NATIONAL CONFERENCE ON DEVELOPING MATHEMATICS TEACHERS FOR QUALITY LEARNING FOR ALL

PROFESSIONAL DEVELOPMENT PROGRAMMES

IN TEACHING MATHEMATICS IN INDIA: A META

ANALYSIS. BRINGING MATHEMATICS

EDUCATION TO ALL.

Bibhuti Narayan Biswal

.

India ranked near the bottom on PISA, In the

PISA study, Tamil Nadu ranked 72 and

Himachal Pradesh 73, just ahead of the

bottom-ranked Kyrgyzstan in mathematics and

overall reading skills.

Shanghai , topped the PISA rankings in all

three categories—overall reading skills,

mathematical and scientific literacy

In TIMSS ( 2003) study India ranked at 46

among 51 countries.

Indian students' score was 392 versus average of

467 for the group.

Can our country afford such poor show in

Science and Maths as we are marching ahead for a

knowledge based economy in 21st century.

Where we are in the race ? - What kind of mathematics curriculum transaction is adequate to meet

the needs of achievement in mathematics ?

- What modifications to the teacher training curriculum or alternative curricula are needed for making special impacts of learning maths on learners?

- How should pre service/ in service maths curricula be structured?

- How could pre service programme be implemented for higher achievement in mathematics ?

Probably the above leads us to an alternative called Mathematics education.

Mathematics education refers to specialized discipline that sits between mathematics on the one hand, and a range of other disciplines (such as psychology, human development, sociology, philosophy, epistemology, pedagogy, curriculum studies, policy studies and science) from which it draws underpinning research findings and concepts etc.

RATIONALE 'Maths phobia' has become part of major reason for school dropout &

inability to cope with Mathematics seems to be a universal phenomenon that many students fear and dread Mathematics.

Crude methods of assessment that encourage perception of mathematics as mechanical computation .

Lack of teacher preparation and support in the teaching of mathematics.

Since the basic objects of Mathematics are abstract, our school curricula has failed to create a stimulated learning space in the mind of learners.

Our school system have failed to provided contexts in which the learning of Mathematics can take place.

The present school curriculum gives lesser place to our 'everyday' Mathematics. Thus the Mathematics that children learn to do inside and outside our schools remain separate and disconnected.

The present assessment system in mathematics lead to a tense atmosphere in the classroom as well as in parents. The maths is difficult sub.

OBJECTIVE

To study the correlation between Mathematics

Education(MaE) and it’s impact on growth of Maths in India.

To know about the purpose of Mathematics education and its present status.

To find out what factors that affect Mathematics education ?

To examine the correlation between professional development Programmes and achievements in Mathematics.

To explore the strategies for the promotion of Maths education in India

VARIABLES

Independent Variables: Traditional ways of teaching maths, Maths Teaching curriculum ,Teaching learning methods in Math education, Social discrimination for maths education, Professional Competency in Teaching Maths, Non Conducive Maths Learning Environment in Schools, Assessment in Maths.

Dependent Variables: Effect of Professional Development on learning, Teaching for Maths Education, Teaching learning environment for Maths education. Professional learning (PL), Reflection processes(RP):

SAMPLE & POPULATION

For the present study the researcher has collected eight related research on Teaching Mathematics, Maths research & Professional development programmes in mathematics. in order to ascertain the findings of MaE which is of paramount importance for the present study.

The research on Teaching Maths, Professional Development in Teaching Maths & Maths Education research for school and colleges are the population for the present study.

Methodology of the study

The researcher has selected eight

research study so as to draw out the

findings on various objectives that is being

set with the help of meta analysis.

Data analysis: The researcher analysed

the eight study purposively to find out

suitable outcome for which the study is

aiming at.

MAJOR FINDINGS

Traditional ways of teaching maths: Many

women and minority students don’t see the relevance of mathematics to their future lives. This perceived lack of usefulness of mathematics contributes to the high dropout rate (Fraser,1984) .It appears that the implementation of mathematics teaching is far from being successful in achieving its aims. (Hadi,2002). Lack of teacher preparation and support to the students in teaching mathematics creates difficulties for suitable teaching-learning process(Sarma, etal ,2013).There is shortage of trained teachers in the field of Mathematics and Science(British Council, UNESCO, NCERT,2013).

