Bes 143B2 e PDF

BES-143
Pedagogy of
Indira Gandhi
Mathematics
National Open University
School of Education
Block
2
TEACHING-LEARNING OF MATHEMATICS
UNIT 5
Approaches and Strategies for Learning Mathematics 5
UNIT 6
Organizing Teaching-Learning Experiences 27
UNIT 7
Learning Resources and ICT for Mathematics 52
Teaching-Learning
UNIT 8
Assessment in Mathematics 75
UNIT 9
Professional Development of Mathematics Teacher 101
EXPERT COMMITTEE
Prof. I. K. Bansal (Chairperson) Prof. Anju Sehgal Gupta
Former Head, Department of Elementary School of Humanities
Education, NCERT, New Delhi IGNOU, New Delhi
Prof. Shridhar Vashistha Prof. N. K. Dash (Director)
Former Vice-Chancellor School of Education
Lal Bahadur Shastri Sanskrit IGNOU, New Delhi
Vidhyapeeth, New Delhi
Prof. M. C. Sharma
Prof. Parvin Sinclair (Programme Coordinator- B.Ed.)
Former Director, NCERT School of Education
School of Sciences IGNOU, New Delhi
IGNOU, New Delhi
Dr. Gaurav Singh
Prof. Aejaz Mashih (Programme Co-coordinator-B.Ed.)
Faculty of Education School of Education
Jamia Millia Islamia, New Delhi IGNOU, New Delhi
Prof. Pratyush Kumar Mandal
DESSH, NCERT, New Delhi
SPECIAL INVITEES (FACULTY OF SOE)

Prof. D. Venkateswarlu Dr. Bharti Dogra
Prof. Amitav Mishra Dr. Vandana Singh
Ms. Poonam Bhushan Dr. Elizabeth Kuruvilla
Dr. Eisha Kannadi
Dr. Niradhar Dey
Dr. M. V. Lakshmi Reddy
Course Coordinators : Prof. M.C. Sharma, SOE, IGNOU

Dr. Anjuli Suhane, SOE, IGNOU
COURSE TEAM
Course Contribution Content Editing
Unit 5 and 8 Prof. C.P.S. Chauhan
Dr. Adhya Shakti Rai Former Dean
Associate Professor, Dr. Shakuntala Mishra Department of Elementary Education
National Rehabilitation University, Lucknow NCERT, New Delhi
Dr. Anjuli Suhane Language Editing
Assistant Professor, SOE, IGNOU, New Delhi Prof. Amitav Mishra
Assistant Professor
Unit 6
SOE, IGNOU, New Delhi
Dr. Anjuli Suhane
Assistant Professor, SOE, IGNOU, New Delhi Format Editing
Dr. Anjuli Suhane
Unit 7
Assistant Professor
Sh. Ajith Kumar
Assistant Professor, SOE, IGNOU, New Delhi
Proof Reading
Unit 9
Dr. Anjuli Suhane
Dr. Sarah Basu
PRODUCTION
Prof. Saroj Pandey Mr. S.S. Venkatachalam
Director Assistant Registrar (Publication)
SOE, IGNOU, New Delhi SOE, IGNOU, New Delhi
April, 2017
 Indira Gandhi National Open University, 2017
ISBN-
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other
means, without permission in writing from the Indira Gandhi National Open University.
Further information on the Indira Gandhi National Open University courses may be obtained from the
University’s Office at Maidan Garhi, New Delhi-l10068.
Printed and published on behalf of the Indira Gandhi National Open University, New Delhi by Director,
School of Education, IGNOU, New Delhi.
Laser Typeset by Tessa Media & Computers, C-206, A.F.E.-II, Okhla, New Delhi.
Printed at:
Course : BES-143 Pedagogy of Mathematics
BLOCK 1: UNDERSTANDING THE DISCIPLINE OF MATHEMATICS

Unit 1 Nature and Scope of Mathematics
Unit 2 Aims and Objectives of Teaching -Learning Mathematics
Unit 3 How Children Learn Mathematics
Unit 4 Mathematics in School Curriculum
BLOCK 2: TEACHING -LEARNING OF MATHEMATICS

Unit 5 Approaches and Strategies for Learning Mathematics
Unit 6 Organizing Teaching-Learning Experiences
Unit 7 Learning Resources and ICT for Mathematics Teaching-
Learning
Unit 8 Assessment in Mathematics
Unit 9 Professional Development of Mathematics Teacher
BLOCK 3: CONTENT BASED METHODOLOGY-I

Unit 10 Number System, Number Theory, Exponents and Logarithms
Unit 11 Polynomials: Basic Concepts and Factoring
Unit 12 Linear Equations, Inequations and Quadratic Equations
Unit 13 Sets, Relations, Functions and Graphs
BLOCK 4 : CONTENT BASED METHODOLOGY-II

Unit 14 Statistics and Probability
Unit 15 Parallel Lines, Parallelograms and Triangles
Unit 16 Trigonometry and its Application
Unit 17 Mensuration and Coordinate Geometry
BLOCK 2???
Block Introduction
The course
4
Approaches and
UNIT 5 APPROACHES AND STRATEGIES Strategies for Learning
Mathematics
FOR LEARNING MATHEMATICS
Structure
5.1 Introduction
5.2 Objectives
5.3 Pedagogical Shift: From Behaviorist to Constructivist
5.4 Constructivist Approach for Teaching-Leaning Mathematics
5.5 Strategies for Teaching-Learning Mathematics
5.5.1 Inductive- Deductive
5.5.2 Analytic -Synthetic
5.5.3 Problem Solving
5.6 Techniques for Transacting Mathematics Curriculum
5.6.1 Drill and Practice
5.6.2 Play Way
5.6.3 Home Work
5.6.4 Assignments
5.7 Let Us Sum Up
5.8 Unit End Exercises
5.9 Answers to Check Your Progress
5.10 References and Suggested Readings
5.1 INTRODUCTION
Mathematics is one of the few subjects that have the practical, cultural and
disciplinary value. Mathematics has the potential to range across all the three
values, but due to inappropriate teaching-learning process, its potential is not
being utilized to its optimum level. Unfortunately, the current focus of
Mathematics education is mostly on memorizing formulae to solve specific
problems and applying them to examination questions. To make Mathematics
an instrument of all the three values, it must be taught in an engaging,
interesting and interacting manner. According to National Curriculum
Framework-2005, the main goal of Mathematics education in school is the
mathematisation of the child’s thought process. Mathematics relies on logic,
reasoning, problem solving, creativity and mathematical way of thinking.
These skills can be useful in many other subjects.
In this unit, we will discuss various approaches, strategies and techniques of
teaching-learning of Mathematics. We will also discuss the shift with paradigm
of learning Mathematics from traditional behaviorist approach of rote learning
and drill to constructive approach, where learner constructs his/her own
knowledge.
5
Teaching -learning of
Mathematics 5.2 OBJECTIVES S
After going through the Unit, you will be able to:

• analyze the pedagogical shift in teaching Mathematics from behaviorist to
constructivist;
• illustrate the constructivist approach for teaching-learning Mathematics;
• explain about various strategies for teaching-learning Mathematics;
• differentiate among various strategies for teaching-learning Mathematics;
• identify and apply different strategies of teaching;
• help learners to apply problem-solving skills in solving mathematical
problems; and
• apply various techniques for transacting Mathematics.
5.3 PEDAGOGICAL SHIFT: FROM

BEHAVIORIST TO CONSTRUCTIVIST
Mathematics has always been praised for its usefulness and significance in life.
It plays a key role in deciding how individuals deal with various problems of
life. But, at the same time learner find it hard to understand how functions,
equations or geometric shapes, which can help them in everyday life. They
consider it as a difficult subject due to its nature of being abstract which may
be one of the reasons why Mathematics is not popular amongst many learners.
Even today, as in the past, many learners still struggle with Mathematics. In
recent years, there has been a debate over the different approaches by which
Mathematics is being taught in the schools. In the past, Mathematics was
taught by the traditional methods with direct instruction and rote-memorization
of facts and procedures. The recent Mathematics initiatives shift, teaching and
learning away from a traditional on learning rules for manipulating symbols to
active engagement of learners in learning Mathematics. In other words,
teaching-learning Mathematics has started shifting from behaviorist approach
to constructive approach. Constructivism's success may be due, in part to the
frustrations that educators experienced with behaviorist educational practices.
Beginning in the 1960s, behaviorism swept from the arena of psychology into
education with an air of authority that was startling. Schooling became
structured around the premise that if teachers provided the correct stimuli,
then learners would not only learn, but also their learning could be measured
through observations of learner behaviors. (Jones & Brader-Araje, 2002).
Skinner and Watson were the two major proponents of behaviorism. According
to behaviorists, all behavior is the result of an individual’s responses to external
stimuli i.e. the external environment contributes to learning. It emphasizes on
the effects of external conditions such as rewards and punishments in
determining the learning of learners. It focuses mainly on objectively
observable behaviors and consequently, does not count mental activities. In
contrast to the beliefs of behaviorists, the constructivists viewed learning as a
search for meaning.
Piaget and Vygotsky were strong proponents of constructivism who opined that
knowledge is constructed by the learner. The Skinner, a behaviorist,
constructed a teaching machine in 1958. Skinner’s teaching machine was a
6 rote-and-drill machine where a chunk of information was presented before the
Approaches and
individual in the form of programmed instruction. Constructivist model
Strategies for Learning
believes that learning occurs as an internal cognitive activity wherein learners Mathematics
construct knowledge (models) from their classroom experience. Constructivists
believe that children develop their knowledge through active participation in
their learning. However, Behaviorists believed that meaning exists in the world
separate from personal experience. In behaviorist model all instructional goals
are framed in specific, behavioral, and observable terms. Like the traditional
approach, the instructor is in the centre of the presentation and interaction and
the role of the learner is to absorb the presentation and material whereas
constructivist suggests that learning activities must have the characteristics of
active engagement, inquiry, problem solving, and collaboration with others’
real life. They consider that the teacher is a guide and facilitator, who
encourages learners to take part in discussions and formulate their own ideas,
opinions, and reach the conclusions.
Behaviorist supports deductive approach and Constructivist supports inductive
approach of teaching. Therefore, Constructivists focus on a different aspect of
education than Behaviorists. Constructivist sees how learners learn on their
own when learners are presented with stimuli and Behaviorists focus more on
how learners respond to positive and negative reinforcement provided by
teacher.
Check Your Progress

Note: a) Space is given below to write your answer.
b) Compare your answer with the one given at the end of this Unit.
1. Who were the major proponents of behaviorism?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
2. What is the overall philosophy of constructivism?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
3. Write down the any three differences between constructivist and
behaviorist approaches.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
7
Mathematics 4. Fill in the blanks. S
I. For …………………………….. learners are not blank-slates.

II. ……………………….………………supports inductive approach and
………………supports deductive approach of teaching.
5.4 CONSTRUCTIVIST APPROACH FOR

TEACHING LEARNING MATHEMATICS
As we discussed that constructivism assumes that knowledge cannot be
transmitted to learner but is constructed by him/her. It is constructed by the
learner on the basis of experiences. In the process of knowledge generation
new experiences, talking to others and reflective thinking could be helpful.
Many times learning includes change in existing conception. There are three
ways for meaningful learning to take place which are as follows:
1) Addition to the existing knowledge,
2) Small modification to the existing knowledge,
3) Major changes in the existing knowledge.
Conceptual change does not take place easily. For conceptual change three
conditions are necessary, which are as follow:
1) Learner must encounter a situation which he/she is not able to understand
using existing knowledge, thereby producing dissatisfaction in the
learner.
2) Learner must come across some knowledge, which is intelligible to
him/her and seems plausible.
3) The new knowledge help learner to understand some new situations
which were beyond his/her reach earlier.
There are many shades of constructivism. It is not unique monolith philosophy.
As we discussed, Piaget the first constructivist laid emphasis on action by the
learner on the object which results in accommodation and assimilation.
Vygotsky another important constructivist is proponent of socio-cultural
perspective. For him zone of proximal development, scaffolding and peer
learning are three important considerations. Zone of Proximal Development
(ZPD) is that stage of development of a child where he cannot solve a problem
of his/her own but a sight hint and help by teacher or some other able person,
is sufficient to enable him to solve the problem. Scaffolding is the support
provided by an expert to a novice in initial stage of learning. Slowly as the
progress is made by the learner, support is withdrawn gradually peer learning
could take place in three ways peer tutoring, cooperative learning and peer
collaboration.
As constructive teacher, you should have a clear idea about learners’ previous
knowledge. You can use appropriate strategies to assess the previous
knowledge since this will be very important for designing suitable activities for
working in their ZPD.
Whenever learners find difficulties within the zone, it is the duty of the teacher
to provide assistance or support in the process. This can either be done by
the teacher or with the help of a more competent peer. This process of
8
Approaches and
assisting is technically known as scaffolding. Thus a constructivist teacher is
required to create opportunities for peer scaffolding and teacher-directed Mathematics
scaffolding in order to stimulate knowledge construction.
The important task of a teacher is to design appropriate activities so that the

learners can work on it and construct expected knowledge with confidence
and a feeling of success. This of course needs ingenuity and creativity.
Creation of a learning environment which is stimulating, interactive, and

enlightening for the learners is the most challenging task of a constructivist
teacher. Is it possible to create a stimulating environment? Of course you can,
then how? Consider the following example where a teacher wants to help the
learners to comprehend the identity (a+b)² = a²+2ab+b² by using constructivist
approach.
As an introductory activity teacher can give the following task with the aim to
assess and strengthen the prerequisites needed for the proposed learning.
Task: The learners are asked to draw squares of different sizes on given graph
paper individually.
42 32
22
72
• Subsequently the teacher initiates the whole class discussion by providing

points for discussion:
• “Count the number of smaller squares inside the bigger square you
constructed”
• “Can you establish any relationship between the number so obtained and
the size of the side?”
• “Can you relate this with any other concept you learnt earlier?”
9
Mathematics 32 3×4 S
42
2
3
42
Learners may recognize that the area of the whole square is the sum of the
areas of all the four parts. They may find that areas of the square parts are 3²
and 4² respectively, and those of the rectangles are 3×4 and 4×3 respectively.
Then learner may conclude that (3+4)2 = 32 +42 + 2×3×4 = smaller square +
bigger square + one rectangle + other rectangle
So , (a+b)² = a²+ 2ab+b²
In this way teacher can stimulate the learners to participate actively in the
teaching learning process. The feelings of success as well as enjoyment will
naturally motivate the learners.
The task should provide insight to the learners to reach the relationship
between the side and area of a square.
Similarly by providing ample opportunities for learners to engage in dialogue,

both with the teacher and with one another; teacher can create an interactive
classroom. The experience of success during different stages will automatically
enlighten the learners both scholastically and co scholastically.
While organising different activities give opportunities to the learners to

initiate discussions, to ask questions, to work independently etc.
From the conceptual meaning of constructivism as learning theory you could

observe that knowledge construction is not the product of successive pouring of
information through teacher talk, but a natural consequence of personal
experience, inquiry, reflection and insight. Therefore, thoughtful and open-
ended questions revealing learners’ prior knowledge and experiences are
asked by the teachers in constructivist classrooms.
Activity For Practice:

1. You studied the concept of constructivism and its importance in the
classroom teaching learning process. Make a list of principles to be
considered by you while structuring classroom learning activities.
10
Approaches and
2. Select any topic from your choice from class IX Mathematics textbook. Strategies for Learning
And design activities to transact that topic through constructivist Mathematics
approach.
3. You are teaching the concept of formation of simple linear equation.
Design one interesting example which connects to life situation of the
learner to teach formation of simple linear equation.
Check Your Progress

5. Who is the originator of Constructivist philosophy?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
6. What do you understand by constructivist pedagogy? Explain its benefits in
teaching learning in Mathematics?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
5.5 STRATEGIES FOR TEACHING-LEARNING

MATHEMATICS
We have discussed constructivist approach of teaching learning of
Mathematics. There are some strategies of teaching Mathematics like
inductive – deductive, analysis-synthesis , problem solving, discovery,
activity etc. which help the learner in constructing their knowledge. The
purpose of these strategies is to make teaching- learning more interactive as
well as effective. You can select a particular strategy based on the needs of
learners as well as its relevance to the content. Some strategies of teaching-
learning Mathematics are as follows:
11
Mathematics 5.5.1 Inductive – Deductive S
It is a combination of inductive and deductive approach. Let us first discuss
the Inductive approach.
a) Inductive Approach
Inductive approach is based on the process of induction i.e. reasoning from
specific facts to general principles. Therefore, it proceeds from particular to
general, from concrete to abstract. It is a method of constructing a formula with
the help of a sufficient number of concrete and specific examples. Learners
arrive at the formula or general rule through the examples of particular cases. It
is based on actual observation and experiments. Inductive approach is a much
more learner-centered approach. The learners are encouraged to devise the
formula on their own. This approach is psychological in nature. It develops
scientific attitude, comprehension ability and logical thinking among learners.
The teacher’s role is only to facilitate the use of appropriate questions.
Inductive approach is suitable in the following situation:
• Introduction of new topic
• Formulation of rules
• Derivation of formulas
• Generalization
Mathematically speaking, inductive reasoning might take this form:
Step1 - Shows that something is true for specific items. (Particular concept).
Step2 - Shows that if it is true for one and more, then it must be true for the
rest. (General concept).
Let us discuss some examples to make clear idea about it.
Example 1: Sum of two odd numbers is even.
Solution:
Teacher: Draw the following table in your notebook. Write two odd numbers
and then sum it.
Now observe the table and try to find out mathematical relationship between
the numbers.
Particular concept:
First odd number Second odd number Sum of these numbers
1 1 2
1 3 4
5 7 12
15 3 18
.. .. ..
.. .. ..
12
Approaches and
General concept: Learners may conclude that the sum of two odd numbers is
even. Mathematics
Example 2: Sum of the angles of the triangles is equal to 180°.
Solution:
Teacher: Draw a few triangles.
Measure and sum up the angles in triangle A.
Measure and sum up the angles in triangle B.
Measure and sum up the angles in triangle C.
and so on
Draw the following table in your notebook and fill up the values of various
angles of triangles.
Now observe the table and try to find out relationship between angles of triangle.
Particular concept:
Triangle Measure of Measure of Measure of Sum of
angle 1 angle 2 angle 3 angles of a
triangle
A 50 50 80 180
B 45 50 85 180
C 30 60 90 180
D .. .. .. …
E … … … …
F … … … …
General concept: Learners conclude that the sum of the angles of the triangles
is equal to 180° or two right angles.
b) Deductive Approach
Deductive approach is based on deduction. It is just the opposite of inductive
approach. It proceeds from abstract to concrete, from general rule to particular
or specific instances, and from formula to examples, from unknown to known.
This approach is relatively more teacher-centered. In this approach, rules are
initially given by teachers and then learners are asked to apply these rules to
solve more problems of similar nature. This approach is mainly used in
Algebra, Geometry and Trigonometry because different relations, laws and
formulae are used in these sub branches of Mathematics. It is more useful for
teaching Mathematics in higher classes. This method is useful for revision and
drill work. It enhances speed and efficiency.
Example 1: Learners are told that ‘the sum of angles in a triangle is 180°’.
Let ABC be a triangle. A
D E
Construct a line DE
Parallel to BC through
Here ÐABC = ÐBAD
C
ÐACB = ÐCAE 13
Mathematics
But ÐDAB + ÐBAC + ÐCAE = 180º S
So ÐABC + ÐBAC + ÐACB = 180º
Example 2 : Find a5 × a8 = ?
Solution:
General concept: First teacher told the formula that “am × an = am+n”
Then learners solve the problem.
Particular concept : a5 × a8 = a5+8 = a13
Differences between Inductive and deductive approaches
SN. Inductive Approach Deductive Approach

