of Not being able to do mathematics correctly or Fear ofFeeling it too hard or Fear of Being a failure.

Myths and Misconceptions Mathematics is a deadly dry (if not just dead) subject.

I'm no good at mathematics.

Only the very bright can do mathematics.

It's hopeless, and much too hard for average people.

Math is for males, females never get math!

Math is a cultural thing, my culture never got it !

Only scientists and engineers need to study mathematics.

Most jobs require little mathematics.

I never used that stuff after I left school, and do not need it for my job now.

To do mathematics is to calculate answers.

Success in mathematics depends more on innate ability than on hard work. There's only one right way to do math.

SuchMyths and MisconceptionsCreate Non-positive Image of Mathematics In Our Society

Part TwoWhats That ?Something Positive

GRADUAL REALIZATIONOF

Mathematics is everywhere.

Every body and every child enjoy mathematics.

Our children think by asking questions.

Math is fun.

Mathematics is EverywhereModern Mathematics Traditional MathematicsModern Mathematics begins at Home

Modern Mathematics grows in the Surrounding

Modern Mathematics takes shape in the School

Modern Mathematics(Traditional Mathematics)begins at Home

ROOM FAMILY HOME Modern Mathematics(Traditional Mathematics)

begins at HomeSET( COLLECTION )Traditional MathematicsModern Mathematics

Modern Mathematics(Traditional Mathematics)begins at Home SETof Matresses( COLLECTION )

Modern Mathematics(Traditional Mathematics)begins at HomeSET ( FAMILY )

is inis inis inBELONGINGNESS

begins at HomeSORTING and( CLASSIFYING)Traditional MathematicsModern Mathematics

begins at HomeSORTING RELATINGTraditional MathematicsModern Mathematics AND

begins at HomeMATCHINGTraditional MathematicsModern Mathematics

HOME APPLESFRUITSBANANASSURROUNDINGSET

(COLLECTION)Modern Mathematics / Traditional Mathematicsgrows in the Surrounding

HOME BALLSBALLAPPLESCHAIRSAPPLECHAIRSURROUNDING

HOME A BALLAN APPLEONE CHAIRCOUNTINGAttributes : Colour, Red, Green, Blue, WhiteWords : An, A, One, Apple, Ball, Chair

Modern Mathematics begins at Home

FAMILY

SET ( COLLECTION ) APPLEARED

APPLE1


FAMILY

SET ( COLLECTION ) BALLSBBLUE

BALLS2

Modern Mathematics begins at HomeSET ( COLLECTION ) BALLSBBIG BALLSMALL BALL


FAMILY

SET ( COLLECTION ) CHAIRSCWHITE CHAIRS3

Modern Mathematics begins at HomeSET ( COLLECTION ) CHAIRSCMANY CHAIRSONE CHAIR

PAIRINGUNITING OR COMBININGAND

Modern Mathematics / Traditional Mathematics begins at HomeSET(FAMILY or COLLECTION)PAIR

(SMALLER GROUP)

Modern Mathematics / Traditional Mathematics begins at HomeSET(FAMILY or COLLECTION)PAIR(SMALLER GROUP)

Modern Mathematics / Traditional Mathematics begins at HomeSET(FAMILY or COLLECTION)

Modern Mathematics / Traditional Mathematics begins at HomeTWO PAIRSWITHA COMMON MEMBER

Modern Mathematics Traditional Mathematics Takes Shapein the School

Number of super-clusters within 1 billion light years 1 super-cluster contains 2500 trillion stars 100

Modern MathematicsStar (s) is in Super-cluster (S )SUSsSuper-cluster (S ) is in Universe (U)

Modern Mathematics

Solar System Sun

Solar SystemInner planets SunMercuryVenusEarthMars

Solar SystemOuter planets Sun

Solar SystemSuperior planets Sun

Solar SystemInner planetsOuter planetsSuperior planets Sun Sun Inner Planets Outer Planets = Solar System Outer Planets Superior Planets Inner Planets Outer Planets = Superior Planets Inner Planets = {Mars}

