Need and Significance of Mathematics Education

NEED AND SIGNIFICANCE OF MATHEMATICS EDUCATION

It is not very easy to bring out the importance of mathematics education in a few words. However, a few important aspects have been listed below. Mathematics education provides

•  A good mathematics background with the knowledge of concept and theories.
• Ability to apply mathematical concepts and theorems to situations.
• Ability to transfer the mathematical type of thinking and reasoning to daily life situations.
• A clear understanding of laws of nature.
• A clear understanding of the culture and  development of civilizations.
• An appreciation of the application of mathematics for the scientific and technological advancement.
• Sufficient mathematical skills to meet the demands of  daily life.
• A better understanding of the world around.
• Ability to make independent decisions about the social issues.
• A good deal of self- reliance, self confidence,   tolerance and open mindedness.
• A window for looking at the world and a frame work for solving problems.
• Ability to transfer the knowledge and skills learned through mathematics lessons to  other contexts in the  work place and everyday life.
• An essential element of communication.
• A powerful tool in the hands of learners.
• Ability to apply mathematics and make meaningful connections to life’s experience.
• Ability  to communicate mathematical ideas coherently and clearly to peers, teachers and others .
• Ability to think alternative methods of solving problems.
• Ability to apply mathematical ideas and relationships In areas outside classrooms such as in art, science, and other curricular areas and in everyday life, especially physical phenomenon.

Innovative lesson Template

                               INNOVATIVE LESSON TEMPLATE

Name of the teacher: Praveena P M    Name of the school: NNS.B.H.S

Subject: Mathematics                           class :9 d

Unit : circles                                         Strength: 36

Topic: Arcs & Complementary Arcs     Date:

CURRICULAR STATEMENTS

            Pupils are made aware of the concept of arc and complementary arcs through discussion, explanation & observation.

CONTENT ANALYSIS

      Facts: arcs and complementary arcs forms a complete circle.

      Concept: Arcs, complementary arcs

LEARNING OUTCOMES

          The pupil will be able to

·          Recall the related information about circles.

·        Describe the peculiarities of circle.

·        Interpret the concept of arcs and complementary arcs.

·        Use the above concept in another familiar situation.

·        Judge the appropriateness of the above concept in a given problem

·        plan new ideas based on the concept.

·        Perform arithmetic skill.

·        Accept the beauty of Mathematical principles

PRE REQUISITES

       Circles , angles, directions.

TEACHING LEARNING RESOURCES

      Common class room Aids

	Class room interaction procedure Introduction Teacher ask “do you like to wear bangles?” Then what is the shape of the bagels? Very Good!!!!! Then “What do you know about circles?” Very Good!!! “What is the relation between radius and diameter?” Very Good!!!! “Today we are dealing with a new feature of a circle. Let’s see what is it?” Presentation Let’s play a game. Are you all familiar with the game passing the message? Teacher calls 10 students and ask them to form a circle and teacher select a student as a centre and ask him to stand at the centre.		Expected pupil responses Students answered “yes”. Students responded circles Students replied circles has no end points. It has a radius and diameter. Students answered diameter=2∗radius Students answered yes. Students answered yes. Students do like that.
Do you know the rule of the game? I will explain the way how to play the game. Teacher ask the students to join the hands to form a circle and do not leave the hands. Leader stands in the middle.  One student in the circle should initiate the game by pressing the hand of the other  without the knowledge of the leader and pass the message.  This will continues still the leader say “stop”.  Now the person standing in the middle should identify the persons who started and ended.  If the leader guess correctly the persons will be out from the game. Teacher ask to start the game. When the first section completes teacher ask the leader to identify the persons who starts and ended.		Students answered yes. Students play the game as teacher told Leader answered correctly.
Teacher said Very Good!!! Teacher ask the leader “Can you tell  the direction in which the message is moved”. Teacher asks “Is there is any alternative path….?” Teacher explains there are two paths with same end points .Is isn’t it? Now we can say it as two parts of the circles. Arc and complementary arc. It is a bow like structure with same end points. Teacher draw a circle on the black board. Teacher ask to identify the arc & complementary arc? Teacher appreciates and teacher explains that arc & complementary arc makes a complete circle.		Leader answered correctly Students answered “yes”. Students answered “yes”. Student answered AB is arc and shaded region is the complementary arc.

Review and application

·                  Draw a circle and mark arc and complementary arc

Follow up activity

·                  Draw  a circles with radius 4 cm, 2 cm and mark arc and complementary arc on it.

Augustin-Louis Cauchy

                                                      Augustin-Louis Caushy

Agustin LouisCaushy was one of the greatest mathematicians  during the ninetieth century. In fact, there are sixteen concept and theorems named after him, more than any other mathematicians. His life began in Paris, France on May 22,1857. His father , Louis-Francois, and his mother, Marie   Madeleine Desestre, provided him and his siblings a comfortable life.

Cauchy was exposed to famous scientists as a child. The Cauchy family one had Laplace and Berthollet as neighbors, and his father knew Lagrange. In fact, Lagrange had foreseen Augustin’s scientific greatness when he was a child by warning his father to not show him any mathematical text before he was seventeen years old.

After home schooling, Cauchy entered the Ecole Centrale du Pantheon where he finished his classical studies with distinction. At the age of sixteen, he was admitted to the Ecole Polytechnique  in 1805, and two years later , had entered the Ecole des pont et Chaussees. Cauchy then left his institute to become an engineer where he worked outside of Paris.

It was not until 1811 when Legrange had given a problem that he began his mathematical career. Cauchy was to figure out whether the angles of a convex polyhedron are determined by its faces. And according to some, his solutions is considered to be a “classic and beautiful piece of work  and a classic of mathematics” . Over a period of fifteen years , 1815-1830, Cauchy’s name is grew with distinction as he was appointed as the adjoint professor and full professor at  Ecole Polytechnique.