1 Process of learning from specific facts Process of learning and
to general principles. reasoning from general
principles to specific facts.
2 Certain complex and complicated It is suitable for all topics.
formulae cannot be generated so this
method is limited in range and is not
suitable for all topics.
3 It is time consuming and laborious It is a short and time saving
method method.
4 It is a scientific method. It does not impart any training
in scientific method
5 It does not burden the mind. Formula It puts more emphasis on
becomes easy to remember. memory.
6 It is a learner centric approach. Learners are only passive
listeners. It is more teacher-
centric.
7 It gives new knowledge. It does not give any new
knowledge.
8 It is a method of discovery. It is a method of verification.
9 It is an upward process of thought and It is a downward process of
leads to principles. thought and leads to useful
results.
Inductive – Deductive approach is a combination of both Inductive and

Deductive approaches. This method can be used in totality for realizing the
desired goals of mathematical learning. Through, Inductive approach, rules and
generalization are established and formulae are derived, while Deductive
approach is helpful in applying the deduced results. It also helps in improving
skills and efficiency in problem solving. No induction is possible without
deduction and no deduction results without induction.
5.5.2 Analytic - Synthetic
We have seen that in its early stages, most mathematics originates in ideas and
concepts in logico-deductive form. The ability to understand and workout a
rigorous deductive structure using logic or reasoning is of great importance.
14
Approaches and
Analyses and synthesis are approaches which use reasoning and arguments to
discover relationships. Let us discuss both the approaches separately. Mathematics
a) Analytic Approach
Analysis is the process of breaking a complex topic or substance into smaller
parts in order to gain a better understanding of it. In this method, a problem is
analyzed into smaller/simpler problems. All the related facts are analyzed to
seek help in proceeding to the known conclusion. The purpose of breaking it
into smaller parts is to figure out the hidden aspects of the problem. So,
basically this approach moves from unknown to known. This method helps
learners in discovering the things himself. It is a psychological method based
on the principle of interest, which inculcates the spirit of inquiry and
investigation in the learners (Katozai, 2002 as quoted by Asif, Khan and
Zaman (2010 ). It facilitates comprehension and strengthens the urge to
discover new facts. It also provides opportunities to learners to tackle the
problem confidently and intelligently. But it is not applicable equally well for
all topics.
Example 1: If a2 + b2 = 14ab prove that 2log (a + b) = 2 log 4 + log a + log b
Proof:
To prove this using analytic method, begin with the unknown.
The unknown is 2 log (a+b) = 2 log 4 + log a + log b
Now, 2log (a + b) = 2 log 4+ log a+ log b is true
If log (a + b)2 = log 42 + log a + log b is true
If log (a + b)2 = log 16 + log ab is true
If log (a + b)2 = log 16ab is true
If (a + b)2 = 16ab is true
if a2 + b2 = 14ab which is known and true
Thus, if a2 + b2= 14ab, it is proved that 2log (a + b) = 2 log 4 + log a + log b
a c
Example 2: If = , prove that
ac - 4b 2
= (
c 2 - 4bd ) ( )
b d b d
Proof:
The unknown part is (

ac - 4b ) (c 2 2
) is true,
- 4bd
=
b d
2 2 2
If a cd – 4b d = bc – 4b d is true,
If acd = bc2 is true,
If ad = bc is true
a c
That is, if = is true,
b d
Which is known and true.
Thus if
a c
= , prove that
ac - 4b 2
= (
c 2 - 4bd ) ( )
b d b d
15
Mathematics
Synthetic Approach
S
Synthesis refers to a combination of two or more entities that together form
something new. In this method we move from known to unknown and from
hypothesis to conclusion. It is just the opposite of analytic method. It is an
approach in which we collect and combine various facts to find out the
unknown result. It presents the facts in a systematic way and can be applied to
majority of topics in teaching of Mathematics . According to (Katozai, 2002 as
quoted by Asif, Khan and Zaman : 2010 ) it is the process of putting together
known bits of information to reach the point where unknown formation
becomes obvious and true.
Example 1:
If a2 + b2 = 14ab prove that 2log (a + b) = 2log4 + loga + logb
Proof:
To prove this using synthetic approach, begin from the known.
The known is a2 + b2 = 14ab
Now, a2 + b2 + 2ab =14ab + 2ab
So, it becomes (a + b)2 = 16ab
Taking log on both side,
log (a + b)2 = log 16ab
2log (a + b) = log16 + log ab
2log (a + b) = log 42 + log ab
2log (a + b) = 2 log 4 + log a + log b
So if a2 + b2 =14ab, 2log (a + b) = 2 log 4 + log a + log b
Example 2:
If
a c
= , prove that
ac - 4b 2
=( ) (
c 2 - 4bd )
b d b d
Proof:
a c
The known part is =
b d
Subtract 4b/c from both sides
a 4b c 4b
- = -
b c d c
(ac - 4b ) = (c
2 2
- 4bd )
bc cd
i.e (
ac - 4b ) (c
2 2
- 4bd ) which is unknown..
=
b d
16
Approaches and
Differences between Analytic and Synthetic Methods
Mathematics
S Analytic Method Synthetic Method
N
1 This process refers to breaking down a This process combines many

bigger problem into smaller small known components to
components. derive something new.
2 It leads from unknown to known. In It leads from known to
other words it leads from conclusions to unknown. In other words it
hypothesis. leads from hypothesis to
conclusion.
3 This approach is lengthy and time It is short and time saving
consuming. method.
4 It is known as psychological method. It is known as logical method.
5 This method encourages thinking and It puts more emphasis on rote
reasoning. This approach promotes learning. It promotes memory
meaningful learning. work.
6 This approach is informal in nature and This approach is very formal
it is disorganized. and systematic.
7 In this approach learners can recall and It is very difficult for the
reconstruct any step easily, if forgotten. learners to reconstruct the steps,
if forgotten.
8 It is based on heuristic lines. This approach doesn’t cater to
heuristic approach.
Both these methods look like opposite to each other but they go together. They
support and complement each other. It can be said that analysis lead to
synthesis and synthesis makes analysis complete as well as clear. That’s why it
is desirable that teacher should use analytic method while teaching
Mathematics and motivate the learners to use synthetic approach for
presentation.
Activity for Practice:

4. Write a plan to conduct a topic through analysis – synthesis metod in your
class. Try it out in your class. Reflect on the process and write the merits
and demerits of the process.
5.5.3 Problem Solving Approach

Learners learn mathematical thinking most effectively through applying
concepts and skills in interesting and realistic contexts which are personally
meaningful to them. Thus, Mathematics is best taught by helping learners to
solve problems drawn from their own experience. Real-life problems are not
always closed, nor do they necessarily have only one solution. The solutions to
problems which are worth solving seldom involve only one item of
mathematical understanding or only one skill. Rather than learners
remembering the single correct method, problem - solving requires them to
search the information for clues and to make connections to the various pieces
of Mathematics and other knowledge, experiences and skills that they have 17
Mathematics
already learned. Such problems encourage thinking rather than mere recall.
S
What is the most common thing that learners do when they encounter a
Mathematical problem which they don’t know how to solve? Some give up
very quickly while some of them ask other learners or their teachers for help.
This doesn’t help the learner in the long run as each and every individual some
time or other will encounter problem, which they have not been solved earlier
and their problem solving ability will play an important role in these scenarios.
According to NCTM(2000) “Problem solving means engaging in a task for
which the solution is not known in advance ”. Any mathematical situation can
be a problem for a learner if learner has not previously learned about how to
solve that. Once the learner learns how to solve a problem, it becomes an
exercise. Teaching through problem solving and teaching problem solving are
two different approaches. Teaching problem solving usually works on guess
and check, working backward etc. methods.
In teaching through problem solving, teacher will setup the context and explain
the problem. Now, learners work on the problem and the teacher monitors
their progress. After stipulated time each learner of the class shares his/her
ideas with the whole class and then they compare as to which idea is best for
solving that particular problem. In this way learner learns many new
mathematical ideas and procedures.
Problem
Learner 1 Learner 2 Learner 3 Learner 4
Solution1 Solution1 Solution1 Solution1
Comparison and
Discussion
Final Solution
18
Approaches and
Let us see an illustration where a teacher used problem solving strategy.
Mathematics
Illustration
Teacher : Look at the following series and tell me the next number:
2,4,8,16,32,……
Mani: 34
Teacher: How did you find?
Mani : Next number is multiple of 2 because all numbers in the series are multiples
of 2.
Teacher : According to your guess the series is 2, 4, 8, 16, 32, 34…… Then, 34
is correct answer. Whether it is correct? Let us check. Tell me all the multiples of 2.
Mani : 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, etc.
Teacher : Tell me, whether all these numbers are coming in the series.
Mani : No madam
Teacher : So, your guess is not correct and hence 34 is not the right answer. Any
other guess (put the question to whole class)?
Kanjan : 64
Teacher : Very good, how did you find?
Kanjan : When observed the series, I found that every number is the double of
previous number. So, next number may be double of pervious number.
Teacher : Let us check your answer
2×2 = 4
4×2 = 8
8×2 = 16
16×2 = 32
32×2 = 64
Teacher : Your answer is correct. Do you agree?
Learners : Yes, madam (All learners with loud voice).
From above illustration, we have seen that teacher has given a problem to
learners then learners have analyzed the problem, searched the expected
mathematical relation, found the solution. At that time the teacher monitored
their progress. After stipulated time each learner of the class has shared his/her
ideas and find the best solution of the problem.

5) How would transact the topic ‘linear equations’ through problem solving
strategy.
19
Mathematics Check Your Progress S

7. Fill in the blanks.
i. Inductive approach proceeds from…………to…………..and
………to…………… .
ii. Synthesis refers to a …………………….of two or more entities.
iii. .…………………… approach moves from unknown to known.
8. Write any three differences between inductive and deductive approach of
teaching learning of Mathematics.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
9. In what ways analysis and synthesis approaches are looks like opposite to
each other.
........................................................................................................................
........................................................................................................................
........................................................................................................................
........................................................................................................................
5.6 TECHNIQUES FOR TRANSACTING

MATHEMATICS CURRICULUM
There are various techniques of transacting Mathematics Curriculum in an
effective manner. Some of the techniques are as follows-
5.6.1 Drill and Practice
Drill is one of the most essential ways (or methods) of learning in mathematics.
The controlling purpose of all teaching activity is to reduce necessary learning
to habit. Gaining mastery requires acquisition of habits, hence drill/practice
plays an important role in acquiring mastery. By and large, practice lessons are
of three types. The first category of lessons for mastery is of basic subject
matter, e.g., multiplication tables, addition combinations, fractional equivalents
of decimals and percentages, factorization, construction in geometry, etc. These
include subject matter which must be thoroughly mastered so that speed and
accuracy is ensured on which future learning can be based.
The second category includes lessons for the mastery of procedures. In

Mathematics one has to adhere to a systematic arrangement of steps, follow
correct algorithms to scrutinize and check the correctness of each step, label
20
Approaches and
appropriately parts in a diagram, sort out data, translate problems into symbolic
form, practice short cuts, etc. Mathematics
The third category consists of lessons which strive to develop the power of
thinking and reasoning, and increase the concentration and interest of the
learner. Such lessons include quizzes, puzzles and historical material which
does not form part of a regular lesson.
Although, a certain amount of formal drill is inevitable, preference should be

given to functional or meaningful drill. Meaningful drill implies prior
understanding of content and its appropriate application. This drill is
purposeful and is determined by need as will as by use. An effective drill
lesson should be organized keeping in view the following considerations:
1. Drill should follow learning and understanding of basics. It should not

encourage rote memorization without understanding the subject matter.
2. Drill should be varied. Some routine procedures make learning monotonous
and uninteresting.
3. Drill should be individualized and rewarding to each learner. Each learner
should see its purpose and utility.
4. Drill periods should be short and the learner’s achievement should be
frequently tested.
5. Drill should not be planned merely to keep learners “busy”. It should be
based upon thought-provoking situations to avoid the repetition of any
process mechanically.
6. Drill may also provide diagnostic information about learners.
5.6.2 Play Way

Play way technique is a child - centered informal method of teaching
which suits the interest of the child and improves its academic proficiency
effortlessly. This method helps to develop interest in Mathematics, motivates
learners to learn more, and reduces the abstract nature of the subject to some
extent.(Patel, nd). Play way can be an effective way of teaching Mathematics to
learner. Although only some concepts can be taught through games, the most
important benefit of games like mathematical quiz, puzzle, tricks, riddles,
guessing game, etc. is the oral practice of various mathematical concepts. Let
us see an example of guessing game where learners need to decode the
structure like the one given below.
Game: Guess the number
Think of a number. Multiply it by 5 and add 10. Tell me the number, I will tell
you your number.
Unknowingly in the process learners will discover the structure of the problem
in terms of operations of multiplication and addition and reversal of these
processes in terms of subtraction and then division.
For example, in this problem if the number given is 90, then original number
can be calculated by subtracting 10 and dividing by 5. The number which one
has thought will be 18.
21
Mathematics
Some of the examples of mathematical puzzles, tricks, riddles and guessing
S
games has been given in the unit 6 of this block. Refer and use it in day-to-day
teaching.

6. Design a game for a introducing the concept of ‘ratio’ for class VII learners.
Reflect on whether the task is a game or not.
5.6.3 Home Work

Homework refers to tasks assigned to learners by their teachers to be
completed outside the class. The purpose of home work is to encourage
learners to review, apply, practice and integrate what he/she has learnt in the
classroom. Siddhu (2006) quotes that school time is insufficient to exhaust
everything provided in the curriculum of Mathematics. Homework has to be
given regularly to provide for application and practice and to supplement
classroom teaching. It provides an opportunity for learners to make, discover,
and correct mistakes so that they can learn from them. It is intended to engage
learners in exploration of concept beyond the class time. It helps learners in
long lasting learning and preparing for the next class. The fundamental purpose
of homework to learners is the same as schooling in general.
Home work may consist of open-ended questions or closed-ended questions.
Open-ended questions are developed to prompt learners to apply concepts,
solve problems, and make mathematical connections. No routine or prescribed
methods are given for responding to open questions. Therefore, it makes
teachers able to observe the strategies, skills, logic, concepts, and connections
used by the learners to solve the questions. Open questions may be classified
as open-development, open-process, and open-ended questions.
Let us see some examples of various type of questions.
Type of question Examples

Open-ended development Write a challenging story problem for the
question equation n +3 = 7.
Open-ended process The length of a field is 3 times to its width. Its

question perimeter is 4800m. What are the dimensions
of the field? Show your work.
Open-ended question The average mass of 15 fishes caught in a pond

is 2.5 kg. The mode is 3 kg. What are the
possible masses of the 15 fishes? Explain your
thinking.
Home work has some drawback also. It can destroy curiosity and love of
learning in the learner. Studies have shown that it takes time away from
independent study and extracurricular, family, and social activities important to
childhood development. So it is very necessary for the teacher to carefully
monitor the amount of home work so that learner can get enough time for
social activities. It is also necessary to make sure that homework has
appropriate level of difficulty so that learner can complete the homework
22 independently. A rule of thumb for homework might be that "all daily
Approaches and
homework assignments combined should take about as long to complete as 10
minutes multiplied by the learners' grade level" and "when required reading is Mathematics
included as a type of homework, the 10-minute rule might be increased to 15
minutes" (Cooper, 2007, cited in Marzano & Pickering, 2007, p. 77).
Homework review in class is an important part of Mathematics teaching-
learning. It should be well graded. It should be assessed as a part of the overall
assessment of a learner. Home work should be duly checked and corrected. If it
is not checked, the learners may fall into the bad habit of evading it or copying
it.
5.6.4 Assignments
An assignment is a task or work allotment. In this technique, the learners are
provided with the responsibility for his/her own learning. The teacher acts as an
advisor and guide in case of any difficulty encountered. The method has
several advantages. It encourages initiative and independence, and provides
learners with the maximum amount of individual practice. Teacher should keep
in mind that assignment should always be a task which is within the capability
of the learner and has some interest for him. It is the major important part of
every learner life. The learners are encouraged to keep their completed
assignments for future references.
Characteristics of good assignment
• Assigned task must be clearly defined.
• Assigned work must have correlation with previous knowledge and
experiences.
• Assigned work must be stimulating and directing the learning experiences
and activities.
• It should be precise as well as have sufficient information to enable the
learners to complete the task.
• Newer topics for the assignments must be proposed with the earlier
learning experiences.
• Teacher must know what they want from the learners to gain from the
experience.
• Assigned task must be interesting to be completed within the stipulated
time by the learners.
• Library facilities and other reference resources are mandatory for
completion of assignments.
Check Your Progress

10) Fill in the blanks.
i. …………… may also provide diagnostic information about learner.
ii. School time is not sufficient therefore………….is required.
iii. . …………technique is child centered.
23
Mathematics 11) Discuss the importance of homework in Mathematics. S
......................................................................................................................
......................................................................................................................
12) Write any four characteristics of good assignments.