Outer PlanetsMercuryVenusEarthMars JupiterSaturnUranusNeptunePlutoI O = PInner Planets

Inner Planets Superior PlanetsMercuryVenusEarthMarsMarsJupiterSaturnUranusNeptunePlutoI S = {Mars}

UNIT PLAN

INTEGRATED LESSONS

Day: 001 Subject : Mathematics Grade : KindergartenContent Area: Number Sense and Operations on NumbersTopic: Numbers and Counting from 1 to 10Subtopic: Set and MemberThis lesson makes children able to learn how a group or collection or set of individual or objects occur in everyday life. Here, they learn to determine how to sort (or whether) an individual or object (is in the group or collection or set) by one attribute at a time. They focus on the attributes of shape, size, color and count (or number) Sorting, also referred to as classification, involves making decisions about how to categorize things. This lesson develops higher order thinking skills that are essential in data analysis and other mathematical tasks. Abstract

Benchmarks: Compare attributes and sort object or objects in a collectionSpecific attributes or Key Concepts:

Colour - Blue, , Green , , Red , White , YellowShape - Circle , Rectangle , Triangle , Square , StarSize - Big or Small , Long or ShortTall or Short, Same or Different More or lessNumber - Many or One, More or less, Black

Instructional Materials:a) Available in the class room

i) Teacher and children in a class, ii) Colour in dress, ribbon, shoes, bags, books, tiffin box or anything available in the class room iii) window, door, book, ring, board, circular hole, mat, button, school roof, wall, floor ceiling iv) Children and teacher, children same and different height , tall or short, pencil or finger or hand long and short, table and chair

Instructional Materials:

b) Available or made available in the class room

i) Beans, cerials, pebbles, leafs, grains, sweets, fruits, match sticks, rings, bracelets, clothes or paper pieces of different colour or size, leaves, ii) Pictures of rotating or ordinary swing, big and small water vessels, animals, birds, people, temples, toys, tower, houses, iii) Crayons, coins, calendar, clips

Educational strategies or Instructional proceduresorSequence ActivitiesA. Daily Activity: Duration : 5-10 minutesSequence of Activities

Teacher will say loudly

"Children! Let All of us stand up

Teacher should help, if necessary, to make every child stand. Then, advise the whole CLASS (children) to do and say

' NAMASKAR' , 'GOOD MORNING', 'PHYAPHULJEE/JWOJWOLPA/ 'at the same time.

Educational strategies or Instructional proceduresorSequence ActivitiesA. i) Ask for a volunteer (child) from left to come and do NAMASKAR and speak aloud

'NAMASKAR' , 'GOOD MORNING', 'PHYAPHULJEE/JWOJWOLPA/

Tell him/her to tell his/her name to his / her friends in the class, and advise him/her to say

" I, Arun/ Tara/ , am in this class ".

ii)Repeat i) with another child from the right.

(Choose, if possible, a girl child first and then a boy )

The activity A1 will help the children

a) to have the experience the existence of a class of Individuals (children) (Set consisting of members)b) to develop the habit of honouring/saluting/greeting teacher and friends or make him or her a cultured childc) to learn and use three words 1) Namaskar (Nepali), 2) Good Morning (English), 3) Phyaphuljee (Tamang) /Jwojowlpa (Nepal Bhasa ) / Mother tongued) to cultivate the habit of talking to friends by using names repeatedly so that the names of the friends will be remembered for a long time (Memory)

The activity A1 will help the children

e) to recognize that he or she belongs to ( or is in) the class of children(Member in a set)

f) to learn some children are on the left side and some on the right side

g) to learn to sort a girl student or a boy student from the class of children

h) to learn to distinguish a child and a group of children (more or less )

Part ThreeMathematics Education

Overview of Mathematics Education In Nepal (1)Nepal has a very long tradition of teaching and learning of Mathematics

Ancient records show that numbers and geometrical ideas were used in Nepal as early as the first century C.E.