Maths Teaching Curriculum: Research says that 60% of students said that maths subject is scary. The students at under graduate level have to study a much vaster syllabus than they have studied in their Senior secondary (10+2) level. Also the non-uniform course contents in the curriculum at Senior school & Universities generate disappointment in the minds of both teachers as well as learners. 45% of the teachers think that the frequent changes in the curriculum by the affiliated university create problem in preparing and adjusting in teaching the subject (Sarma, etal ,2013).

Teaching learning methods in Math education: Learning skills and remembering facts in mathematics are important but they are only the means to an end. Facts and skills are not important in themselves. They are important when we need them to solve a problem

Social discrimination for maths education: There is less participation of women & minority students in Mathematics Education(Fraser,1984).Traditionally, mathematics has been seen as a male domain. In the United States it is socially acceptable, especially for girls, not to be good in math. Structure of social discrimination has also worsened the situation that gets replicated in mathematics education as well. The gender dimension in this regard directs to a typecast that boys are better at mathematics than girls (Sarma, etal ,2013).There is lack of policies to encourage and support women’s science and mathematics education and research(British Council, UNESCO, NCERT,2013).

Non Conducive Maths Learning Environment in Schools: In many schools there is alienating environments where teachers are placed in adversary roles to students, parents, and administrators that results in lack of risks taking attitude, make mistakes, and learn new skills, their and decreased enthusiasm. What this tells us is that there is little opportunity for cooperation and creativity in their own schools. (Fraser,1984).

Assessment in Maths : The crude methods of appraisal followed in the under graduate & high school level have encouraged the perception of mathematics as like the mechanical computation (Sarma, etal ,2013). Absence of effective quality assurance of science and mathematics teaching. No appropriate curriculum available for students with special educational needs(British Council, UNESCO, NCERT,2013).

Professional Competency in Teaching Maths: Kiani etal ,2012 pointed out that fifty percent of the teachers had never attended any refresher course of teaching mathematics, majority of teachers reported that the Arithmetic was the easiest area of mathematics teaching & most of teachers declared that the major causes of failure in Mathematic were lack of practice and lower comprehension level of the students. Kingdon, etal ,2010 reported that poor teacher competence is a plausible explanation for children's low Math achievement levels in school. Only 25% of teachers could do the percentage sum & only 28% of teachers could do the area sum correctly. About 80% of sample teachers agree to some degree with the statement -“I sometimes have difficulties in addressing mathematical queries and problems of my students”.

Dependent Variables:

Effect of Professional Development on learning: The results of

Realistic Contextual Problem-test indicated that the participants gained knowledge about the role of contextual problems in mathematics instruction. There was also a positive change in teachers' professional works after the teachers completed the in-service education. (Hadi,2002). Schools sending teachers to EQUALS report that in two or three years they observe increased enrolments of previously underrepresented students in advanced mathematics classes and more favourable attitudes about mathematics among all students. Also teachers and their students are improving in their problem-solving skills as well, teachers experienced astounding growth, particularly in leadership skills, because they are encouraged to speak up, make presentations, and deliver ideas in a non threatening atmosphere (Fraser,1984) . Prolonged interventions are more effective than shorter ones, and that combinations of tools for learning and reflective experiences serve the purpose in a better way. The power of teacher co-learning emerges as an effective professional attitude which bears immense potentials in ensuring classroom learning(Avalos, 2011).

Teaching for Maths Education: Mathematics departments of state & central universities are not involved in research in the area of mathematics education at any level (Banerjee,2006). By doing mathematics we can solve a range of practical tasks and real-life problems. We use it in many areas of our lives.