......................................................................................................................
......................................................................................................................
......................................................................................................................
5.7 LET US SUM UP

The following concepts/issues are dealt in this unit:
Teaching and learning Mathematics has started shifting from behaviorist
approach to constructive approach. Constructivism states that individual
construct their own knowledge and understanding of the world through
experiencing and reflection.
Constructivist approach in Mathematics believes that learner can construct
knowledge by active participation rather than acquiring knowledge by
observing lectures delivered by teachers.
Inductive approach is based on the process of induction i.e. reasoning from
specific facts to general principles. Therefore, it proceeds from particular to
general, and from concrete to abstract.
Deductive method is based on deduction. It proceeds from abstract to
concrete, from general rule to particular or specific instances, and from
formula to examples, and from unknown to known.
Analysis is the process of breaking a complex topic or substance into
smaller parts in order to gain a better understanding of it.
Synthesis refers to a combination of two or more entities that together form
something new. In this method we move from known to unknown and from
hypothesis to conclusion.
According to Problem solving approach, learners learn mathematical
thinking most effectively through applying concepts and skills in
interesting and realistic contexts which are personally meaningful to them.
Drill method gives learners an opportunity to learn certain concepts quickly
and effectively.
Play way method can be used for teaching Mathematics by activities such
as mathematical games, checkers, magic squares, puzzles and building
blocks.
The purpose of home work is to encourage learners to review, apply,
practice and integrate what he/she has learnt in the classroom.
An assignment is a task or work allotment. In this technique, the learners
are provided with the responsibility for his/her own learning. The teacher
acts as an advisor and guide in case of any difficulty encountered.
24
Approaches and
5.8 UNIT END EXERCISES Strategies for Learning
Mathematics
1) Analyze the behaviorist approach of learning. How does it differs from
constructivist approach? Discuss the significance of constructivist approach.
2) Which is the best method of teaching Mathematics according to your
view? Justify your preference with suitable examples and arguments.
3) Illustrate and discuss the inductive–deductive method of teaching
Mathematics
4) Describe the use of analytic and synthetic methods in the teaching of
Mathematics.
5) What do you understand by the problem solving method? How will you
employ it in teaching Mathematics?
6) What is place and value of drill and practices in the teaching of
Mathematics?
7) Illustrate the constructivist approach for teaching learning Mathematics.
8) How will you employ the techniques of assignment? How is it different
from home work
5.9 ANSWERS TO CHECK YOUR PROGRESS

1) Skinner and Watson were the major proponents of behaviorism.
2) The overall philosophy of constructivists holds that learners construct
their own understanding based on their unique experiences and furnish
meaning on the world.
3) The difference between behaviorists and constructivists are as follows:
• Behaviorism supports traditional teacher-centered approach whereas
for constructivists, learner is at the center of teaching learning
process.
• Behaviorists focus more on how learners respond to positive and
negative reinforcement provided by the teacher, whereas
Constructivists see how learners learn on their own when learners are
presented with stimuli.
• Behaviorist supports deductive approach and Constructivist supports
inductive approach of teaching.
4) (i) Constructivists (ii)Constructivist, Behaviorist
5) Jean Piget
6) Refer section 5.4
7) (i)from particular to general and from concrete to abstract (ii)combination
(iii)Analytic
8) Refer section 5.5.1
10) (i) Drill (ii) home work (iii) Play way
25
Mathematics
S
5.10 REFERENCES AND SUGGESTED READINGS

• Anthony, G and Walshaw, M (2009) , Characteristics of Effective
Teaching of Mathematics: A View from the West, Journal of Mathematics
Education, Dec 2009, Vol. 2, No. 2, pp.147-164
• Asif, M., Khan, M. M. and Zaman, K.(2010). Comparative Study of
Analytical and synthetic methods of Teaching Mathematics, Journal of
International AcademicResearch,Vol.10,No.3.available at www.uedpress.
org/ojs/index.php/jiar/article/download/10/25 (retrieved on 10.04.2016)
• Carbonell, L. (2004) Instructional Development Timeline. Retrieved
January 21, 2008, from http://www.my-ecoach.com/idtimeline/
learningtheory.html
• Chambers, P. (2010).Teaching Mathematics, Sage Publication, New Delhi.
• David, A. H., Maggie, M. K., & Louann, H. L. (2007). Teaching
Mathematics Meaningfully: Solutions for Reaching Struggling Learners,
Canada: Amazon Books.
• Gupta, H. N., and Shankaran, V. (Ed.), (1984). Content-Cum-Methodology
of Teaching Mathematics, New Delhi: NCERT.
• James, A. (2005). Teaching of Mathematics, New Delhi: Neelkamal
Publication.
• Jones, M.G. & Brader-Araje, L. (2002), The Impact of Constructivism on
Education: Language, Discourse, and Meaning, American Communication
Journal, Volume 5, Issue 3, Spring 2002
• Kumar, S. (2009). Teaching of Mathematics, New Delhi: Anmol
Publications.
• Marzano, R. and Pickering, D (2007). The Case For and Against
Homework Educational Leadership, Vol. 64, issue 6, p. 74-79 available at
http://www.ascd.org/publications/educational-leadership/mar07/vol64/num
06/The-Case-For-and-Against-Homework.aspx (retrieved on 03/04/2016)
• NCTM (2000). Principles and Standards for School Mathematics,
Washington, DC: NCTM; available at http://www.nctm.org/standards/
content.aspx?id=16909. (retrieved on 06.03.2016
• NCERT (2005). National Curriculum Framework, New Delhi: NCERT.
• NCTE (2009). National Curriculum Framework for Teacher Education,
NCTE, New Delhi.
• Mangal, S. K. (1993). Teaching of Mathematics, New Delhi: Arya Book
Depot.
• Patel, R.,(nd) Innovations in Teaching of Mathematics, available at
http://www.waymadedu.org/learnersupport/rachnamadam.pdf (retrieved on
12.04.2016 )
• Siddhu, K.S. (2006). Teaching of Mathematics, New Delhi: Sterling
Publishers.
• Van de Walle, J. A. (2004). Elementary and Middle School Mathematics:
Teaching Developmentally. New York: Pearson Education, Inc.
26
Organizing Teaching-
UNIT 6 ORGANIZING TEACHING- Learning Experiences
LEARNING EXPERIENCES
Structure
6.1 Introduction
6.2 Objectives
6.3 Planning and Designing Learning Experiences
6.3.1 Characteristics of Good Learning Experiences
6.3.2 Sequencing of Learning Experiences
6.4 Involving Learners in Teaching-Learning Process
6.5 Levels of Planning
6.5.1 Annual Planning
6.5.2 Unit Planning
6.5.2.1 Concept Mapping for Unit Planning
6.5.3 Lesson Planning
6.6 Planning Instruction for Children with Special Needs
6.7 Learning Mathematics through Puzzles, Riddles and Tricks
6.7.1 Tricks
6. 7.2 Puzzles
6.7.3 Riddles
6.8 Let Us Sum Up

6.1 INTRODUCTION
Planning is essential, not only in teaching, but also in every sphere of life. It
helps, not only to achieve the predefined objectives, but also gives right
direction to execute any work with reduced wastage of time. The teachers are
the pioneers of planning function as they plan instruction in order to realize the
objectives set by them. In the process of planning, the teacher arranges the
content or subject matter under series of topics and sub-topics. Once the
content is identified, you can decide on what you want the learners to
accomplish. Thereafter, you can set out your lesson plans for teaching specific
concepts.
In this unit, we will discuss how to plan learning experiences at various levels
and involve learners in Mathematics teaching-learning process. We will also be
familiar with various steps and process of unit planning and lesson planning.
Discussion will also take place how we can make Mathematics leaning
interesting by learning through Mathematics puzzles, tricks and riddles. As a
teacher of Mathematics you must have come across the challenges that children
with special needs face in Mathematics learning. This issue will also be dealt.
27
Mathematics
So, the discussion in this unit will help you to plan instruction for learners of
Mathematics.
6.2 OBJECTIVES
After going through the unit, you will be able to:
• describe major guidelines for planning an instructional programme;
• design learning experiences ;
• appreciate involvement of learners in teaching-learning process;
• develop a unit plan through concept maps;
• design a lesson plan based on 5-E approach;
• plan appropriate learning experiences for children with special needs; and
• transact mathematical concepts through quizzes, riddles, tricks etc.
6.3 PLANNING AND DESIGNING LEARNING

EXPERIENCES
Planning, designing and organization of learning experiences provide the
framework for effective teaching. In classroom teaching-learning, it is
necessary to plan activities that would provide directions to both teachers and
learners. Firstly, effective and proper planning involves making tentative
decisions regarding expectations for a given course and deciding how this can
be best accomplished, enriching teaching-learning experiences. Secondly,
organising these experiences involves formulation of objectives, strategies and
the variety of activities in accordance to the diverse interests of the learners.
Careful planning gives direction to cognitive abilities and clarification of
concepts invoking thoughtful pondering for making learning a joyful
experience. This may form the base of developing sound pedagogical
foundation among the learners, fostering successful application of knowledge
in day-to-day life.
6.3.1 Characteristics of Good Learning Experiences
The criteria of good learning experiences are:
i) Objective - based: Learning experiences should be appropriate in
relation to the behavioural changes expected by a changing the
objectives. Objectives are the end points to be achieved by the learner and
provide the base for designing learning experiences. Objectives are
formulated in relation to subject matter. Teacher can design learning
experience keeping in view the objectives of the subject matter to be
taught.
ii) Learner orientation: Learning experience is meant to provide desirable
behavioural changes in the learner through activities. To meet the
requirements of individual differences, the learning experiences should be
imaginative and easily adaptable to the interests and abilities of the
learners.
iii) Richness of experience- Learners differ in maturity, interests and
abilities. To plan effective and meaningful instruction for learners with
28
diverse interests, experiences, abilities and rates of learning; the teacher
Learning Experiences
must visualize the range of learning experiences to capture skills of
different learners in their class. Creative work, community projects,
construction activities and experiments utilizing the skills and
mathematical abilities should be introduced that challenge the thinking of
the learners.
iv) Suitability to the mental level: Learning experiences facilitate the
teacher to achieve different objectives by creating appropriate learning
environment for the diverse learners. Learning experience is planned
according to the mental level of a particular group of learners.
v) Practicability: Teacher plans the learning experiences in such a way that
maximum learning takes place. The interaction provided through learning
experiences helps the learners to learn by promoting their thinking.
Designing practicable learning experiences should promote socio-
cognitive interaction between the teachers and learners in the class room.
vi) Evaluation: In order to check the realization of objectives of instruction,
teacher selects suitable mode to evaluate the learners. Learning
experiences are the means to help the learners to attain desired objectives.
Hence, every learning experience is viable for the periodic evaluation by
the teachers.
6.3.2 Sequencing of Learning Experiences
In an actual teaching plan, learning experiences are effective when they are
organized as a related whole. Generally in any particular lesson or unit, the
selection and sequencing of learning activities are done at three levels begin
with opening activities, moves to application and creative activities and ends
with concluding activities, that wrap up the unit. The sequence of organizing
activities provides learners’ opportunity to use thinking process in a sequence
that begins with observing, comparing, generalizing and inferring, and extends
thinking to include analyzing, and creating.
Level 1: The Preparatory or Readiness Stage
The opening activities or learning experiences for each main idea are
motivational to secure the interest, focus attention and build readiness of the
learner towards the topic .The learner should be given first hand experiences
with concrete objects or real life situations so that he / she observes, locates and
discovers some known mathematical ideas involved in the situation.
Level 2 : Exploratory or Development Stage
These learning experiences provide for experimentation, doing and thinking
analytically. These help in exhibiting connections or relationship between what
is known and what is to be concluded.
Level 3: Generalization Stage
The learner learns more about mathematical ideas as he/she observes, analyses
and discovers relationships and formulates generalization from a number of
problems or situations. These are the culminating activities which encourage
the learner to bring together different main ideas and generalize understanding.
At this stage, the learner’s mind has matured and he/she can express
mathematical ideas more meaningfully. Exhibits, reports, discussions,
individual notes etc., fall in this category of activities. Culminating activities
29
Mathematics
usually result in a presentation with emphasis on educational outcome. The
learning experiences may be planned for various purposes such as:
a) To explain a complex mathematical idea by making learners do or think in
parts;
b) To provide an opportunity to analyse and make generalizations;
c) To develop new vocabulary and use known vocabulary;
d) To coordinate the idea of mathematics and some other ideas like, social or
related to other branches of knowledge;
e) To provide experience in the process of problem-solving, i.e. planning a
situation, gathering information, solving the problem and verifying the
result;
f) To provide scope for application of mathematics ideas; and
g) To provide an insight into various methods of proof in Mathematics.
Let us see a class room situation where a teacher, Rama was trying to make
learners, of class 7th, to represent variable quantities by letters and she designed
learning experiences in a sequence which are presented in the following table:
Level 1: The Preparatory or Readiness Stage : She told the class to write
their age in years in the table in the worksheet which was provided to the
learners in groups of two.
Level 2 : Exploratory or Development
Stage: Now Rama asked the learners to Rakesh Rohan
discover the relationship between the ages 2005 3 4
of two learners who formed the pair. She 2007 5 6
helped the class in doing the task by telling 2010 8 9
2014 12 13
that they can represent the age of one learner
2016 14 15
by the letter x and then represent the age of
Figure 1
the other learner in terms of x.
Level 3: Generalization Stage : She first called Rakesh and Rohan. Rohan
told her that he is one year older to Rakesh. She then asked Rohan to express
this relationship using a letter. Rakesh could do it. Rakesh told that if I
represent my age by x, then Rohan’s age will be x + 1.
Rama then asked the class that if she had assumed Rohan’s age as x, then
what will be the Rakesh’s age. Class struggled but finally came up with the
answer x – 1.
Then she told the whole class to express their age in terms of the age of their
peers.
Thus Rama tried to convey the learners how letters help when we wish to
express relationships.
At all the stages in school, learning of Mathematics, can be very interesting and
effective provided that there is the constructivist learning environment and
conditions for carrying out the activities.
30
1. Rama has designed learning experience to represent variable quantities

by letters. Design any other experience to represent variable quantities by
letters where all three stages are covered.
Check Your Progress

1) Why planning of is important in teaching-learning?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
2) What are the characteristics of good learning experiences?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
3) What is the importance of preparatory stage activities? How it is different
from activities organized at developmental stage?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
6.4 INVOLVING LEARNERS IN TEACHING-

LEARNING PROCESS
We know that learner enjoy learning more while they are actively involved in
the process. Knowledge cannot be transmitted to learner but can be constructed
by the learners on the basis of their learning experiences. So, in the process of
knowledge generation, involvement of learners is very important. In teaching-
learning process, the role of teacher changes from ‘transmitter’ of knowledge
to ‘facilitator’ of knowledge construction.
31
Mathematics
For development of mathematical concepts, you should ask those questions
which test learners’ ideas, provide feedback to learners, contrast learners’
ideas, make learners to use evidence to explain ideas, to apply their
conceptions to phenomenon, summarize results, and represent result
symbolically. Such activities help learners in the development of reasoning,
problem solving skills, logical and reflective thinking. To involve learners in
teaching -learning process you should:
• Ensure that each child is engaged in some learning activity according to
his/her interest and ability;
• Encourage learners to share, discuss, argue and compare their ideas;
• Provide help in the form of scaffolding, when asked for it;
• Provide opportunity to learners to express their preconception and to
identify them;
• Provide opportunity to elaborate their ideas and to discuss among
themselves;
• Inclusion of such activities that provide opportunity to challenge
misconceptions;
• Provide opportunity to learners to reorganise their ideas and opportunity to
teacher to introduce new ideas;
• Provide opportunity to apply new ideas in different situations.
As a teacher, you are responsible for creating an environment where
learners fully involve in process of mathematical thinking or knowledge
generation; so that it can energise the construction of new mathematical
concepts. For example a teacher was developing her/his teaching of concept of
quadrilateral plan for teaching the class 7th learners. Her/his thought process
goes like this :
• What are the objectives of this lesson... yes really, I should help the
learners to develop the concept of a quadrilateral…. any more (?)….yes,
they should be able to differentiate other geometrical figures from a
quadrilateral….
• Of course, I should help them to identify different elements like sides,
angles etc of a quadrilateral.
• How can I help my learners in their knowledge construction process? .....
• I should start with an interesting introduction……
• How can I introduce it in a motivating way? ....
• Yes, since they have learnt already the concept of triangles and more over,
they are familiar with different objects. Hence if I can use these materials
while introducing the lesson differently, I can create interest among my
learners.
• With this thought process the teacher decided to design an introductory
activity. She thought of collecting different objects like paper, leaves,
bangles, coins, cut out of different geometrical shapes like triangles,
quadrilaterals, pentagons, etc. Then she planned class room process.
32
• Should I start the class with a whole class discussion, or an individual
activity, or a group activity? …... if I am arranging a whole class discussion
sometimes I may not be able to create interest among all learners?
• individual activity ?
• Definitely no, since it may not be possible to arrange enough material……,
hence better option here is to start with a group activity after giving
appropriate directions.
This is another important area in which we should give stress. Teacher knows
exactly about her learners and she decided not to go for a whole class
discussion in the beginning and designed the plan accordingly.
• How can I organize this activity in the classroom? ...... I will divide the
learners in to four groups and each group will be given a set of geometrical
figures.
• What about the other objects? ..... Yes, definitely I can collect some
bangles, coins, papers etc and can include these also in the set……..
• I should prepare 4 different sets for this activity. What general instructions
I should give to the learners before the activity? .... Dear Learners, I am
going to give you a group task for that you will be grouped in to four. I will
give you a set of objects like geometrical figures and familiar objects. You
work in the group and classify those objects according to any criteria. You
have the freedom to classify them in to different groups according to any
criteria. After completing the activity, you prepare a chart in your notebook
based on the criteria and number of objects in each group like this. ( I can
draw the sample chart on the black board for your help).
Here teacher likes to enhance creativity of learners. If she directly asks
learners to classify the objects according to their shapes, her work can be
finished quickly, but by providing them an opportunity of alternative
classification, the creativity of the learners also can be enhanced.
• How to conclude this group activity? ….. I can ask any one from each
group to present the chart prepared by them followed by discussion in the
class. Through this whole class discussion I can probe the learners to see
the grouping done by different groups and sensitise the concept of four
sided closed figures as quadrilaterals.
In this way the teacher was able to design a plan for introducing the
concept of quadrilateral through different strategies like co-operative group
activity, inter group discussion, whole class discussion etc. by involving
learners.