Overview of Mathematics Education In Nepal (2)Traditional mathematics ( See Sumati Tantra) Nepalese mathematics attained a great height when Europe was under the Dark Ages with mathematics limited to just finger counting

Mathematics remained dormant at a time when the Europeans made very rapid progress with the adoption of the Hindu-Arabic Decimal Number system

Overview of Mathematics Education In Nepal(3)

With the introduction of Mathematics Education borrowed from British India, Nepalese traditional mathematics gradually lost its significance

Gentle turning of mathematics education started to take place some 50 years ago

Overview of Mathematics EducationInNepal(4)Significant influence of the visiting U.S. mathematics educationists in the Reform of Mathematics Education in Nepal along the U.S. pattern of reform prompted by the launching of Sputnik by Soviet UnionChanges in one or other form seemed to have occurred since then with some use of modern technology, specially in expensive schools

Overview of Mathematics EducationInNepal(5)The notion that mathematics is a body of unalterable truths and is to be learnt and taught by Rote Learning Method is being gradually replaced by the notion of a more meaningful and workable mathematics

Some ExcerptsToday, math includes much more than arithmetic. Even in elementary school, children should be learning beginning concepts in algebra, geometry, measurement, and statistics. In addition, they should be learning how to solve problems by applying a knowledge of math to new situations, to understand math concepts, to reason mathematically, and to communicate mathematical ideas by talking and writing about mathematics.

It, however, does not mean that the current mathematics education reform movement represents a wholesale activity away from the basics or far from the so-called traditional mathematics. Some Excerpts.

Basic skill coupled with thinking ability is now being considered as an indispensable element not only for solving problems but also connecting mathematics within itself and outside of itSome Excerpts.

What the current mathematics reform movement intends to do is to provide mathematics education so that the learners will have

a) excellent arithmetic skills b) the ability to reason and think logically c) the skills to use technology to access information successfully and d) the ability to communicate the findings for facing the serious, complex and largely unpredictable nature of the challenges of the 21st century. Some Excerpts

Single Sentence VisionA vision statement encompassing not only the content, extent and approach of teaching learning and research in mathematics but also the availability, affordability, accessibility and relevancy questions with respect to the rapidly changing socio-economic and political situations of Nepal in the context of globalization of economy, internationalization of science and technology, and universalization of society and culture:

Those who understand and do mathematics can do,andthose who do not cannot

DigressionModern Mathematics begins at HomeSet : a) Ama (A), Ba (B), Chhoree (C)Bracelet, Ring, Circular PlateModern Mathematics grows in the SurroundingAma + Chhoree, Chhoree + Ba, Ama + Chhoree + Ba

Modern mathematics takes shape in the SchoolTraditional MathematicsModern Mathematics

DigressionModern Mathematics begins at Home

Modern Mathematics grows in the SurroundingAma + Chhoree, Chhoree + Ba, Ama + Chhoree + Ba

Modern mathematics takes shape in the SchoolTraditional MathematicsModern Mathematics

NAMASTE National Mathematical Sciences TeamA Non-profit Service Team Dedicated to MAM Mathematics Awareness Movement

Established: March 22, 2005, at the premise of (RO)NAST .

COMMITTEE OF NAMASTE COORDINATORS 1.Prof. Dr. Bhadra Man Tuladhar Mathematician (Kathmandu University)2.Prof. Dr. Ganga Shrestha Academician (Royal Nepal Academy of Science and Technology)

3.Prof. Dr. Hom Nath Bhattarai, Member Secretary (University Grants Commission, Nepal)

4.Prof. Dr. Madan Man Shrestha,President, (Council for Mathematics Education)

5.Prof. Dr. Mrigendra Lal SinghPresident, Nepal Statistical Society

6.Prof. Dr. Ram Man Shreshtha Academician (Royal Nepal Academy of Science and Technology)Member Secretary (Namaste)