Teaching learning environment for Maths education. Many elementary and secondary schools are alienating environments where teachers are placed in adversary roles to students, parents, and administrators.( Fraser,1984) The results of teacher classroom practice on RME indicated that almost half (42.5%) of the students had a positive perception (such as easier, enjoyable, and interesting) of the material as well as the teaching-learning process. Only 5% of the students had negative responses (not interesting and boring) to the lesson. Twelve and half percents (12.5%) of the students had neutral position that is they thought that the material was interesting (Hadi,2002).With informal exchanges in school cultures that facilitate the maths learning process, continues in networking and interchanges among schools and it is further strengthened in formalised experiences such as courses and workshops or support collaboration and joint projects(Avalos, 2011).

Professional learning (PL), Reflection processes(RP): PL aims at how teachers learn and change by developing theory or applying theory to the discussion of teacher change. RP delve into analysis of needs, problems, change processes, feelings of efficacy, beliefs are all factors that contribute to teacher professional development, be it through enhanced cognitions or new or improved practices. Banerjee,2006 observed that recent studies attempt to report on students’ reasoning and thinking within the situation of learning and illustrate the ways in which a particular teaching-learning situation impacts their learning, highlighting both the positive aspects and the challenges. This provides a rich set of data using which one can hope to design a curriculum, which have some theoretical and empirical basis and based on an understanding of the challenges likely to be faced in their implementation there by strengthening teacher professional reflection process.

DISCUSSION

Objective -1: There is huge neglect in Mathematics Education in Indian

Universities & Research Institutes which is considered as the stumbling block in

growth of Maths in our country.

Objective -2:The very purpose of Mathematics Education is Matematisation

which seems to be missing in our schools and colleges. MaE is now limited to rote

memorisation of facts & formulas.

Objective -3: Factors affects MaE are lack of preparedness of teachers, ineffective

curriculum, shortage of time, defective evaluation, overcrowded classrooms, & lack

of infrastructures.

Objective -4:Poor teaching competency results in low maths achievement and an

effective TPDM education assures high achievement in Maths.

Objective -5: .Time tested approaches like Teacher Professional Development in

Maths education , Wide Spread Research in Maths Education , Integration of ICT

in Maths Education, Learning School Climate can stimulate & strengthen our Maths

Education movement in our country.

THE LAST WORD

Truely speaking Mathematics lies in blending the science of Math with the art of estimation.

It needs to be recognized that Mathematics is a language in itself with its own set of symbols, and like any other language, it must be made meaningful rather than just decoded.

The perception need to be the change in the focus of mathematics education should be from achieving „narrow‟ aspiration to„ higher‟ aspiration, mark scoring attitude to life long learning attitude, Dry –dead subject to lively, well connected to life subject.

Strong TPDM education in our country is the pressing need.Then only we can ensure mathematisation spirit as enshrined in our educational policies.

STRATEGIES FOR PROMOTION

OF

MATHS EDUCATION

1. Teacher Professional Development in Maths education: Mathematics is a way of

organising our experience of the world. Teacher professional learning is a complex process, which requires cognitive and emotional involvement of teachers individually and collectively, the capacity and willingness to examine where each one stands in terms of convictions and beliefs and the perusal and enactment of appropriate alternatives for improvement or change.

2. Wide Spread Research in Maths Education : There are hardly any research studies conducted at the secondary and senior secondary levels dealing with the issue of content and students’ understanding of them (Banerjee,2006).Research at all level in the only pre requisite for quality maths education in our educational institutions.

3.Learning School Climate: We have to ensure a non threading environment for teacher who works with colleagues & students in developing different teaching methods, developing resources and teaching aids, culture in the maths classroom, language in the maths classroom, planning schemes of work.

4. Integration of ICT in Maths education: With the advent of ICT revolution it is easy for us to expand our learning by taking the help of technology. Here proposed Technology based TPDM will not only enhance the reach of Maths education but also ensures the quality as well viz . Fig.1.

Figure 1: ICT in Maths Education

Technologybased TPDM

Correspondence course/Online

learning

Cable TV and Moblie learning

Hybrid course( Face to face + online mode)

Continuous innovation/ web based learning

/Virtual learning

PHOTO GALLARY

Thanks