2. Select any topic of your choice from secondary level mathematics
textbook and design learning experience where learners are actively
involved in knowledge construction.
33
Mathematics Check Your Progress
4) How can you involve learners in teaching learning of Mathematics?
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
……………………………………………………………………………………
………………………………………………………………………………….
6.5 LEVELS OF PLANNING

Planning enables you to think about your teaching in a systematic way before
you enter the classroom. In the teaching profession planning is often connected
with units and lessons. Planning of a unit/ lesson provides a useful framework
of carefully organized activities to accomplish expected goals of the prescribed
curriculum. The outcome of your planning is a coherent framework which
contains a logical sequence of tasks to be carried out for effective teaching and
learning. Planning in school begins with a plan for a year followed by unit and
lesson plan. Let us start with broader outline i.e. Annual Planning in the
following sub-section.
6.5.1 Annual Planning
At the beginning of the school year, you need to consider what you want the
learners in your class accomplish during the year. For this, you need to keep in
mind the background of your learners, and the expected goals of the prescribed
curriculum.
After identifying the goals, you need to sequence the way the mathematical
concepts could be taught. Since schools usually follow a system of dividing the
year into two terms; the next stage of planning would involve setting time
frame for teaching specific content areas in each of the two terms. This will
help to fit in all the Mathematics content that you think can be included; given
the background of the learners. So, what we need to ask ourselves at the
beginning of a year is :
• How much do most of the learners already know?
• How much do I expect them to accomplish by the end of the year?
• How should I sequence the concepts that I want to teach them?
• How should I distribute the total syllabus during the year?
Once the broad time frame is worked out, you need to identify the time
required for the teaching specific mathematics unit.
6.5.2 Unit Planning
Within the comprehensive scope of school curriculum, the individual teacher
needs to chalk out yearly course. Course is divided into various units. The
34
division of course into units helps to provide a framework for learning.
Disciplinary knowledge is organized into units; each unit consists of
interrelated facts, ideas, concepts, principles, and so on. Therefore, planning
the lesson construction should begin with detailed content analysis present in
the unit in order to appreciate knowledge components, their nature, cognitive
and social process behind that knowledge generation. Unit planning focuses
on-
Content Analysis for the identification and development of key ideas/
concepts values/skills;
Unit questions (Replacing objectives);
Relevant pedagogical processes and strategies adapted for effective
learning;
Learning resources required for classroom learning;
Adaptations/Modifications (for children with special needs).
So, the unit planning is undertaken for the temporal distribution of the content,
identification of learning process, identification of the relevant pedagogical
process, resources and assessment strategies required for learning. The process
of unit planning directs teachers to reflect on what they want to accomplish in
each unit and in each class. Unit planning helps teachers to have control on
utilizing class time as productively as possible. It provides a sense of direction
and organization that helps to achieve significant academic gains within a
particular time period.
Content for the unit can be analyzed through concept mapping.
6.5.2.1 Concept Mapping for Unit Planning
Concept map can be used as an excellent planning device for planning
instruction. It helps in organizing and planning learning activities to enhance
learning experiences of the learners. Mapping the concepts may increase your
ability to provide meaningful learning experiences to learners by integrating
concepts. It facilitates to identify concepts and sub concepts that you want to
emphasize. Concept map facilitates the teacher to reconceptualize the course
content. It helps to understand relationship between facts and concepts through
cross-links, which leads to the development of lesson plan based on
constructivist pedagogy.
Concept map is a diagram that shows relationships among concepts. A concept
includes many attributes and prepositions. Concept maps consist of labels
(enclosed in circles or boxes) and relationships (a connecting line) linking two
concepts and sub concepts. The text on the line (linking words or phrases)
describes the relationship between these two concepts. ‘Prepositions’ contain
two or more concepts connected with each other by using linking words or
phrases to form a meaningful statement. A concept map may have many
‘prepositions’ which are taught or learnt independently.
Concept maps are developed by using paper-pencil or with the help of
‘Information and Communication Technologies (ICT)’. Steps for development
of a concept map is discussed in the Unit … course……….. of BES-143. So
please refer it . An example of concept map for a Unit “Lines and Angles” is
given in Fig 2.
35
Mathematics
Fig 2: Concept Map for the topic Lines and Angles

(Source:
After construction of concept map you can develop the unit plan. A format of a
unit plan has given below:
Format of a Unit Plan
Name of the Unit –Lines and Angles
Class- VII No of Sub Units- 2
No of periods required -7 Duration of period-40 minutes
S.No. Sub-Units No. of

Periods
1 Lines 03
2 Related Angles 04
• Supplementary Angles
• Complementary Angles
• Adjacent Angles
• Vertically apposite
36
Table 1: Unit plan for Lines and Angles.
Concepts/Ideas/ Key Learning Learning Learning Assessment Adaptation

Questions Process Strategies Resources Strategies (for inclusion)
Skills involved
(Objectives)
• Lines, line • Do non- • Observation • Group work • Geogebra • Observation, • Give the
segment, ray, parallel software, figures of
representation lines form • classification • Presentation PPT • drawings, lines, line
angles? cooperative presentati segment, and
• reasoning learning • reflection,
on, ray, types
• Intersecting • What are of angles for
lines, parallel • communication • Discussion, • portfolio,
the • Paper identification
lines different • logical thinking • Inductive cuttings, • paper pencil test
kinds of • From the
• Angles, vertex, angles ? • Object • (Assess the figure
arms, types of • deductive
related to drawings of lines learners name
angles, method
• Are daily life and angles for different
measure of supplemen • Questioning correctness, angles
angle, interior tary and completeness,
and exterior of compleme and • Additional
angles ntary misconception) explanations,
angles illustrations
• Skill of using pairs of and practice
ruler, compass, angles? with objects
and
animation/
geogebra
Having seen the unit plan preparation, let us now turn to lesson plan.

3. Select any unit of your choice from secondary class mathematics text book.
Develop a concept map and unit plan for selected topic.
6.5.3 Lesson Planning

In constructivist classroom, lesson plan focuses on creating learning situations
to meet the needs and interests of diverse learners. The entire focus of the
teacher is to plan meaningful learning opportunities that would facilitate all the
learners to construct the knowledge of the given textual content. Following are
the basic features of constructivist model of classroom teaching:
• Construction: Lesson plan in constructivist paradigm has to provide a
number of learning situations to help children construct their knowledge
based on their past experiences.
• Collaboration: Learning has a social character; therefore learning process
should provide sufficient space for collaboration on at work among
learners.
• Reflection: Reflection is vital in knowledge construction. Hence
construction of lesson plan has to provide deliberate space for reflection.
37
Mathematics
• Active: Constructive lesson plan has to carve out many situations to tap
active nature of the child.
• Evolution: Lesson plan has to take evolutionary character of knowledge
construction into account.
Different educationalists have suggested different models of constructivist
classroom learning which proposed some specific steps for constructivist
teaching. For constructivist teaching, the model developed by Roger Bybee is
widely used by practitioners. This model is best known as the “5 Es”. The 5Es
model provides a planned sequence of instruction that places learners at the
centre of their learning experiences, encouraging them to explore, construct
their own understanding of scientific concepts, and relate those understanding
to other concepts. Each of the 5-Es describes a phase of learning, and each
phase begins with the letter “E”: Engage Explore, Explain, Elaborate, and
Evaluate. An explanation of each phase of the 5E model follows:
Engage: Capture the learners attention, stimulate their thinking and help them
access prior knowledge. For this, the teacher has to create a situation to arouse
curiosity among learners.
Explore: Give time to learners to plan, investigate and collect information and
to think and reflect on the data to organize it, to make preliminary meaning.
For this, teachers have to facilitate learners with various activities such as
group work, discussion etc.
Explain: Encourage and involve learners is group work to share and analyze
the data they gathered.
Elaborate: Provide learners with on opportunity to extend and codify their
understanding of the concept and/or apply it to real-world situation. Learners
are to be encouraged and guided to apply, interpret, extend and enhance the
new concept (scaffolding). Teachers have to facilitate and guide learners in
expanding their understanding and developing interpretative /creative abilities
as well as reflective and critical thinking.
Evaluate: Evaluation of learners’ conceptual understanding and ability to
use skills begins at the stage of engage and continues throughout the model.
Outline of Lesson Plan
Name of Teacher trainee …………………………………………………….
Class : …………………………………………… Subject …………………
Topic : …………………………………………… Time Duration …………
Major Concepts (content Analysis): Teacher trainee has to analyze the given
content to identify the aspects of learning in terms of concepts, facts, theorems
and, conjectures.
Learning Objectives/Key Questions/Intentions: Teacher trainee has to
mention learning objectives or key questions for the given content.
Learning Process involved and required: Teacher trainee has to mention
skills that are involved and required for creating learning situations.
Learning Strategies: Teacher trainee has to identify learning strategies in
view of content analysis and inclusion of the same for effective learning.
38
Learning Resources: Teacher trainee has to identify learning resources in
view of content analysis and inclusion of the same for effective learning.
Previous knowledge:
Introduction:
Teacher Activity Learner Activity
Engage Engage
Presentation:
Learning Teacher and Learner Activities

objective
1 Explore
Explain
Elaborate
Evaluation
2 Explore
Explain
Elaborate
Evaluation
Recapitulation:
Assignments:
A model lesson plan for your better understanding is given below.
Model Lesson Plan based on Constructivist 5 Es Approach
Name of Teacher Trainee ……..
Class : VII Subject: Mathematics
Unit: Playing with numbers
Topic : Prime and Composite Numbers
Major Concept (content Analysis): Prime numbers, composite numbers,
sieve of Eratosthenes, odd and even numbers
Prior knowledge: Factors, multiples, perfect numbers
Learning objectives: After completion of the topic learner will be able to:
• Understand the concept of prime numbers and composite numbers;
• Find factors of prime numbers and composite numbers;
• Understand sieve of Eratosthenes method;
• Analyze even and odd numbers.
39
Mathematics
Learning process involved: Classification, communication, interpretation,
reasoning, problem solving, argumentation etc.
Learning Strategies: Cooperative learning, role play, discussion etc.
Learning Resources: Construction paper, markers, cleared desktops, paper,
pencil, several small colorful pieces of poster board, marking tape etc.
Introduction:
Engage: Teacher writes numbers 1- 100 on the board. She decides to follow
the steps of sieve of Eratosthenes, and speaks them out loud as she goes.
Step 1 : Cross out 1 because it is not a prime number.
Step 2 : Encircle 2, cross out all the multiples of 2, other than 2 itself, i.e. 4, 6,
8 and so on.
Step 3 : You will find that the next uncrossed number is 3. Encircle 3 and cross
out all the multiples of 3, other than 3 itself.
Now, try to follow the similar steps for the next uncrossed numbers.
Presentation:
Explore: To form groups of two and ask learners to continue with the above-
mentioned procedure till all the numbers are either crossed out or encircled.
They may come up with a result like this:
1 4 6 8 9 10
2 3 5 7
12 14 15 16 18 20
11 13 17 19
21 22 24 25 26 27 28 30
23 29
32 33 34 35 36 38 39 40
31 37
42 44 45 46 48 49 50
41 43 47
51 52 54 55 56 57 58 60
53 59
62 63 64 65 66 68 69 70
61 67
72 74 75 76 77 78 80
71 73 79
81 82 83 84 85 86 87 88 90
89
91 92 93 94 95 96 98 99 100
97
40
Explain: How are the crossed out numbers different from the encircled ones?
Is there a relation among all the encircled numbers and crossed ones?
The crossed out numbers are called composite numbers.
Learners may say that the crossed numbers ‘occur in other tables’ whereas the
encircled ones ‘occur only in 1’s and their own table’. They may say that all
the multiples of 2 are crossed, except 2 (no even number is prime except 2).
They may come to various conclusions regarding the concept of primes
numbers, composite numbers and statements in relation to odd-even numbers.
Elaborate: The learners will create their own construction squares. Each child
writes the numbers 101-120 on construction paper. The construction paper is
divided into small squares. The learners put cross sign on prime numbers .The
teacher displays a number on the white board, and ask if the number is prime or
composite. If it is composite, learner demonstrates prime factorization, again
using their construction squares. The teacher walks around the room to ensure
learners understanding.
Then, the learners put construction squares away. The teacher writes several
examples on the board for learners to complete with paper and pencil,
independently. She also assigns a few examples for homework.
The teacher checks for understanding by orally asking questions, listening and
observing learner response, throughout the lesson.
Evaluate: The teacher may ask the following questions to evaluate :
• Look at the table and tell me all the composite numbers less than 17.
• How many prime numbers exist between 10 and 50?
• How many even prime numbers exist between 50 and 100? (of course there
are none!)
• Find out all the prime number between 150 and 200 without using this
method.
Recapitulation: We have seen that numbers have patterns. You may notice
that the prime numbers exists in big numbers and small numbers. The smallest
prime number is two. The largest prime number is at infinity. Grouping is the
key to help determine if a number is prime or not. These groupings are also
known as factors.
Activity for Practice

4. Select a topic of your choice from secondary class mathematics text book.
Develop a lesson plan based on 5-E approach .
41
5) Why is unit planning important?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
6) How can concept mapping be useful in unit planning?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
7) What are various phases of 5 Es approach? Explain any one phase.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
8) List the important steps of a good lesson plan?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
42
6.6 PLANNING INSTRUCTION FOR CHILDREN Learning Experiences
WITH SPECIAL NEEDS
Nowadays, classrooms are becoming very diverse. A class consists of learners
with varied interests and abilities and also some children with visual
impairment, hearing impairment, learning disable. etc are likely to be present.
So, the traditional instructional strategy, fixed curriculum and fixed way of
assessment of learner performance would not work. Children with special
needs require additional support, adaptation in curriculum, teaching strategies
and assessment activities. So, at the time of designing learning experiences for
Mathematics, you must know about the learning needs of such children and
what difficulties face in Mathematics learning. According to that you can plan
your lesson. In the table 3.1, we are giving teacher’s action, learning resources
and adaption in assessment strategies for Mathematics teaching learning for an
inclusive classroom.
Table 3.1: Meeting the challenges of teaching Mathematics to children
with special needs.
Disability Area to be Learning Experiences Learning Adaptation in

compensated Resources Assessment
Visual Vision • Verbalize while writing • by using Braille • Give a little extra
Impairment on black board • by using time
• Present subject content mathematical • Note taker
and information orally Braille code • Through oral
• Reading aloud • Abacus presentation that
• Assign work to learners • Geo Board can be recorded
in groups • Special Geometry • Scribe/amanuen
• Collaborative strategies Kit sis
• If possible, provide a • Sphere wheel and • Alternative

copy of what you have Rubber Mat Assessment
written on the board to techniques
• Taylor Frame*
the learner
• Audio Aids
• Handover hand and
hand under hand • Tactile
method can be used • Haptic Device*
for identification of
• Large print
two and three
material
dimensional figures
• Magnification
Devices
• Screen Reader
• Talking material
(Clock, calculator)
43
Mathematics
Hearing Auditory • Use of Sign Language • Use of visual • Reduce quantity

Impairment and • Demonstration method supplements of tests or test
Communica (projected items
tion • When using visuals, materials,
allow time for the child • Use alternative
whiteboard, charts, tests
to view the board vocabulary lists,
• More opportunities to lecture outlines) • Provide reading
reading assistance with
• Captioning or tests
• Lesson through Video scripts for
announcements, • Allow extra time
• Extra time to complete
assignments television, videos,
or movies
• Step-by-step directions
• Speech-to-text
• Make use of
translation
multimedia approaches
captioning (i.e.,
for visual
computer on desk)
representation of
course content. • Educational
interpreter (ASL,
• More than one mode of
signed English,
presentation like
cued speech, oral)
manipulatives, verbal,
pictorial, and symbolic • Buddy systemor
modes notes, extra
explanations/directi
ons
• Note taker
Intellectual Cognition • By using Multi sensory • Multimedia • Extended

and and Process approach Software time
Learning • Always use visual aids • Tape Recorder • Note taker
Disability and keep the focus on • Videos • Multiple
hands on and tactile testing
• Tactile
• Use real life contexts session
• Audio tapes
• Frequent breaks • respond on
• Abacus booklet
• List the
steps/procedures for • Geo Board • Scribe/amanu
multi-step problems • Screen Reader ensis
and algorithms • Talking material
• Provide frequent checks (Clock, calculator)
for accuracy when
learners are doing class
work
*Taylor Frame: The Taylor frame consisted of an aluminium frame and a set of metal pegs or
type with the patterns. The frame has rows of opening each set out as an eight pointed star.
The pegs could therefore be placed in the frame in one of the eight orientations, which could
be used to represent numbers, letters or signs. Maths can be composed in linear, vertical or in
algebraic notation.
**Haptic Device: Haptic devices are systems that can develop highly resolved two- or three-
dimensional space to give the user a physical feeling of the shape. Unfortunately, these
devices are very expensive, but would be the best way to represent text and non-text data.
44
The above ways of content presentation are definitely beneficial to all children
in your Mathematics classroom. When a teacher presents the subject content
through different ways by involving multi-sensory approach and also by taking
care of affective aspect; then it helps all types of learners including children
with disabilities in the classroom resulting in most effective teaching.
Check Your Progress

9) What types of adaptation are required in assessment process if child has
visual disability?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
10) What types of learning resources can teacher use if child has intellectual
disability?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
6.7 LEARNING MATHEMATICS THROUGH

PUZZLES, RIDDLES AND TRICKS
There are some issues related to Mathematics such as it is a difficult subject,
boring subject; it is a cold, dry and not interesting; and Mathematics is a
lifeless subject. How do these perceptions get rooted? As Mathematics
teachers, how can we change these perceptions? As teachers we can make
Mathematics interesting by using games, quizzes, riddles, tricks, etc. as
learning activities. Every child deserves to be successful and confident in
school life. Mathematical puzzle, riddle and tricks develop many life skills in
learners required to lead a successful and happy life. Children love games and
puzzles, so learning through games makes learning of Mathematics joyful and
interesting. Following are the benefits of recreational activities in Mathematics
teaching-learning situations:
• Encourage mathematical reasoning and logical thinking;
• Develop strategic thinking;
• Guide in concept development;
• Develop positive attitude towards Mathematics;
45
Mathematics
• Help to develop construction of ideas;
• Develop a variety of connections with the content that can form positive
memories of learning;
• Improve fundamental operations of Mathematics;
• Help teachers to cater to divers needs of children;
• Help in development of problem solving, critical thinking skills, decision
making skills etc.
Let us discuss in detail how to make Mathematics interesting by using puzzles,
riddles, tricks etc. in the following sub-sections.
6.7.1 Mathematical Tricks
We usually play games during our leisure time. A number of games are
developed in Mathematics, which apart from utilizing leisure time, create
interest, develop reasoning and logical thinking and positive attitude towards
Mathematics. Mathematical tricks look like magic. Let us see how a teacher
can show magic through mathematical trick in his class:
Mr. Ravi, a Mathematics teacher was teaching 9th standard. He said the class
“Today I will show you a magic.” The entire class was very excited. He asked
one of the learners to come forward. All the learners wanted to go forward. Mr.
Ravi called Prashita to come forward.
Mr. Ravi started asking questions to Prashita:
• Keeping your age in mind, multiply the first digit of your age by 5.
• Add 3 to this number.
• Then double the obtained number.
• Add the second digit of your age to the obtained number.
• Tell me the number which you get.
• Now deduct 6 from the number that you got and you will have your age.
Prashita got her correct age which is 12. Now, all learners wanted to apply this
trick. So Mr. Ravi gave same instruction to the whole class. All children got
their correct age. They asked him how this magic happened. Mr. Ravi told that
this is not a magic, but only a trick. Then Mr. Ravi explained how this trick
worked.
How it works: Prashita is 12 years old. Let the first digit of her age be ‘x’ and
the second digit of her age be ‘y’. So, for this example, x is 1 and y is 2.So age
of the Pradhita is 10x + y.
Step 1 Multiply 1st digit of age by 5 5x

Step 2 Add 3 5x + 3
Step 3 Multiply by 2 2(5x + 3)
Step 4 Add the 2nd digit of age 2(5x + 3) + y
Step 5: Subtract 6 2(5x + 3) + y – 6
=10x+y
Finally we got the right age.