Cauchy married  Aloise de Buire in 1818, she was a close relative of a publisher who was publish most of Cauchy’s work.

After the July revolution of 1830, Cauchy lost most of his positions at the institute  because he refused to take oath of allegiance to the new king, Louis-Philippe, and decided to leave France. It was in 1833.

Cauchy went back to Paris in 1838 when he finished his work with Charles X in Prague, and resumed his involvement with the Academy. At the time, because Cauchy was a mathematician, he was expected from the oath of allegiance. After the establishment of the Second Republic in 1848, Cauchy continued with his writings and publications through the remainder of his life.

Cauchy’s last word to the academy were “I will explain it in the  greater detail in my  next memoire”I can only assume that he was  referring to a new  proof or idea that was not yet thoroughly thought out. Cauchy died eighteen days later at the age of 68. Who knows what mathematical discovery Cauchy took to his grave.

Online Assignment

Topic: Ways for stimulating and maintaining interest in learning Mathematics

                                                                        PRAVENA P M

                                                                                                                                                                                                    

INTRODUCTION

To arouse and maintain the student’s interest in mathematics is a major problem for the teacher. The teacher knows very well that loss of interest is the major cause of the student failure. If the student has to be thought properly, the natural curiosity should be awakened among the student. This awakening of the curiosity would create interest in them and would develop their attention towards the subject. This can be safely done for the elementary classes by introducing play method. Later on, according to psycho- physical  requirements, other methods such as cross-word or quiz etc. May be resorted to. If by allowing them to resort to these methods, an attempt is made to explain to them the methods also, the teaching would be interesting and useful.

                                       The teaching can be made interesting and useful by correlating the present problem with interesting things already studied by the students.  The elements of novelty, usefulness and curiosity are the first thing to awaken the interest. The teacher should always try to keep interest alive by making the teaching practical and useful for day to day life. Interest in the subject can be effectively aroused and maintained by numerous special devises and activities. Some of these are given below.

TECHNICS TO BE EMPLOYED TO DEVELOP INTEREST IN LEARNING                       MATHEMATICS

Intellectual Activity

                   It is possible to arouse the students interest by stimulating curiosity. The work in mathematics should challenge the intellect of  students. This stimulate their curiosity and mental powers help in awakening their interest. The intellectual activity is governed by thirst of knowledge, love of truth and beauty and desire to interpret and control environment. The interest will be maintained if it remain challenging to their  mental power. This means that we should not present Mathematical facts to pupils in the readymade form as this will encourage only cramming.  We should maintain heuristic attitude in our teaching. Curiosity is the power full urge which stimulate effort to understand and learn certain things.

Emphasising Practical Application

                         One is always anxious for a thing which one considers more and more valuable. Generally students interest is aroused by pointing out the application of  Mathematics to some other field with which he is already familiar. He comes to know that Mathematics is an important subject worth learning. When he realise the unity of the subject his interest is aroused and maintained in mathematics.

Correlation with other subject

                                Mathematics is related to so many subject and the teacher should make full use of this correlation to arouse students interest in Mathematics. It is thus desirable to take up relevant problems of  Mathematics  from other subjects while teaching Mathematics.

Recreational Activities and Mathematics club

                                                 Mathematics club has a great role in developing interest in Mathematics among students. Recreational activities such as puzzles, riddles etc. Make the subject lively and interesting active Mathematics club is one of the sure signs of students interest.

Practical Work

                                   Practical presentation of matter should precede its abstract form small children cannot understand and appreciate much at abstract level. The children like to observe and handle various objects. They may be asked to verify Mathematical truths by making experiments.

Variety

               A topic should be continued for too long a period, otherwise monotony is would set in and students interest will be lost. Similarly in the same method aid will lead to loss of interest. Thus the teacher should try to bring some novelty or variety in his day to day teaching.

Good Teaching

                      For good teaching a teacher should prepare his lesson plan and use correct method of teaching. A good teaching is sure to keep student interest in the subject, Mathematics.

Use of Teaching Aids

                      The teaching can also made interest by proper use of teaching aids. The teaching aids provide a departure from routine teaching and help in making understand even difficult ideas. Preparation of aids and application can be a regular activity of the learner.

Suitable Physical Conditions

                      Physical discomforts should be eliminated. Distraction should be avoided. Psychological conditions for study should be observed. There should no over crowed in the class. Rooms should be well ventilated and black board should be well painted.

Individual Attention

                      The teacher should pay individual attention to various categories of students. All are not interested in the same things. Some can be motivated by the challenging situations, some by practical work and so on. In the usual class teaching, some of the pupil may not understand certain steps, which is indicated by their blank note book, such student begin to lose interest. The teachers should make sure that all understand what he teaches.

                      A reference to historical back ground of different Mathematical terms and ideas give good start for learning them. The teacher should strive to make the subject matter attracted and pleasant.

                      The aim of teaching mathematics for fun and pastime should receive some attention. Organisation of a Mathematical workshop can provide a combination of recreation, activity and learning.

                      The teacher can think of many other ways and  means to arouse and maintain interest of his students in his teaching. He should himself be interested in teaching. Only then he will take pains to make his work interesting to the students. He should also try to understand his students, their general level of achievement, interests and developmental stage, this will help him in selecting and adopting better motivational procedures. These techniques will stimulate and maintains interest in the subject and which lead to development of proper attitude towards the subject.

                            

Reference

•           Teaching of Mathematics- Sundhir Kumar & D N Ratnalikar
•     Teaching of Mathematics- Dr Annice James

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