Presentation by Sahyadri School KFI (574 KB)
Transcript of Presentation by Sahyadri School KFI (574 KB)
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Dr Shailesh Shirali
Principal, Sahyadri School KFI
Tiwai Hill, Gundalwadi, Rajgurunagar
Taluka Khed
Dist. Pune – 410 513
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Maths Club – number theory,
congruences, using patterns to
provoke thinking and exploration,
playing with squares and triangular
numbers, with Fibonacci numbers,
episodes from math history
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Problem Corner – fortnightly problem
set, challenges
Bulletin Boards – problems, portraits,
jokes, cartoons with a mathematical
flavour, fallacies, paradoxes
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Assembly talks, Expository lectures –
binary numbers, codes based on binary
numbers (Morse, jpeg, braille), Fibonacci
numbers (Hemachandra numbers), frieze
patterns, cycles, pi day, Nash's work,
Ramanujan day, celebrating significant
days or years (Turing, Boole), Origami
and Mathematics
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Tinker Shed: “Design, Tinker, Make,
Innovate, Reflect” – a five-point program
for students to work collaboratively to
problem-solve and create solutions for
challenges (2D and 3D design; balancing
toys; mobiles; stabiles; rubber band
racers; rockets; marble run; geodesic
dome; harmonograph; …)
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Design Thinking is a structured approach for
generating, developing, and implementing
ideas. It has been introduced to all levels –
from classes 4 to 12.
A ‘Tinker Shed’ equipped with work tables,
simple tools and low-cost materials is used to
run the program.
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Through five phases – definition, ideation,
prototyping, testing and iteration –
students use a hands-on approach that
involves creativity, thinking, analytical skill
and teamwork to address challenges.
The beauty of design thinking is that it is
not only relevant and empowering, but is
also applicable in any setting, in fields
ranging from engineering to visual art.
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Origami room – understanding the
geometry of paper folding; understanding
colour symmetry; visualisation
challenges; folding regular and
semiregular solids; using paper folding to
prove some elementary theorems of
triangle and circle geometry
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Math Lab – rangometry (Jodo Gyan kit),
making straw models of Platonic solids,
getting students to design and make their
own tessellations, GeoGebra
Investigations as a regular part of the
maths curriculum – counting, divisibility
tests, number patterns, guessing algebraic
identities
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Class 4 EVS – Record weather for a month.
Learn how to read instruments and
interpret data.
Water audit: How much water does an
individual use? How much water gets
wasted due to leakage? Study different
water bodies on campus to observe life
forms and changes during monsoon. Visit
different links of water supply system to
understand how the water reaches us.
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Bhasha Fest – Cryptography
Math Fest – Sierpinski triangle, Platonic
solids, frieze patterns, studies of
symmetry, number puzzles, computational
tricks, measurements of people, estimation
of things, Escher and his art, iterations.
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A Math Fest is a festive, school-wide event
involving children from all classes, pre-
school to class XII. They are all engaged in
hands-on interactive problem solving, of
some kind or the other. The idea is to
provide mathematical challenges to children
and present an exposition of mathematical
concepts in a visual form to make them
accessible to a diverse audience.
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There are numerous activity stations, each
focusing on a key math concept presented
in the form of a problem, pattern,
exploration, game or puzzle.
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During the preparatory build-up, children
work collaboratively to make
presentations to visitors.
Solving these problems requires basic
mathematical skills as well as higher
order thinking skills.
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The activities are hands-on and interactive.
Many of the tasks can be attempted at
different levels, thus meeting the needs of
younger students as well as holding out a
challenge for the older ones.
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Films – Flatland, Romance of a Dot and a
Line, The Imitation Game, A Beautiful
Mind, Eddington and Einstein
Plays – The Phantom Tollbooth
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Problems caused by high-stakes testing
and summative assessment; the ‘tyranny of
testing’.
There is a huge scope and need for
research and development in this area, and
it needs to be done in a centralized manner.
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Widespread lack of resolve at national
level to do much about teacher education.
Consider what Manjul Bhargava said,
Math teaching in India is robotic.
What has been our response to this
statement?
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There is a crying need for development
of meaningful B Ed programs and good
teacher education colleges which can
deliver these programs, in which
teachers learn the art of asking
questions, the art of guided inquiry, and
the art of creating a learning space and
not talking too much in the classroom.
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Despite the resolve made in 2012 for
the popularisation of mathematics, very
little has been done in that area.
Very few people in the country make
any attempt to talk or write about
mathematics for students or the public.
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