46
Let us see one more example of trick that you can use in your class.
Example 1
Take any number; Double the number; Add 9 to this number ;Subtract 3 from
the above number; Divide it by 2; Next subtract your original number from the
obtained number.
Your answer is 3.
Trick : Let the number taken be x
Double the number and get 2x
Add 9 to the number and get 2x + 9
Subtracting 3 from the number and get 2x + 6
Divide the number by 2 and get x + 3
Subtract from the original number to obtain 3
That is why the answer is 3.
6.7.2 Puzzles
Puzzle is a statement apparently leading to a particular answer/result often
seeming to be impossible, whereas by means of deeper reasoning and analysis
is found a different answer altogether. Puzzles are called brain teasers. By
using puzzles, you can make Mathematics learning more interesting in the class
and develop reasoning and logical thinking in your learners. Here is an
example of puzzle, which can be used by a Mathematics teacher in his class to
make Mathematics interesting.
There were 3 friends. Once three of them climbed a tree and plucked some
mangoes. They saw the owner of the tree coming, so they put all the mangoes
in a basket and hide it under a tree. When the owner went off, one of the three
took out the basket and divided the mangoes in three equal parts and took one
part, the other man came and he also divided the remaining mangoes in three
equal parts but after dividing, he saw that one mango was left out so he took
one part and extra one mango. Lastly the third man came and took all left over.
It is found that three of them have got same number of mangoes. Find out what
was the total no of mangoes.
With the help of Algebra some of the learners can solve this puzzle. Solution
is like that:
Let total no. of mangoes be x.
As stated in the puzzle, first one did three parts (x/3,x/3,x/3) and first man took
(x/3).

Remaining Part
2nd person divided remaining part in three parts but one mango was left.
So the division is like that: y+y+y+1.
2nd person took y+1 number of mangoes.
Left over part was taken by 3rd person that is 2y.

So
1 2
Or y=1 and x=6

So total no of manages is 6
47
Mathematics 6.7.3 Riddles
Questions with clever or surprising answers are popularly called riddles. A true
riddle always asks a question that can be answered reasonably. The riddle is
something different from puzzle. Puzzle is a mind-game, whereas riddles are
world’s oldest guessing games.A riddle is a statement or question or phrase
having a double or veiled meaning. All riddles are puzzles, but not all puzzles
are riddles. Here, are some examples of riddles that can be used to make
mathematics learning more interesting and meaningful.
Riddle1: Kapil and Manish were walking down the road with their pet dog
named Jackey. They started at the same time, in the same direction and to the
same point. Kapil walks with a speed of 4 km/h and Manish at 5 km/h. Jackey
ran towards Kapil passed through Manish and back again at a constant speed of
12 km/h. Jackey did not get slow on the turns. How far did Jackey travel in 1
hour?
Solution 1: Jackey travelled 12km in an hour. The reason is Jackey is running
with a speed of 12 km/h and the walking speed of Kapil and Manish have no
effect on the speed of Jackey.
Riddle2: What mathematical symbol can be placed between 6 and 8, to get a
number bigger than 6 and smaller to 8.
Solution 2 : A decimal point can be place between 6 and 8 i.e. 6.8
Riddle 3. A well is 20 meters deep. A frog climbs 6 meters during the day, but
falls back 4 meters during the night. Assuming that the frog starts from the
bottom of the well, on which day does frog get to the top?
Solution 3: Frog gets to the top on 8th day. The reason is frog climbed 2 meters
(6m – 4m) per day. In 7 days frog covers 14 meters and next day it climbs 6
meters and comes out of the well, so the total duration taken by the frog to
come out of wells is 8 days.

5. Design guessing games like mathematical riddle, puzzle, and tricks. And
use these in classroom teaching-learning to make mathematics more
interesting and meaningful.
Check Your Progress

11) What is the benefits of recreational activities in Mathematics teaching-
learning?
…………………………………………………………………………..
…………………………………………………………………………..
48
12) How is mathematical riddle different from Mathematics puzzle? Learning Experiences
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
…………………………………………………………………………..
6.8 LET US SUM UP

In this Unit we have discussed that learning of learners depends upon suitable
and well organized learning experiences and knowledge cannot be transmitted
to learner but is constructed by the learner on the basis of his/her learning
experiences. So, involvement of learner is very important in teaching-learning
process. We have also discussed the levels of planning: annual planning, unit
planning and lesson planning. At the time of lesson planning, mathematics
teacher must know the learning needs and difficulties of the children with
special needs that they face in Mathematics learning. According to their
requirement, teacher must give additional support and adapt assessment
strategies. Teacher can also use Mathematics puzzles, riddles, tricks etc. to
make learning joyful and interesting.
6.9 UNIT END EXERCISE

1) Discuss the sequencing of organization of learning activities.
2) Observe a teacher teaching in a class and note down the following
• Major Concepts (content Analysis):
• Learning Objectives/Key Questions/Intentions
• Learning Process involved and required
• Learning Strategies
• Learning Resources
3) Prepare lesson plan on the following:
• Percent for class VIII.
• Linear equation in two variables for class IX…
• Pythagoras for theorem Class VII.

49
Mathematics
2) Objective based, Learner orientation ,Richness of experience, Suitability
to the mental level, Practicability, Evaluation
3) The opening activities or learning experiences for each of the main ideas
are motivational to secure the interest, focus attention and build readiness
of the learner for the topic .The learners should be given first hand
experiences with concrete objects or real life situations so that they
observe, locate and discover some known mathematical ideas involved in
the situation . At development stage, learning experiences provide for
experimentation, doing and thinking analytically. These help in exhibiting
connections or relationships between what is known and what is to be
known.
6) Concept mapping can be used as an excellent planning device for unit
planning . It helps in organizing and planning learning activities to
enhance learning experiences of the learners. Mapping the concepts may
increase your ability to provide meaningful learning experiences to
learners by integrating concepts. It facilitates identify concepts and sub
concepts that you want to emphasis. It facilitates the teacher
reconceptualise the course content. It helps to understand relationship
between facts and concepts through cross-links, which leads to the
development of lesson plan based on constructivist pedagogy.
8) Major highlights for lesson plan
Major Concept (content Analysis)
Learning objectives:
Learning process involved
Learning Strategies:
Learning Resources:
Introduction: Engage
Presentation: Explore, Explain, Elaborate ,Evaluation
Recapitulation
9) Give a little extra time, Note taker, through oral presentation that can be
recorded, Scribe/amanuensis, Alternative Assessment techniques
10) Multimedia Software, Tape Recorder, Videos, Tactile, Audio tapes,
Abacus ,Geo Board, Screen Reader, Talking material (Clock, calculator)
12) Questions with clever or surprising answers are popularly called riddles.
A true riddle always asks a question that can be answered reasonably. The
riddle is something different from puzzle. Puzzle is a mind game whereas
riddles are world’s oldest guessing games. A riddle is a statement or
question or phrase having a double or veiled meaning. All riddles are
puzzles, but not all puzzles are riddles.
50
6.11 REFERENCES AND SUGGESTED READINGS Learning Experiences
• Butter and Wrens (1950). The Teaching of Mathematics, McGraw Hill

Series in Education.
• Chaddha and Aggrawal (1998). The Teaching of Mathematics, Dhanpat
Rai & Sons, Ludhiana.
• IGNOU (2000). Teaching of Mathematics, ES- 342 Block1,IGNOU, New
Delhi.
• James, Anice (2005). Teaching of Mathematics, Neel Kamal Publication
Pvt ltd., Hyderabad.
• NCERT (2012). Pedagogy of Mathematics, NCERT, New Delh.
51
Mathematics
UNIT 7 LEARNING RESOURCES AND ICT M
FOR MATHEMATICS TEACHING-

LERNING
Structure
7.1 Introduction
7.2 Objectives
7.3 Learning resources
7.3.1 Importance and Use of Learning Resources
7.3.2 Learning Resources from Immediate Environment
7.4 Mathematics Lab and Mathematics Corner
7.5 Mathematics Club and Forum
7.6 ICT Need, Importance and Use in Learning of Mathematics
7.6.1 Need and Importance of ICT
7.6.2 Use of ICT in Learning of Mathematics
7.7 Selection and Use of Appropriate Media
7.8 Let Us Sum Up
7.11 References and Suggested Reading
7.1 INTRODUCTION
The constructivist learning approach calls for the extensive use of various
learning resources as self-learning is emphasised in classrooms. Abundant use
of learning resources gains attention of learners in the learning processes and at
the same time it helps the teacher to sustain the involvement of learners in
learning. Apart from that, the learning turns into an enjoyable activity and all
round development of learners is assured both in cognitive and co-cognitive
aspects. Keeping the relevance of learning resources in mind, the widespread
use of learning resources is suggested both at elementary and secondary level.
In this unit, we would deliberate on the use of learning resources at school
level. Also the different types of resources that can be used in mathematics
classrooms will be discussed. Thus, the unit will help you in indentifying and
using various digital learning resources in your classroom.
7.2 OBJECTIVES
After going through the unit, you will be able to:
• describe learning resources and their importance in learning mathematics;
• identify various learning resources from immediate environment;
• develop activities for effective use of learning resources in mathematics
classrooms;
52
Learning Resources
• explain the importance of math laboratory and math corners; and ICT for
• identity the activities that can be undertaken by maths clubs and forums; Mathematics Teaching
–Learning
• describe importance and use of ICT in learning mathematics; and
• discuss the factors considered in the selection of appropriate media.
7.3 LEARNING RESOURCES

What are learning resources? Learning resources are texts, audio video
materials and digital aids that assist you in effective transaction of
curricular content. The major learning resource is the text book prepared by
central and state governmental educational agencies while a number of other
learning resources are also available. These may be manmade, improvised or
material available in the nature. You can also find learning resources in the
immediate environment, which will be discussed in sub section 7.3.2. It is also
to be noted here that, with the advancement of technology, a number of digital
learning recourses are also developed. Some of the common learning resources
are listed below:
Textbooks (Print and Teacher Guides Social networking Sites
Digital) Laboratories Blogs
Work books Models Wikis,
Activity Books Reference Books Discussion forum
Flashcards E-resources Mobile learning
Posters Radio E-text
Educational games Television E-content
Magazines and LCD projector Virtual reality
Periodicals Computer OER
Study Guides Internet Resources Second Life
Figure 7.1:Various Learning Resources
7.3.1 Importance and Use of Learning Resources

Learning resources serve many purposes. As you know, lecture method is the
easiest/common method. Many times, subject contents are not conveyed
appropriately to the learners through lecturing style. But, the creative
intervention of teachers can bring dynamism in the classrooms by employing
learning resources in lecture method. The same is true for other teaching
methods. Learning resources are imperative in teaching-learning situations due
to the following features. These resources:
help learners to be involved fully in the learning process as learning
resources are powerful tool to gain and sustain motivation,
facilitate learners to comprehend subject concepts effectively as they can
correlate the verbal instruction with real experience,
assist learners to learn effectively and remember concepts for long,
53
Mathematics
help learners to comprehend concept with clarity and bring vividness in
learning, M
help learners to concretize abstract concepts, and thereby enhances the
comprehension,
reduce verbal communication on the part of teachers, and
help learners to develop inquisitiveness, curiosity and interest in learning.
Apart from the above stated points, learning resources are important because of
the fact that learning is enhanced as learners experience hands on training and
real practice. At this point, make note of the following figure that also validates
the importance of learning resources.
Old Saying
What I hear I forget
What I see I remember
What I do I understand
We Remember
We Learn 10% of what we read
1% through Taste 20% of what we hear
1.5% through touch 30% of what we see
3.5% through smell 50% of what we see & hear
11% through hearing 80% of what we say
83% through sight
90% of what we say and do
Figure 7.2: How we learn
As a mathematics teacher, you may look for options that would enable you to
use learning resources effectively in your classroom. Let us discuss an
example.
Maya, a mathematics teacher was teaching the concept of ‘perimeter’ to her

learners. What she did was, instead of verbally introducing the concept, she
asked the learners to sit in groups. Thereafter, she asked them to complete the
assignment given on the computer (The class is conducted in the computer lab
and a group of five learners were assigned one computer). She was making use
of one of the web resources. This is a simple example. You may explore more.
54
Learning Resources
and ICT for
Mathematics Teaching
–Learning
(Source: http://www.mathopolis.com/questions Retrieved on 05/12/2016)

1) Prepare the list of learning resources and their usefulness in teaching
mathematics.
7.3.2 Learning Resources from Immediate Environment

The learning resources that we have discussed above are readily available or
are man made. But, for you as a teacher, it may not always be possible to
procure these resources for many reasons. In such cases, you can opt for natural
(immediate environment) learning resources. Such resources are available in
the classroom, own house or nature. Nature is the biggest reservoir of learning
resources. These resources are also known to be improvised aids or improvised
learning resources. Improvised learning resources are those resources that
are prepared from waste material or material available in the immediate
environment. For example, if you want to teach 3D shapes, you can bring
empty match boxes, unutilized utensils, and so on. Even can prepare boxes
with unutilized cardboards, or thick paper cuttings, etc. Let us discuss an
example of using learning resources from our immediate environment.
Mrs. Radhika, a secondary school teacher of mathematics decide to teach
the concept of non intersecting lines, secant and tangent of a circle in
her class of Xth standard. When a circle and line is given in a plane, there
are three possibilities: (i) the line will not touch the circle; (ii) the line
will touch at two points or the line may touch at a single point as shown
in figure 7.3. In the first case, we call the line segment PQ, a non-
intersecting line, the second a secant, and the third a tangent of the circle.
To teach these concepts, rather than drawing on the black board, she has
used learning resources from her immediate environment. It is
interesting to know what she used. Radhika brought a few sticks and
bangles, which were kept unutilized at her home. With those objects, she
was successful in organising the group activity and thereby helping the
learners to learn the afore mentioned concepts.
55
Mathematics
You may think of such learning resources as you plan your learning activities.
M
Fig 7.3: Non Intersecting Line, Secant and Tangent of a Circle
Check Your Progress

Note: a) Write your answers in the space given below.
b) Compare your answers with those given at the end of the Unit
1) Learning resources are important in mathematics teaching. Justify the
statement.
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
2) List some of the learning sources found in nature, and explain, how you
would use the same in your classroom for mathematics teaching.
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
7.4 MATHEMATICS LABORATORY AND

MATHEMATICS CORNER
Learning resources also include mathematics laboratory (math lab) and
mathematics corner, which slightly differ in their organization and material
possessed. Let us discuss the major differences among them “Mathematics
laboratory is a unique room or place, with relevant and up-to-date equipment,
known as instructional materials, designed for the teaching and learning of
mathematics and other scientific or research work, whereby a trained and
professionally qualified person (mathematics teacher) readily interacts with
learners on specified set of instructions” (Adenegan,2003). Math lab is a place
where learners get opportunity to engage with mathematical objects, experiment
mathematical theories, solve mathematical puzzles and problems, play
mathematical games, experience hands on training, and so on. The material or
56
Learning Resources
equipment that can be found in the mathematics laboratory includes, among
and ICT for
others, constructed (wooden/metal/plastic made) mathematical sets, charts and Mathematics Teaching
pictures, computer(s), computer software, audio-visual instructional materials such –Learning
as projector, electronic starboard, radio, television set, tape recorder, video tape,
etc, solid shapes (real or model), bulletin board, three-dimensional aids, filmstrips,
tape photographs, portable board or whiteboard, abacus, cardboards, tape measure,
graphics, workbooks, graphs, flannel boards, flash cards, etc (Adenegan,2003).
Math lab consists of a number of materials and objects. Mathematics corner is a
miniature form of math lab. Math lab is highly organised, consists of several
objects/materials/instruments and requires specialized skills in developing them,
but math corners are simple and contains few mathematical objects and items. You
can setup a math corner at the corner of any other lab or on the corner of
classrooms. Usually, math corner is a place where learners find the
ordinary/common kinds of mathematical items and you can utilize these items
during the classroom interaction. In a way, math corners include math related
teaching-learning aids. It is to be noted that, the objects found in math labs can
also be found in math corners.
Figure 7.4: Mathematics Laboratory