7.Prof. Dr. Shankar Raj PantPresident, Nepal Mathematical Society, Tribhuvan University8.Prof. Dr. Siddhi Prasad KoiralaChairman , Higher Secondary School Board, Secondary School Board)

NAMASTE's main objectives areTo launch a nationwide Mathematics Awareness Movement in order to convince the public in recognizing the need for better mathematics education for all children, To initiate a campaign for the recruitment, preparation, training and retaining teachers with strong background in mathematics, To help promote the development of innovative ideas, methods and materials in the teaching, learning and research in mathematics and mathematics education,To provide a forum for free discussion on all aspects of mathematics education, To facilitate the development of consensus among diverse groups with respect to possible changes, andTo work for the implementation of such changes.

NAMASTE FOR(MAM) MATHEMATICS AWARENESS MOVEMENT" Mathematics Education for 21st Century NepalCOMMITTEE OF NAMASTE COORDINATORS sf] tTsflns ;Dks{ :yfg / kmf]g lgDgfg';f/ x'g] 5 .gd:t] ;+of]hsxsf] ;ldlt COMMITTEE OF NAMASTE COORDINATORS !!(^, ;"o{ ljqmd 1jfln dfu{ 1196, Surya Vikram Gyanwali Margak'/fgf] afg]Zj/, sf7df8f}+#$ Old Baneswor, Kathmandu- 34g]kfn Nepal6]= g+ = $$$%). $$**!&& 4473450/4488177 e-mail rms 916@ hotmail.com

NAMASTE's MAM will focus on

a)Pre-School Mathematics Education (Age group 3 Age < 6)b)School Mathematics Education (Grade I XII)and c)Tertiary/Higher Level Mathematics Education and Research (Above Grade XII)

NAMASTE DOCUMENTS*Mathematics Awareness Movement (MAM) Advocacy Strategy (A Draft for Preliminary Discussion)

*Mathematics Education for Early ChildhoodDevelopment(A Discussion paper)

*The Lichhavian Numerals and The Changu Narayan InscriptionNamaste Lecture Notes on Algebraic GeometrySomething Non-mathematical and Something Mathematical

A short introduction

Pre-School Mathematics Education?'Early Childhood Mathematics Education (ECME) means mathematics education of children below the age of six. 'Pre-School Mathematics Education, 'Pre-Primary Mathematics Education, and Nursery, Lower Kindergarten and Upper Kindergarten Mathematics Education are the synonyms of ECME. What is

Pre-School in A Formal Education System

What changes are expected by MAM?MAM intends to set certain principles and standards that would make children habituated in observing, exploring, experiencing, thinking and acting from their early childhood.

In other words, the learners of mathematics now will be men capable of thinking and consequent action in the face of various challenges of the modern society but not robots that can be produced and reproduced as and when needed.

Pre-School Mathematics Motto

Pre-School Mathematics is in AndGrows out of the Activities of the Children

Vision of Pre-School Mathematics Education NAMASTE's vision is built upon young children's early childhood experiences and activities.

It emphasizes in exploring, doing, learning and then developing thinking and reasoning abilities and covers a wide range of topics and activities.

It encourages the use of modern technology wherever appropriate. It accepts assessment of knowledge and skill as an integral part of Pre-School Mathematics.

Goals of Pre-School MathematicsTo convince that Mathematics is everywhere To help Every body and every child enjoy mathematics To get Our children thinking by asking questions. To make them feel that Math is fun.

Pre-School Mathematics Teaching and Learning Expectations EXPECTATION 1: Children demonstrate an understanding of number and numerical operations.

EXPECTATION 2: Children develop knowledge of spatial concepts, e.g., shapes and measurement.

EXPECTATION 3: Children understand patterns, relationships and classification.

EXPECTATION 4: Children develop knowledge of sequence and temporal awareness.