(Source:http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics_Laboratory)
Now let us discuss the importance of math labs and corners. The math
labs/corners are important due to the following reasons:
It helps learners to comprehend mathematical concepts effectively by
utilizing concrete objects and experiencing real situations.
Learners can test and experience the theoretical knowledge and discover
different mathematical properties.
It enhances the interest and motivation of learners to learn mathematics.
Math labs provide objects and materials, which help learners to relate
concepts with their daily life activities and nature.
Individual learning is promoted while exploiting math labs as learners
engage in exploration of mathematical contents in their own way.
The cognitive development is supported and enhanced as learners exercise
both mind and body by engaging in learning activities.
The teacher can demonstrate learning concepts by connecting with multiple
learning resources present in the math labs.
57
Mathematics
It helps in the development of skill of enquiry and critical thinking.
The principle of ‘learning by doing’ can be practiced by learners. M
Now, let us see the objects that are generally found in math labs. It is your
obligation as a mathematics teacher to initiate steps to develop math labs in
your school. It is not necessary to have many items instead the basic objects
must be organised in the lab. While developing math labs, the following
objects/materials/equipments can be included in it.
Concrete Materials Pictures and Charts Weighing and Measuring

beads, pebbles, sticks, ball Photographs of Instruments
frames, seeds, balance, mathematicians, history of as measuring tapes,
weighs, measuring tapes, mathematicians, charts balances of different
scissors, pins, abacus, showing contributions of types, measuring jar and
cardboard, board pins, mathematics, biographic graduated cylinder,
chart paper, graph paper of mathematicians calculators
Surveying Instruments
Others/E-Reources
Drawing Instruments Angle mirror,Transit,Plane
Models, Bulletin board,
compass, rulers, table and
Black board, Computers,E-
protractors,stencils alidade,Clinometers,Sextant ,
learning resources
Proportional dividers
Figure 7.5: Materials/Objects Found in Mathematics Library/Corner
Check Your Progress

b) Compare your answers with those given at the end of the Unit
3) What is a mathematics laboratory? How is it different from mathematics
corner?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
As a teacher, your concern should be how to use math labs and corners. Let us
discuss with an example.
58
Learning Resources
Mr. Kishore was teaching the Herons formula to his ninth class learners. He and ICT for
started the class as given below: Mathematics Teaching
–Learning
Kishore : How are you ?
Learners : Fine sir
Kishore : today, we are going to study a new concept.
After saying this, he took a photograph kept in the math corner. After
showing the photograph, he continued asking
Kishore : Do you know whose photograph is this?
Learners : No sir
Kishore : It’s ok. We will see who this mathematician is. Before that, I
will give you some triangles. Hope all of you know how to calculate the area
of triangle. Is it?
Learners : Yes, Sir.
Thereafter Kishore provides (The same is available in math corner and math
laboratory) different triangles to a group of 5 learners. Then he continues;
Kishore : Learners here is the task for you. You have to find the area of
the triangle given to your group.
Figure 7.5: Heron
This is a snapshot of the conversation of Kishore, where he was trying to teach

method of calculating the area of triangle using Herons formula. You might
have noticed that, to teach the concept, Kishore has used the photograph of
Heron and triangles of different area. This example is just a hint that shows
‘how a teacher can utilize the material/objects/equipments of the math
lab/corner’. You may think of such instances during teaching.

2. You have seen how Kishore has used math lab in teaching mathematics.
Suggest an activity that may be employed in math lab/corner as a learning
aid.
59
Mathematics 7.5 MATHEMATICS CLUB AND FORUM
M
Similar to math lab/corner, mathematics club and forum is also another
important learning resource. NCF (2005) suggested ‘mathematisation of
learner’s thought processes’ as one of the major goals of mathematics teaching.
How do we develop the skill of mathematisation among learners? You may
motivate learners to engage in math clubs and forums. Math clubs/forums are
to be viewed from two angles; a learning resource and as a place to engage
learners in extracurricular activities. Leaning resource in the sense that
mathematics teachers can utilize math club/forum to engage their learners to
discuss, debate and deliberate on various topics of mathematics. On the other
hand, different co-curricular activities such quizzes, study tours etc. can be
organised by mathematics clubs/forum.
Math club/forum is a group of individuals getting together to organise events,
discuss, debate on various topics pertaining to mathematics. The club arranges
various events such as birthdays of mathematicians, math days etc. Also, the
clubs and forums are engaged in organising discussions, debates, seminars,
study tours, etc. Ultimately, math clubs/forums help learners in developing
interest and motivation in mathematics learning. There are different ways of
involving learners in learning mathematics; math club/forums play a major
role. So as a math teacher it is your duty to initiate processes to develop math
clubs/forums. The math club/forums work under the guidance of the math
teacher.
Apart from this, math clubs/forums are important because of the following
reasons:
• Math clubs/forum help learners to engage in various activities related to
mathematics learning.
• Facilitate and arouse interest and motivation in learners to learn
mathematics.
• The leisure time can be properly utilized by involving in programmes
organised by math clubs/forums.
• Learners are exposed to various activities of math clubs/forums thus help
them to test theories learnt in their math classes.
• Provide opportunity to learners to initiate different programmes.
• Help learners to enhance skill of leadership, problem solving, joint
responsibility, hard work, etc.
• Math clubs/forums help learners to engage in activities where they can
discuss, contest and ponder over various themes of mathematics.
Let us see, how mathematics clubs/forums can be set up? What is the general
structure of such clubs? You might have seen various clubs/organisations in
your school and nearby areas. Such clubs organise events such as blood
donation camps, eye testing, cultural campaigns and so on. In such
organisation, we find office bearers and executive committees. In similar
fashion, math club/forums are set up in schools. For this, the initiation must
come from you as a mathematics teacher. So, it is pertinent to say that, you
have a bigger role in creating math clubs/forums.
To set up math club/forum, you can organise a meeting with students. In the
60 meeting, draft constitution of the club may be discussed and further course of
Learning Resources
action may be initiated. The constitution can be prepared by you in consultation
and ICT for
with the head of the institution (Principal/Head Master). The points to be Mathematics Teaching
included in constitution include; name of the club, aims and objectives of the –Learning
club, details of membership, etc. The club/forum should have head of the
institution as its patron and a mathematics teacher as convener. The office
bearers such as President, Vice-President, General Secretary, Joint Secretary,
and treasurer must be selected from the learners. After electing the office
bearers, the programmes to be organised may be discussed, and finalised. One
point to be noted here is that, it is not necessary to follow the format that we
have discussed instead you have full freedom to modify as per your need and
situation. The following activities can be undertaken by the math clubs/forums;
• Educational talks, lectures, key note addresses by renowned
mathematicians, teachers, math specialists, etc.
• Celebration of birth days of mathematicians and organization of other
important mathematical events, math days, etc.
• Discussions and debates on various topics and issues related to
mathematics.
• Quiz programmes.
• Conduction of math fairs, math olympiads, exhibitions, etc.
• Exhibition of mathematical models, aids, charts, etc.
• Seminars and workshops.
• Publication of magazines and periodicals on weekly/monthly/yearly basis.
Check Your Progress

Note: a) Write your answer in the space given below.
b) Compare your answer with those given at the end of the Unit.
4) Discuss a few activities that can be undertaken by mathematics
club/forums.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Now, let us discuss the practical application of math clubs/forums.

Mr. George was engaged in teaching the concept of perimeter in class 9. After
teaching the concept, George directed the math club members to organise an
exhibition. George further suggested to the learners that the members of the
club should initiate steps to organise charts which contained different shapes
and ways of finding its perimeter explained in it. At the same time, the club
members could also develop models of the same. Learners agreed to it and club
office bearers requested all learners to prepare models and charts and the same
ware displayed in the exhibition.
61
Mathematics
As we have discussed in 7.4, the examples that show the practical applications
of math lab and math corner were to give you a hint. The practicalities of both M
vary as per the nature of the concept, type of learners, classroom environment
and so on. You must be very cautious and creative in deciding effective
adoption of these learning resources.

3. The club activity discussed above resulted in development of charts and
models depicting the procedure for finding perimeter of various shapes.
Analyze a similar activity in your class and organise an exhibition.
7.6 ICT NEED, IMPORTANCE AND USE IN

LEARNING OF MATHEMATICS
ICT has become an inseparable component of teaching –learning process. What
do you mean by ICT? ICT stands for Information and Communication
Technology. ICT helps to store, process, disseminate, retrieve and transmit
information with the aid of technological medium. The UNESCO defines ICT
as “forms of technology that are used to transmit, process, store, create,
display, share or exchange information by electronic means. It includes, not
only traditional technologies like radio and television, but also modern ones
like cellular phones, computer network, hardware and software, satellite
systems and so on, as well as the various services and applications associated
with them, such as videoconferencing”. Thus ICT includes all technological
gadgets that help to store, transmit and communicate information.
What does ICT mean in educational context? Let us discuss with an example
from class room context. Imagine that a teacher wants to assess the progresse
of learning of his/her learners after teaching a particular concept, say for
example; volume of a cube . In such a situation, the teacher will teach the
concept and assess his/her learner using a computer made multiple choice test.
Thus it is evident that the teacher has made use of computer to asses his/her
learners in place of common paper pencil test. This is a way of utilizing ICT in
the educational context. Similarly there are multiple situations in the
educational process where you can employ ICT.
ICT in educational process is mainly employed in four ways, namely; teaching
learning, evaluation, administration and professional development. Let us
briefly discuss these aspects. Generally, teaching is primarily focused on
transaction of subject contents through lecture method, but with the emergence
of technology, many technological tools are employed for the same. For
example, virtual experiments, power point presentation, video conferencing,
internet, etc are used during the teaching –learning process. Thus, ICT is
widely adopted in teaching-learning processes. Similarly, in the case of
assessment and evaluation, multiple tools and software are used. For example,
online testing, computer tests, e –portfolios, etc., are used to assess learners’s
progress. ICT also finds application in administration and management. Storing
learners data in excel sheet, management information system (MIS) etc., are
some among them. ICT are used in professional development programmes.
62
Learning Resources
Some of the latest technologies like, OERs, Massive Open Online Course
and ICT for
(MOOC), Free and Open Source Software (FOSS) assist various stakeholders Mathematics Teaching
to professionally update and helps in career development. A snapshot of the –Learning
multiple roles of ICT in education is given below.
Teaching and Assessment Professional

Administartion
Learning Development
• E-content • Database • E-assesemnt • MOOCs
• OER • MIS • E-test • SPOCs
• E-learning • Record • Online test • Discussion
• Blog Keeping • Computer Forum
• Wiki tests • Online
• Mobile • E-portfolio Communities
learning • Quiz tools • Online
• Interactive • E-rubrics Courses
white board
Figure 7.6: ICT in Education
Check Your Progress

5) Explain the applications of ICT in mathematics teaching-learning.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
7.6.1 Need and Importance of ICT

You know that ICT has influenced teaching-learning, administration,
assessment and professional development of learners. Now, our discussion will
focus on its impact on mathematics teaching-learning. First of all we will
discuss the need and importance of ICT in the field of mathematics teaching-
learning. The following depicts the need and importance of ICT.
The emergence of various learning resources has made the process of
learning easy for learners. Apart from that, teacher can succeed in
developing interest and motivation among learners with the aid of ICT
learning resources. The black boards, charts, models, etc. are the learning
63
Mathematics
resources of pre-digital era. In addition, teachers can also use digital
learning resources. Some of the digital learning resources are computer, e- M
books, educational software’s, etc. Thus you may employ such digital
learning resources to make learning effective for learners.
The shift in learning styles of learners proves the relevance of ICT in

teaching learning. It is common that, learners rely on traditional print text
books to comprehend subject knowledge. But, today’s learners are tech
savvy and prefer to use multiple digital devices for learning. Thus you
should supplement teaching with multiple ICT devices.
Today constructivist approach of learning is practiced that help learners to

develop their own understanding of subjects based on their previous
experiences. In such a scenario, learners need to be supplied with multiple
sources (preferably digital in nature) as a supplement to build their own
knowledge and experiences of learning.
Anywhere, any time learning is possible with the use of ICT. Learners get
opportunity to access information at their pace and time. As they search for
information, multimedia approach of education is encouraged. Thus,
learners’s weakness and strengths in learning can be easily identified and
remediated.
ICT access helps learners to obtain latest information/knowledge in

different subjects.
Multiple channels of communication are available that help learners to

interact, communicate and share information. Thus, flow of information
and knowledge is achievable that consumes less time.
Learners can access various online repositories, online libraries, online

books, etc. Thus ICT provides opportunity for extra reading and rectifying
abstractness of concepts.
ICT offers various devices and learning sources that support the learning
needs of learners with learning disabilities.
ICT integrated education prepares learners to develop adequate skills and

all-round development.
The efficiency and smartness of learning is enhanced with the use of ICT.
Learners learn better, comprehend knowledge with ease, retain the learned
contents and easily apply them in practical situations. It helps in
development of multiple skills both cognitive and physical.
ICT helps teachers to present learning contents in multiple forms. The

teaching of complex concepts is made easy for learners with the aid of
ICTs. The theory of self and independent learning is promoted.
Activity for Practice 4:

4. Develop a blog focussing ICT’s importance in mathematics teaching
learning. Prepare a report of it.
64
Learning Resources
Check Your Progress and ICT for
Note: a) Write your answer in the space given below. –Learning
6) “ICT has much relevance in constructivist approach of learning”.
Comment on this statement.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
7.6.2 Use of ICT in Learning of Mathematics

In this section, we will discuss some of the ICT resources and method of
integrating them during teaching sessions. ICT includes multiple learning
resources and technologies starting from the radio to the most modern
augmented reality (virtual learning) like radio, television, LCD projector,
computer, internet communication, social networking, blogs, wikis, discussion
forum, mobile learning platforms, e-text, e-contents, virtual reality, OERs,
MOOCs, etc.
The National Policy on Information and Communication Technology
(ICT) in School Education published in the year 2012 and National Mission
on Education through ICT (NMEICT)-2009, have advocated the adoption of
ICT at school and higher education level. The National Policy on ICT in
School Education (2012) recommended web-based digital repositories to host a
variety of digital content, appropriate to the needs of different levels of learners
and teachers. The National Repository of Open Education Resource
(NROER) is one among them. NROER is a collection of videos, audio files,
images, documents and interactive modules for all school subjects and grades
in multiple languages. Similarly, “e-Pathshala” (Web-site containing
approximately 364 eBooks, 137 videos and 100 audios this number is
increasing day by day) is another major initiative of e-learning for school
education.
65
Mathematics
M
Figure 7.7: Major ICT initiatives of Govt of India (Source: http://mhrd.gov.in/)
One point to be stressed at this juncture is the creativity and thought process of
you as a teacher that would enable you to utilize technology in teaching.
Technology enabled learning is a major impact of ICT. There is a variety of
ways by which ICT can be utilized; it could be blog, wiki, e-content,
interactive white board and so on. Let us see how Naveen, a mathematics
teacher, of a government school, utilized ICT in teaching ‘ratio among the
volumes of right circular cone, hemisphere and right circular cylinder’. To
teach the same concept, Naveen had two options; either lecture method or
blended approach (using ICT). He went for the second option. What he did was
that after the theoretical explanation, he realized, learners are confused and
they found it difficult to comprehend the concept. At such a point, Naveen
utilized the OER repository of NCERT (Two screen shots of the OER are
shown below). This video is showing an activity, which help learners to
understand the ratio among the volumes of right circular cone, hemisphere and
right circular cylinder. Using this video presentation, Naveen could easily help
learners to gauge the described concept. Thus the use of NROER is an example
of utilizing ICT in teaching –learning.
66
Learning Resources
and ICT for
–Learning
(Source: http://nroer.gov.in/55ab34ff81fccb4f1d806025/file/57d17e3816b51c090c38685a)
The pedagogy followed by Naveen is a mode of presenting the content using

ICT. So, you may bear in mind that, it is up to you as a teacher to decide the
ways of using ICTs in teaching learning. There are no stringent rules or styles
in using it. It depends on the imagination and creativity of the teachers.

5. Visit a few mathematics related websites and suggest learning activities
utilizing the visited websites.
6. Prepare a write up on various ICT initiatives of Govt. of India and their
usefulness in mathematics teaching
Check Your Progress

7) How will you use NROER repository for mathematics teaching?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
67
Mathematics 7.7 SELECTION AND USE OF APPROPRIATE
M
MEDIA
Do teachers use learning resource (media) at their own discretion and
convenience?
Is there any particular teaching resource that is applicable to all
classes/learners? Is it necessary to employ media with all teaching sessions?
These are some of the questions that you should be cautious about as you plan
for a media integrated teaching session. So you should definitely plan in
advance and prepare for handling a media integrated teaching session. In this
section, we will discuss some of the factors, that you should be aware of, for
integrating the media.
As you know, in the earlier sections we discussed various learning
resources/media that are useful for mathematics teaching. Thus, it is certain
that, teachers have the freedom to select any media from the basket of learning
resources/media. But how will a teacher select media? According to
Romiszowski (1997) the following factors influence the selection of media:
1) Task Factors: It refers to the nature of job in hand i.e. what are the
learning objectives? What are the behavioral changes that the teacher
wishes to develop in learners? What are the pedagogical approaches going
to be followed for transacting the curricular content? What time should be
devoted to the process? , etc.
2) Learner Factors: Learner factors include learners’s age level, motivational
characteristics, personality and individual differences, willingness for
learning, etc. Today, inclusion is emphasized in classrooms. In such
classrooms, learners with special needs are taught along with normal
learners. Thus, while selecting the media/learning resource for teaching,
care must be taken to meet the learning demands of both normal and
learners with special needs.
3) Economic/Availability Factors: It includes the cost of learning
resources/media, availability of media, working conditions of the media
and so on. As we know, a calculator is less costly compared to a computer.
So, if a mathematics teacher wish to teach concepts related to arithmetic
calculations, she/he may prefer simple calculators in place of computer.
This saves energy, time, complexities, etc. Similarly, situations that require
a camera, may utilize mobile cameras which are handy and mostly
available with teachers.
Now, let us discuss a practical example that interconnects all these three
factors. To teach the concept ‘bisector of a given angle’, the following
procedure may be followed. So, the task factor involved is ‘helping learners to
comprehend the process of drawing bisector to a given angle”. In this case, the
teacher anticipates that at the end of the class, learners would be able to draw
bisectors to any given angle. To teach the concept, the teacher has 40 minutes
and she/he planned a group activity. Why group activity? The number of
learners in the class was 40 and it was difficult for her to provide computer to
each learner. Thus, the learner factor involved here is the ‘number of learners
in the class’ and economic/availability factor is the distribution of computers as
computers are readily available in the computer laboratory. After deciding on
the medium, the teacher directs learners to complete the task mentioned in the
68
Learning Resources
self learning module. The module was set up in the computer before. This is an
and ICT for
example that shows how a mathematics teacher employed the three factors Mathematics Teaching
discussed above. –Learning
Apart from the three factors discussed, you must also understand about the
concept of Technological Pedagogical Content Knowledge (known as
TPACK), a framework that help teachers to adopt technology in teaching
learning. In TPACK, ‘T’ stands for technology and refers to the knowledge of
teachers in technology that he /she wishes to employ in his/her classroom.
What are these technologies; for example virtual learning, web 2.0 & 3.0
applications, internet, audio clipping, video shots, e-contents, interactive
whiteboard, OERs, etc. ‘P’ is pedagogy that represents the knowledge of
teacher in pedagogical aspects of teaching. What are those pedagogical
aspects? For instance, the knowledge in various teaching methods, techniques,
styles of teaching, developmental stages of learners, etc. The letter ‘C’ denotes
the content knowledge. As you are aware, a teacher definitely should have
mastery over the subject. The content knowledge includes the knowledge in
terms, concepts, principles, theories, law, etc.
The TPACK framework is a guideline that every teacher can follow in
selecting the media. Before coming to that, let us explore a few more basic
aspects of TPACK frame work. In general, TPACK is the knowledge of an
individual in three components namely, technology, pedagogy and content.
Apart from that, TPACK also elucidates a few other components such as
Technological Knowledge (TK), Pedagogical Knowledge (PK), Content
Knowledge (CK), Technological Pedagogical Knowledge (TPK),
Technological Content Knowledge (TCK) and Pedagogical Content
Knowledge (PCK), as shown in figure given below. Thus, TPACK denotes the
interconnection of the individual components namely technology, pedagogy
and content. So, being a teacher, you must ensure that, while a technology is
selected for teaching a particular concept, these seven factors must be taken
care of.
Figure 7.8: The components of the TPACK framework (graphic from http://tpack.org)
69
M
b) Compare your answers with those given at the end of the Unit.
8) Discuss the factors to be considered in the selection of learning
resources/media for teaching.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
9) What is TPACK? Explain its relevance in the selection of technology for
teaching.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Let us see an example for employing TPACK framework in teaching-learning

process. Data handling is one of the important concepts in mathematics. In data
handling learners study collection, organization, presentation and interpretation
of data. Thus, they start with the collection of data. Now, suppose you are
aiming at teaching collection of data. How will you choose an appropriate
technology? Let us interconnect the concept to be taught and TPACK frame
work. TPACK says, the teacher should have knowledge in technology,
pedagogy and content to integrate technology. In this case, then of course, the
teacher should have mastery over the content; collection of data. Now, come to
the second aspect of TAPCK; the pedagogy. So, what all pedagogical
approaches will be suitable in this context? You have studied various teaching
methods, techniques of teaching, models of teaching and so on. While selecting
the pedagogy, you should keep in mind various factors like; learners’s age,
maturity level, difficulty level of the topic and so on. Considering many such
factors, you can opt, Concept Attainment Model (CAM) as suitable since the
70 learners would be able to identify the concept of ‘collection of data’
Learning Resources
themselves. CAM will work out in groups. Thus, CAM and group activity is
and ICT for
the pedagogical part of TPACK framework. Mathematics Teaching
–Learning
The third aspect of TPACK is the selection of fitting technology. What do you
have in mind? Which technology will be apt here? Remember, you may ask
learners to search internet and collect data pertaining to temperature. But, will
that be suitable for learners of standard 7th? It is better to select some other
technology. Also, the feasibility factor would be a hindrance, but, it is up to
you to select the technology suitable for your learners. Now, in this case let us
choose LCD projector, PPT presentation and internet. To prepare PPT
presentation, various data collected from internet would be used. Then, the PPT
will be shown to the whole class and learners will be directed to identify the
concept involved in it. The identification of the concepts will be attempted as a
group activity. Thus, the third aspect of TPACK framework includes LCD
projector, PPT presentation and internet. Some of the pictures used in for
teaching ‘collection of data’ are given in figure 7.9. The same pictures can be
used during PPT presentation.
71
Mathematics
M
Figure 7.9
72
Learning Resources
While selecting the technology, pedagogy and content, you may also give due
and ICT for
weightage to other factors such as Technological Pedagogical Knowledge Mathematics Teaching
(TPK), Technological content Knowledge (TCK), Pedagogical Content –Learning
Knowledge (PCK), and TPACK. If you find any mismatch on any of these
components, then that technology won’t be apt for teaching that particular
concept.

7. Apart from the factors discussed here, what other factors do you consider
important in selecting media/learning resources?
7.8 LET US SUM UP

The judicious integration of learning resources along with teaching methods
makes learning effective. Your duty as a teacher, is to select the appropriate
learning resources which would enable you to transact curricular contents and
thereby making learning enjoyable to learners. Thus the learning resources that
are readily available and also learning aids that could be procured from
immediate surroundings have been discussed. Mathematics laboratories and
mathematics corners also fall under the category of learning resources. The
importance of maths labs/math corners, ways of developing labs/corners,
materials to be kept in labs/corners is also discussed. In continuation to that,
the relevance of math clubs and forums is also discussed. We know that, ICT
plays a major role in the teaching –learning of mathematics. Therefore, the
need and importance of ICT, strategies in organising learning activities by
integrating ICTs are also discussed. The unit ends with the discussion on the
factors that are to be considered in the selection of learning resources.
7.9 UNIT END EXERCISES

1) Observe teaching sessions of any senior teachers and make a report on
learning resources that they use for teaching mathematics.
2) During the teaching practice sessions, set up a mathematics club in your
classroom and discuss the steps followed in creating it.
3) If you set up a mathematics lab, what modern ICT devices you would
prefer to include in it.
4) Discuss a learning activity for class X learners that involves ICT.
5) What factors would you consider while selecting learning resources/media
for teaching mathematics?
7.10 REFERENCES AND SUGGESTED READINGS

IGNOU (2008).AMT-01Teaching of Primary School Mathematics,AMT-
01,Block 1-5,SLM.New Delhi: IGNOU.
IGNOU (2010).LMT-01 Learning Mathematics ,LMT-01,Block 1-6,SLM.New
Delhi: IGNOU.
IGNOU (2012).BES-009 Teaching of Mathematics for the Primary School
Learner, Block 1-4,SLM.New Delhi: IGNOU.
NCERT (2005). National Curriculum Framework-2005. New Delhi: NCERT 73
Mathematics
NCERT (2006). Position paper: National Focus Group on Teaching of
Mathematics. New Delhi: NCERT. M
NCTE (2009). National curriculum framework for Teacher Education. New
Delhi: National Council for Teacher Education.
Haylock, Derek. (2006).Mathematics Explained for Primary Teachers (third
edition).New Delhi: Sage Publications India Pvt.Ltd.
Sidhu Kulbir Singh (1994); The Teaching of Mathematics; New Delhi; (p17 –
p205) Sterling Publishers Private Limited.
Sunitha E; Rao; S.R. and Rao, D.B. (2006). Methods of Teaching Mathematics
New Delhi: Discovery Publishing House.
http://tc2.ca/uploads/PDFs/TIpsForTeachers/CT_elementary_math.pdf
retrieved on 05/12/2016
http://www.doublegist.com/teaching-resources-teaching-aids-enhance-
teaching-desired-social-behavioural/ retrieved on 05/12/2016
http://karnatakaeducation.org.in/KOER/en/index.php/Mathematics_Laboratory
http://mathmagic-elements.blogspot.in/2011/04/mathematics-laboratory.html

1) The process of learning is made interesting, enjoyable and pleasurable
activity with the use of learning resources. The use of learning resources
also helps to fully involve learners in the learning process. Also refer
section 7.3.1
2) For example, various bottles and other similar objects can be used to teach
the concept of geometrical figures, 2D/3D shapes, etc.
4) Seminars, Quiz programmes, Debates, etc.
5) ICT can be used in teaching –learning, assessment of learners’s progress,
educational administration and professional development programmes.
Using PowerPoint presentations during teaching, storing learner data in
computers, etc are some of the practical applications of ICT.
6) The primary job a teacher in constructivist learning approach is that of a
facilitator of learning. In such an approach, learners themselves develop
knowledge by integrating their present knowledge with previous
experiences gained from either at home or his/her surroundings. Thus
teachers can aid learning by assigning learning tasks with help of ICTs. For
example, learners may be directed to watch educational videos (video may
be on seasonal change) and thereafter a group discussion can be organised.
This will help learners to develop their own knowledge about the concept
‘Time’.
7) Answer yourself.
8) Learner factors, Task factors and Economic factors
74
Assessment in
Mathematics
UNIT 8 ASSESSMENT IN MATHEMATICS
Structure
8.1 Introduction
8.2 Objectives
8.3 Role of Assessment in Mathematics
8.4 Continuous and Comprehensive Evaluation in Mathematics
8.5 Preparation of Achievement Test
8.6 Tools and Techniques of Assessment of Learning Mathematics
8.6.1 Written Test
8.6.2 Observation
8.6.4 Anecdotal Record
8.6.4 Check List
8.6.5 Rating Scale
8.6.6 Rubrics
8.6.7 Assignment
8.6.8 Project
8.6.9 Portfolio
8.7 Assessment of Learning of Mathematics in Children with Special Needs
8.8 Let Us Sum Up
8.1 INTRODUCTION
Assessment is an integral part of teaching-learning process as it is a prime tool
for monitoring the progress and shaping learning. Now days, Mathematics is
being viewed not only as a traditional prerequisite subject for prospective
scientists, engineers, businessman etc, but, also as a fundamental aspect of
literacy for the twenty-first century. Keeping this in mind, about the
comprehensive view of Mathematics and its role in society, assessment should
aim at much more than just the test given at the end of course.
This Unit deals with several aspects of assessment in Mathematics. We will
begin this unit with discussion on the role of assessment in Mathematics and on
continuous and comprehensive evaluation in Mathematics. The Unit will also
discuss the procedures to be followed for construction of a good achievement
test and various tools and techniques for assessment in Mathematics learning.
Further, The Unit will also discuss the assessment of Mathematics learning of
children with special needs.
75
Mathematics 8.2 OBJECTIVES
After the completion of the Unit, you will be able to
• describe the meaning and role of assessment;
• analyze the process of continuous and comprehensive evaluation in
Mathematics;
• prepare an achievement test for Mathematics;
• differentiate among various tools and techniques of assessment of learning
Mathematics;
• identify and use tools and techniques for assessment of learning
Mathematics; and
• modify the assessment to and techniques for children with special needs.
8.3 ROLE OF ASSESSMENT IN MATHEMATICS

The main aim of assessment is to collect information of learner’s achievement
and progress and provide direction for ongoing teaching and learning process.
Assessment can be done through both formal and informal activities.
Assessment in Mathematics refers to the process of identifying, gathering and
interpreting information about learners’ mathematical learning. Assessment is
the means, which deduces what learners know and what they do not. It
suggests teachers, learners, parents, and policymakers something about what
learners have learned and what more should be done in order to improve
performances in Mathematics. Assessment has a comprehensive meaning just
not limited to evaluation of student’s performances. Assessment can be used
for following purposes:
Assessment for learning: Assessment for learning occurs during the learning
process. Information obtained by this type of assessment is used by the
teachers to modify their teaching strategies, and learners use it to make changes
in their learning strategies. This approach of assessment helps teachers to
appraise the learners to monitor their learning; and guide the instruction at
process and provide feedback helpful to learners. It provides opportunities for
learners to develop an ability to evaluate themselves; make judgments about
their own performance and make necessary improvement.
Assessment as learning: Assessment as learning means an awareness of
learners regarding how they learn and use that awareness to make necessary
adaptations in their learning process. Therefore, they take an increased
responsibility for their learning. It involves setting of goal, monitoring the
progress and contemplating on results. It occurs throughout the learning
process.
Assessment of learning: Assessment of learning refers to a review process
which occurs at the end an learning unit. It provides measures of achievement
for the purpose of grading. It informs learners, teachers and parents, as well as
other stakeholders of the community about achievement at a certain point of
time to provide information regarding success.
Assessment in Mathematics must be planned keeping in mind its goals.
Assessment for and of learning, each has a role to play in supporting and
76 improving learner learning, and so, must be appropriately balanced.
Assessment in
Assessment must be embedded in the learning process and interconnected with
Mathematics
curriculum and instruction.
Check Your Progress

1) What is the meaning of assessment?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
2) In what ways assessment plays an important role in teaching-learning of
Mathematics?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
3) Fill in the blanks.
I. ……………..means an awareness of learners regarding how they
learn.
II. ……………… occurs at the end of the learning unit.
8.4 CONTINUOUS AND COMPREHENSIVE

EVALUATION IN MATHEMATICS
The role of Mathematics in society has changed immensely. Evaluation process
in Mathematics has also been transformed to ensure consistency with the goals
of education. The whole pedagogy has been shifted from behaviorist approach
to constructivist approach. Since long the assessment experiences are mostly
the evaluation which is based on a behaviorist approach i.e. only discrete facts
and skills are evaluated, grading and ranking are provided. Current theories of
learning Mathematics suggest that learners are not passive learners simply
receiving information but actively constructing knowledge, too. These
changing views of Mathematics and the transformed role of teacher and the
learners have broadened the ways in which Mathematics is being taught.
Continuous and Comprehensive Evaluation (CCE); student's performance in
77
Mathematics
both scholastic and co-scholastic activities is assessed. CCE aims to reduce the
curricular workload on learners and to improve the overall abilities and skill of
learners by means of evaluation of learners’ performance in both types of
activities.
Continuous assessment of learners' work not only facilitates their learning of
Mathematics, but also enhances their confidence in application of learning in
Mathematics. This view changes the focus of assessment from summative
evaluation, where learners are evaluated at the end of unit and provided grades,
to the formative evaluation where learners are evaluated in the pursuit of
learning. So, the approach of evaluation solely for the purposes of grading and
ranking has been changed to approach of integrating evaluation with learning
activities that support learners' construction of knowledge. Evaluation must be
an integral part of the learning process rather than an interruption for it. The
Position Paper on Examination Reforms (2006), states that CCE should be
established to (i) reduce stress on children, (ii) make evaluation comprehensive
and regular, (iii) provide space for the teacher for creative teaching, (iv)
provide a tool for diagnosis and for producing learners with greater skills.
Continuous and Comprehensive evaluation includes both Formative as well as
summative evaluations. Therefore, the CCE enables the learners to be
evaluated throughout the term and at the end of term also suggestive scheme of
CCE is mathematics is given below:
Table 1: A Suggestive Blue Print of Continuous and Comprehensive
Evaluation in Mathematics
Components of
Components Formative and Various types of
of CCE Summative Activities/Questions
Evaluation
Group Activity ,
Assignments,
Two best out of Group Game, Quiz,
four Activities Concept Mapping ,Project
Work,
( based on Problem Solving,
Formative activities, while Graphical
teaching a Representation,
(throughout
the session) Concept) Home Assignments,
(40 marks) (20marks) Presentación (digital/
Continuous and
Comprehensive Graphs /diagrams etc.)
Evaluation in Lab Ethics ,
Mathematics
Laboratory Procedure of the
Activity- lab activity,
Average of four Recording ,
Activities Verifying the solution of
(10 marks) the problem etc.
One Multiple Choice,
best out of two Sequencing,
Tests Fill in the blanks , Right /
(a small test Wrong,
for a short duration Yes / No ,
after completing a Very Short Answer Type,
78
Assessment in
unit) Matrix type,
Mathematics
(10 marks) Short Answer Type, etc.
,
Summative Two summative Evaluation conducted at the end
(at the end of of each term. ( 1st term -20 marks &2nd term -40
the each marks)
term)
(60 marks)
Therefore, Continuous and Comprehensive evaluation system has the capacity

to provide good quality Mathematics education to all the learners.
Check Your Progress

4) Tick the correct answer.
i) In CCE, evaluation is an integral part of the teaching-learning
process .(True/False)
ii) CCE is an outcome of Behaviorist approach. (True/False)
iii) Summative evaluation is done at the end of a term.(True/False)
5) How does continuous and comprehensive evaluation help the teacher?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
6) Write down any five activities used in evaluation of Mathematics.
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
8.5 PREPARATION OF ACHIEVEMENT TEST

Achievement test is an instrument designed to measure the accomplishment of
the learners, in a specified area of learning, after a period of instruction. Hence,
this test developed for the purpose of testing the achievement of the learners’
can be given at the end of unit, term, semester, year, etc. These tests are
universally used by teachers mainly for the following purposes:
1) To measure whether the learners have achieved the objectives of the
planned instruction;
79
Mathematics
2) To monitor learners' learning and to provide ongoing feedback to both
learners and teachers during the teaching-learning process;
3) To identify the learners' learning difficulties- whether persistent or
recurring; and
4) To assign grades.
Teachers help learners to enable them to develop some abilities, skills and
attitudes. After teaching, learners’ performance need to be evaluated
periodically. Teachers construct the tests to assess the achievement of learners.
Preparing an Achievement Test:
Let us consider the necessary steps in preparing an achievement test:
Planning of the test
Preparation of a blue print
Preparation of test items
Try out, preparation of scoring key and evaluation of the test
Step 1- Planning of the Test:
The first step for planning of the achievement test is to develop a design or
framework. For this, you have to:
A. Analyze the course content into different content units and decide the
weightage that is to be given to each in the test;
B. Decide the weightage to be given to different objectives being tested;
C. Decide the weightage to be given to different forms of questions to be
used in preparing a question paper;
D. Decide the weightage to be given to time and marks for different forms of
questions;
E. Decide the weightage to be given to the difficulty level in the test.
Let us see how we can prepare a good achievement test.
Weightage of the Content: The first part of the planning phase is to decide
about the weightage to be given to different units. You can include more units
in the annual examinations; but in quarterly or half yearly examinations, fewer
units should be included. So each unit would be given more marks in
comparison to the yearly examination. Let us take the example of Mathematics
subject for class IX. Let us take an example of a summative assessment with a
maximum of 25 marks and the duration of one hour. It incorporates to the
measurement of behaviors in the cognitive domain only. As an illustration,
term test we select, two units : Number system and Polynomials from class IX
mathematics, which have seven sub units and the question paper will be based
on these units. In the present context, the test covered the content of the
following units:
1) The Number line
2) Rational and Irrational Numbers
3) Decimal Expansion of real numbers
4) Operations on Real Number
80
Assessment in
5) Degree of Polynomials
Mathematics
6) Remainder theorem of Polynomials
7) Factorization of Polynomials
The weightage given to each unit is presented in Table 2.
Table 2: Weightage given to different units
Content Marks Percentage