EXPECTATION 5: Children will use mathematical knowledge to represent, communicate and solve problems in their environment.

Categories of MathematicsThinking mathematics: a)Problem solving, b)Communication, c)Reasoning, and d)Connections.

Content mathematics: a)Number sense b)Geometry c)Measurement d)Sets and Structures and e)Statistics .

Pre-School Mathematics Curriculum Planning Pre-school mathematics curriculum is supposed to cover

building up ideas about how many, how much, how far and how big;

building up ideas about patterns, the shape of objects and parts of objects, and the amount of space taken up by objects;

starting to understand that numbers help us to answer questions abouthow many, how much, how far and how big; building up ideas about how to use counting to find out how many; and

being introduced to finding the result of adding more or taking away from the amount we already have.

Some Important Componentsa)Content areasb) Content maps i) Arithmetic/Number sense

Content maps continuedii)Measurement sense iii) Geometry sense iv) Algebraic sense Sets & Structuresv) Statistical sense

c)Unit Plan (Michigan State Model)Kindergarten/Mathematics

Unit 1: Counting and NumerationAbstractIn this unit, children learn that there is a sequence to counting. They practice counting through songs, rhymes, and games. They represent whole numbers through writing symbols (1,2,3) and drawing pictures. Through the use of manipulatives, children explore how numbers represent actions or objects and how the same number can be represented in different ways, e.g., any group of three objects is represented by the same number, even if it is of different size, color, or shape.Focus Questions:1. What is number sense and how is it used?2.How do numbers help us to put things in order?3. How are whole numbers represented

Unit plan continuedBenchmarks

Children will:represent whole numbers using manipulatives (IV.2.E.1).recognize and write numbers (IV.1.E.1). apply their understanding of whole numbers to model and solve practical problems (IV.1.E.4)Assessment Tasks

Put numbered clothespins 1-10 in numerical order around a paper plate (IV.2.E.3). Key Concepts

Counting, , , whole number

Unit plan continuedConnectionsEnglish Language ArtsChildren can practice counting and sequencing numbers when reciting nursery rhymes (e.g., One, Two, Buckle My Shoe, This Old Man).Health and Physical EducationWhile counting, children can do exercises (e.g., leg bends, arm curls, clapping, neck rolls).ScienceStudents can count legs on organisms they classify. Social StudiesStudents can count various groupings of children in their class.Instructional ResourcesCounting bears, , ,Hundreds chart

Teacher ResourcesBaratta-Lorton, Mary. Mathematics Their Way. Glenview, IL:

NAMASTE APPEAL

ACall for Participation in Pre-SchoolMathematics Education Movement

Respected Parents, GuardiansandOther Distinguished GuestsPleaseHelp Your Child Achieve in MATHEMATICS

Visit your child's school.

Set high standards for your child in Mathematics.

Help children see mathematics is very much a part of everyday life.

Point out that any jobs require mathematics.

Play games that help children develop decision making and mental mathematics skills.

Stimulate your childs interest in technology.

Help develop positive attitudes about mathematics.PLEASE

Mathematics at Home and SchoolAs our children go about their daily lives exploring and discovering things around them, they are exposed to the world of mathematics. And since mathematics has become increasingly important in this technological age, it is even more important for our children to learn mathematics at home, as well as, in school.

Attitude CountsHow do you feel about mathematics? Your feelings will have an impact on how your children think about mathematics and themselves as mathematicians. Take a few minutes to answer these questions:

Do you think everyone can learn mathematics?

Do you think of mathematics as useful in everyday life?

Do you believe that most jobs today require mathematics skills?

If you answer "yes" to most of these questions, then you are probably encouraging your child to think mathematically. Positive attitudes about mathematics are important for your child's success.

Mathematics as Problem Solving, Communication, and Reasoning Helping your child learn

to solve problems,

to communicate mathematically, and to demonstrate reasoning abilities

are fundamental to learning mathematics. These attributes will improve your child's understanding of and interest in mathematical concepts and thinking.

Important Things To Know 1.Problems Can Be Solved in Different Ways

2. Wrong Answers Can Help! 3. Doing Math in Your Head Is Important

4. It's Okay to Use a Calculator

Let's Go and Explore Mathematics!

NepalforPre-school mathematicsin(Proposed)National Standard

Basis for Curriculum PlanningIn formulating the present content standard, we begin with the following assumptions:

Partial existence of pre-schools for children aged 3 age < 6

Pre-school consists of Nursery, Lower Kindergarten (LKG) and Upper kindergarten (UKG),

Available text books can become a basis for the extent of the contents, and

Pre-school mathematics curriculum should act as a basis for Grade 1 Mathematics curriculum

Content Areas

Pre-School/Pre-primary Mathematics Content is divided into five areas or strands:

a)Algebra (Sets and Structures)

b)Arithmetic (Number sense and Operations on numbers)

c)Geometry (Spatial sense and Shapes)

d)Measurement (Money, Time, Mass, Length, Area, Volume)

e) Statistics ( Information and Inferences)

Each strand is further divided into topics and sub- topics.

Time AllocationTime allocation for each strand is as follows:

Algebra (Sets and Structures) 5 %Arithmetic (Number sense and Operations on numbers) 60%Geometry (Spatial sense and Shapes) 10%Measurement(Money, Mass, Time, Length, Area and Volume) 20%Statistics (Information and Inferences) 5%

Since teaching will be done in an integrated manner, overlapping occurs and time allocated to each strand will be approximate only. 15% 20% time of each strand will be reserved for revision and re-enforcement or for paying attention to specific need of the individual child.

Scope and SequenceUnit I : Sets and StructuresMaking collections : Sets and members Sorting: Like and unlike, large and small, long and short etc.

One-to-one correspondence or matching

Comparison of sets : More and fewer

One more or one less: Putting sets in order

Dividing sets into two sets with equal number of objects

Rote counting and repeated practice (1 thro 5)

Scope and Sequence

Unit II Number Sense and Operations on numbersa)Recognition of one, two or noneb)Recognition of three, four and fivec)Cardinal numbers of sets with one to five members: coins, paisa, marbles, pebbles, pencils, cloths, buttons, etc.d)Sequence of numbers up to 20?e)Single digit addition and subtraction facts with single digit sum of difference (exhibiting patterns such as 1 + 1 , 2 + 2 , 3 + 3, 4 + 4;1 + 2, 1 + 3, 1 + 4, 1+ 5, 1 + 6, 1 + 7, 1 + 8; 2 + 1, 2 + 3, 2 + 4, 2 + 5, 2 + 6, 2 + 7; . 2 1, 3 1, 4 1, 5 - 1, 6 1, 7 - 1, 8 1, 9 1, etc..f) Number Line up to 5 and its use in addition and subtraction

Scope and SequenceUnit III : Geometry : Spatial Sense and Shapesa)Free constructional activitiesRecognition of basic shapes: rectangle, square, circle, diamond (rhombus), box, disc, starc)Flat, round, straight, curved, corners, sidesd)Next to, above, below, left, right, larger smaller, longer shorter, e) Part and wholef) Symmetry (line)

Scope and SequenceUnit IV : Measurement: Time, Money, Length, Mass, Area and Volume Pouring fluids from a vessel on the floor, on another vessel, pouring grains, sameness under translation and rotation, sands stone, rock houses to covey the measure of the size and use word such as more, less, big, little etc., long, short, thin thick, foot step, arms,

b) Using balance or otherwise heavy and light

c) Morning, Day and Night, week , month and year

d) Money Rupee, paisa, note, dollar euro, etc.

Scope and SequenceUnit V: Statistics: Information and Inferences Pictures, objects, letters, words, rows, columns, arrows

Some Animations

NAMASTE

Documents

Transcript of NAMASTE