The Number line 15 60
Polynomials 10 40
Total 25 100
Weightage of Instructional Objectives: After deciding about the weightage to

be given to different units, you have to consider the learning objectives. Your
test is good only if it is able to evaluate the achievement of learning objectives
decided by you. You can allocate appropriate weightage to various objectives
like knowledge, understanding, application, skill, etc. For example, for the above
case , you may give weightage of 12%, 8%, 24%, 32%, 16% and 8% for
knowledge, understanding, application, analysis, synthesis, evaluation
respectively. The weightage given to different objectives is presented in Table 3.
Table 3: Weightage to instructional objectives
Objectives Marks Percentage

Knowledge 3 12
Understanding 2 08
Application 6 24
Analysis 8 32
Synthesis 4 16
Evaluation 2 08
Total 25 100
Weightage given to different forms of questions: The next step is to decide

about the weightage to be given to different forms of questions. Generally, in
an achievement test, a teacher has to include different types of items (essay,
short answer or objectives). The weightage given to different forms of
questions is presented in Table 4.
Table 4: Weightage given to different forms of questions
Forms of questions Weightage given
Essay Type 28
Short Answer Type 56
Objective Type 16
Total 100
The fourth step in the preparation of question paper is to give weightage to

marks and time for different forms of questions. The allotment of marks and
time to different forms of questions is presented in Table 5.
81
Mathematics
Table 5:Weightage given to marks for different forms of questions
Form of Marks No. of Marks Percentage

questions per question
question
Objective type 0.5 14 07 28
Short answer 02 7 14 56
type
Long answer 4 1 4 16
type
Total 22 25 100
Estimation of Time: For teacher-made achievement tests, only the experience
of teachers should be enough for the estimate of time. You should try to
analyze and estimate the time for different types of questions. Here we have
taken hypothetically the total duration of 1 hr. For different forms of questions,
weightage given to time are presented in Table 6.
Table 6: Weightage given to time for different form of questions
Form of Time per Total no. of Total

questions question (in questions Times(in
minutes) minutes)
Objective type 01 14 14
Short answer type 05 07 35
Long answer type 11 1 11
Total 22 60
The next step is to give weightage to difficulty levels of the items, which is
presented in Table 7.
Table 7: Weightage to difficulty level of questions
Difficulty Level Marks Percentage

Easy 5 20
Average 15 60
Difficult 5 20
Total 50 100
Step 2: Preparation of a Blue Print:

A blueprint is a three-dimensional chart showing different types of items with
marks for each topic/unit and each of the objectives. It shows the respective
weightage of marks for different objectives, and topics and various types of
items as prescribed by the school or in the syllabus or decided by the paper-
setter. These specifications have been discussed in the earlier steps of planning
of the blue-print.
Based on the above steps the final blueprint is developed. With the help of such
a table of specifications, you will be able to ensure the needed coverage of
units in the syllabus and assessment objectives. The final blueprint is presented
82 in Table 8.
Assessment in
Table 8: Blueprint (Table of Specifications)
Mathematics
Objectives
Under-
Knowledge Application Analysis Synthesis Evaluation
standing
Grand
Total
Form of Q
O SA L O SA L O SA L O SA L O SA L O SA L
Content
2 1 2 2 4 2 2
Unit 1 15
(4) (2) (4) (1) (1) (1) (1)
1 1 2 4 2
Unit 2 10
(2) (2) (1) (2) (1)
Total
3 0 0 2 0 0 2 4 0 0 4 4 0 4 0 0 2 0
Marks
25
Grand
3 2 6 8 4 2
Total
Note: Figures within the brackets indicate the number of questions and figures
outside the brackets indicate marks.
Entries made in this blueprint are only for illustration. You have to decide
about these while preparing the blueprint. However, it must confirm, to
weightage indicated in the design to the various objectives (12%, 8%, 24%,
32%,16%, and 8% ), content units (60% and 40%) and form of questions
(E=16%, S.A. = 56%, O.T. 28%) as reflected in this table of specification or
blueprint.
Step 3-Preparation of Test Items/Questions:
Test items form the very basis of testing. A test constructor should have good
knowledge of the subject. The test items should be clear, unambiguous and
according to the objectives. Different types of items - essay, short-answer and
objective types - should be prepared in sufficient numbers. Items of varying
difficulty should also be prepared. Experienced teachers are able to estimate
difficulty level by their judgment. Some items from question banks can be
taken up.
Step 4- Try Out, Preparation of Scoring Key and Evaluation of the Test :
After preparation of test items, a review is done on the basis of blueprint
requirements to assess the quality of items. It is time to be confirming the
validity, reliability and usability of the test. Try out helps us to identify
defective and ambiguous items, to determine the difficulty level of the test and
to determine the discriminating power of the items. Then only unambiguous
and objective based items are retained.
To maintain the objectivity and validity of test, you have to provide proper
instructions for marking. Objective type tests have key answers. Their answers
and corresponding marks should be given. Short answer questions are also
quite specific in nature and possible points or ideas in answers should be
mentioned with their corresponding marks. Essay type questions are lengthy
and need specificity for uniform marking. Important steps or points of answer
should be explicitly mentioned along with their corresponding marks. The
above guidelines for marking questions make our testing more reliable. These
achievement tests are used normally at the end of term/year as a part of
83
Mathematics
summative assessment. Care should be taken that summative assessment and
unit tests have adequate contribution to over all assessment of the learners.
Question wise analysis is given below:
Table 9: Question Wise Analysis
S.N Content Objective Form of Difficulty Marks

Question Level
Section A
1.i Polynomial Understanding MCQ Average 0.5
1.ii Polynomial Analysis MCQ Difficult 0.5
1.iii Polynomial Understanding MCQ Average 0.5
1.iv Number system understanding MCQ Average 0.5
1.v Number system Knowledge MCQ Easy 0.5
1.vi Number system Knowledge MCQ Easy 0.5
1.vii Number system Analysis MCQ Difficult 0.5
1.viii Polynomial Application MCQ Average 0.5
1.ix Number system Application True/False Average 0.5
1.x Number system Application True/False Average 0.5
1.xi Number system Understanding True/False Average 0.5
1.xii Number system Understanding True/False Average 0.5
1.xiii Number system Application True/False Average 0.5
1.iv Number system Application True/False Average 0.5
Section B
2. Number system Evaluation Short Ans Difficult 2
3. Polynomial Understanding Short Ans Average 2
4. Number system Analysis Short Ans Difficult 2
5. Polynomial Knowledge Short Ans Easy 2
6. Polynomial Analysis Short Ans Difficult 2
7. Polynomial Understanding Short Ans Easy 2
8. Polynomial Understanding Short Ans Average 2
Section-C
9. Number Synthesis/application Long Ans Average 4
system/Polynomial
84
Assessment in
Example of an Achievement Test
Mathematics
Term of Examination: SA - I
Name of the School: XYZ
Class: IX
Time : 1hr Max. Marks: 25
Instruction: This test consists of three sections A, B and, C. All sections are
compulsory.
Section: A(0.5×14=7)
1) Choose the correct one:
(i) The remainder obtained on dividing p(x) = x3 + 1 by x + 1 is:
(a) 0 (b) (c) (d)
(ii) The value of k, for which the polynomial x3 – 3x2 + 3x + k has 3 as
its zero is:
(a) 9 (b) –3 c) –9 (d) 12
(iii) If P(x) = cx + d, then zero of polynomial will be:
(a) – d/c (b) d/c (c) c/d (d) –c/d
(iv) Every Rational number is :
(a) natural number (b) an integer (c) a real number (d) a
whole number
(v) The smallest natural number
(a) 1 (b) 0 (c) –1 (d) none of the above
(vi) 1 is :
(a) a prime number (b) a composite number (c) both prime
and composite (d)neither prime nor composite
(vii) Which of the following is irrational?
(a) √4/9 (b) √12/ √13 (c) √7
(d) √81
(viii) If a+b+c= 0, then a3 + b3+c3 =
(a) 3abc (b) a2bc (c) ab2c (d)2 abc
2) State true/false
(ix) Every whole number is a natural number.
(x) Every integer is a rational number.
(xi) Every point on the number line is of the form √x where x is a
natural number.
(xii) Every natural number is a whole number.
(xiii) Every irrational number is a real number.
(xiv) The decimal expansion of the number √2 is non-terminating non-recurring.
85
Mathematics
Section: B (2×7=14)
2) Let x be a rational and y be an irrational number. Is xy necessarily
irrational? Justify your answer by an example.
3) Factorize 36 x2 – 9 y2.
4) Justify that the square of irrational number is always rational.
5) Expand (4a – b + 2c)2 and (3a – 2b)2.
6) Factorize 1 – 64a3 – 12a + 48a2.
7) If both (x + 1) and (x – 1) are factors of ax3 + x2 – 2x + b find the value of
a and b.
8) Find the remainder when (y3 + y2 – 2y + 5) is divided by( y – 5).
Section: C (4×1=4)
9) The polynomial x – 2x + 3x2 – ax + 3a – 7, when divided by x + 1 leave
4 3
the remainder 19. Find the values of a. Also find the remainder when p(x)
is divided by x + 2.
Or
Locate √5 , √10 and √17 on the number line.
1. Select a topic of your choice from class IX Mathematics textbook .Then

prepare a blue print and achievement test. While preparing the test, follow
the steps of constructing an achievement test.
Check Your Progress

7) What are various steps for construction of an achievement test?
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
8) How does preparation of blue print help a teacher?

……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
86
Assessment in
9) What should a teacher keep in mind at the test planning stage? Mathematics
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
8.6 TOOLS AND TECHNIQUES OF ASSESSMENT

OF LEARNING MATHEMATICS
We have discussed how to develop an achievement test. Let us discuss tools
and techniques used to assess learned performance in Mathematics. Here are
some tools and techniques used in formative and summative assessment of
scholastic performance.
Table10: Tools and Techniques of Formative and Summative Assessment
Summative
Formative Assessment (Flexible Timing) Assessment
(Written, End of
Tools Techniques Term)
Questions Examination
Observation Assignments
Interview schedule Quizzes
Checklist Collections Objective type
Rating scale Projects Short answer
Anecdotal records Debates Long answer
Document analysis Elocution
Tests and inventories Group discussions
Portfolio analysis Club activities
Rubrics Demonstrations
Source: CBSE Manual (2010)

We will discuss some tools and techniques, which a teacher uses for assessing
in mathematics .
8.6.1 Written Test
In Mathematics, through the written test, we get a better indication of learners’
real achievement in learning by assessing their conceptual and procedural
understanding. It enables them to relate facts and principles to organize them
into a reasonable and insightful progression, which provides a fair justice to the
87
Mathematics
thoughts and ideas in a written expression. Written type test can be classified
into subjective/descriptive and objective type test.
A) Subjective /Descriptive Test: The subjective test in Mathematics usually
contains essay type and short answer type questions that is the questions
for which procedure of solutions is also evaluated. Through subjective
/descriptive test we can assesses learners problem solving ability.
B) Objective Type Questions: Now-a-days, objective type tests are
preferred because of their high validity and reliability. They have several
merits like maximum representation of the teaching aims and objectives,
broader coverage of the syllabus, efficiency, economic, time saving, easy
handling, etc. There is a minimum amount of fallacy in it. It can be
divided into:
a) Selection Type Questions:-True- false type, multiple choice
questions, matching questions and classification questions are the
sub-types of selection type questions.
e.g. A) 90º angle is called a Right Angle: true ( ) false ( )
b) Supply Type Items:- In this type of question, the learners have to
complete the answers by recalling and retaining its learning. This
type of learning can be attained by in depth study and memorization.
Supply type items can be a simple recall type where the learners
have to write a single, word, formula, number etc to complete the
answer.
e.g. The parameter of the circle is ----------------
8.6.2 Observation
Direct observation has been used as a way to assess mathematical skills since
the establishment of formal classrooms, hence Because Mathematics is a
subject that consists of step-by-step procedures, direct observation can be used
in conjunction with rubrics. By this technique, we can observe the interest,
skill, competency etc. It is a continuous process. Through observations,
teachers can assess children's abilities to communicate mathematically, apply
Mathematics concepts and skills, solve problems and work with others. A few
effective and efficient means for collecting observation information include the
following:
• Determining what skills or comprehensions are to be assessed.
• Carrying paper and a pen for recording observations.
• Using a checklist of desired behaviors and actions.
• Using a video camera to record observations
Observation schedule is used to collect information systematically and with
objectivity. Here is one example of using observation schedule for debate
competition.
88
Assessment in
Table 11 : An example of an observation schedule for debate competition
Mathematics
S. No. Descriptors Score out of 5
1 Depth of knowledge of the content
2 Strength of the argument to conceive
3 Fluency, diction and pronunciation
4 Ability to contradict a given point of view
5 Respectful to the opponent
6 Ability to take criticism positively
7 Body language while arguing
*Source: CBSE Manual (2010)
8.6.3 Anecdotal Record

Anecdotal record is an observation method used frequently in the classrooms
in which the teacher summarizes a single developmental incident after the
event has occurred. A teacher records about what learners are learning, their
academic performance, learning behaviour, their achievements and social
interactions. Though it is an informal note but with its help, you can keep a
record of each and every learner of your class in a comprehensive manner.
Anecdotal notes should be used to record the day-to-day development of
students, as well as their specific behaviors like learner’s problem solving
ability, measurement ability, experimentation ability etc. These behaviuors/
observations need be recorded within two days of being observed to ensure
accuracy of information.
Here is one sample anecdotal record form.
Table 12: An Example of Anecdotal Record
Student: Anshika
Class: 9th
Observer: Mr.Mohit
Date: 7th July 2016, 11:45am
Setting: Classroom
Purpose: To observe Anshika understands of number line.
Observational question:
Is Anshika able to draw number line and show numbers on number line?
Observation details:
Anshika had developed the concept of natural number, whole numbers and
rational numbers. She listed five rational numbers between 1 and 2 and realized
that in fact there are infinitely many rational numbers between 1 and 2. She
concluded that, in general, there are infinitely many rational numbers between
any two given rational numbers. She drew the number line and showed the
number on the number line.
89
Mathematics Analysis:
Anshika was able to apply the knowledge of number system. She demonstrated
confidence in drawing the numberline. Anshika was able to show any number
on number line.
8.6.4 Check List

Check list is an observational technique. It offers systematic ways of collecting
data about specific behavior, knowledge, performance and skills. Check lists
have two parts, in the first column statement and the latter is response yes/no
related to the statement. Let us see an example of checklist.
Table 13: Checklist for Problem Solving Skill
S.No. Aspect Yes No
1 Did the learner accept challenges in problem

solving willingly?
2 Did the learner apply knowledge learned from

previous learning tasks?
3 Did the learner reason and explain appropriately?
4 Did the learner see and or analyze relationships

and make connections?
5 Did the learner complete response the learner with

clear explanations?
6 Did the learner answer completely using correct

mathematical terms and symbols?
2) Prepare a check list to assess reasoning ability of learners.
8.6.5 Rating Scale

Rating scales are extended form of checklists. In rating scales, w create
standards criteria for evaluating a performance and each standard has a definite
level of competence and we rate learners according to how well they perform
on each standard as they complete the task.. An example of rating scale for
experimental work in Geometry is given below:
90
Assessment in
Table 14 : Rating Scale for Experimental Work in Geometry
Mathematics
Student’s Name:____________ __________
Class:________________________________
Skills Observed Level of Mastery
Never Sometimes Generally Mostly Always
(1) (2) (3) (4) (5)
Learner identifies
geometric shapes
including circle, cone,
cube, cylinder,
pyramid, hexagon,
oval, parallelogram,
rectangle, square.
Learner has
understanding on
geometrical shapes.
Learner identifies
center, radius, and
diameter of a circle.
Learner classifies
shapes by the number
of sides.
Learner sorts and
identifies shapes by
attributes.
Learner construct
triangles including
scalene, isosceles, and
equilateral.
Learner construct
angles including acute,
right and obtuse.
Learner works with
precision and neatness.
Total Score
3) Prepare a rating scale for problem solving skill of learners.
8.6.6 Rubric
A rubric is a scoring tool that divides the whole assigned work into component
parts with clear descriptions of each component at varying levels of mastery. It
provides a set of scoring guidelines that describe performance of learners. It
can be used for a wide array of assignments: papers, projects, oral presentations
etc. As learners demonstrate the performance, it is appropriate to assess the
91
Mathematics
performance using a rubric. It is generally used to assess performance tasks and
open questions. Generally a typical rubric:
• contains a scale of points to be assigned: for example, 1 to 4.
• describes the characteristics of a response for each possible score.
An example of rubrics of mathematical project is given below for your better
understanding.
Table 15: Rubrics on Mathematics Project
Name of the Learner _____________________Class___________________
Section_________________________________Teacher_________________
Criteria 4 3 2 1
Project was Project was Project was Project was
Submission received on received 1 received 2 received 3 or
timelines due time day late days late. more days
late.
Completion All parts of All parts of Some parts of Few to no
the project the project the project parts of the
are are are project are
completed completed completed completed.
neatly and
correctly
Accuracy Each step of One step of Several steps Entire project
the project the project of the project was incorrect
was followed was contained
and was incorrect error
correct
Steps Every step of Most steps of Few steps of None of steps
the problem the problem the problem of the
was were were problem were
completed completed completed completed
thoroughly thoroughly thoroughly thoroughly
with work with work with work with work
shown shown shown shown
Organization Learner Learner Learner work Learner work
completed completed is incomplete is incomplete
work in a the work but but some and no logic
logical and it is difficult logical steps is shown
sequential to follow the are shown
manner that step used
is easy to
follow
Explanation Learner Learner Learner Learner could
explained explained explained not explain
how to solve how to solve only small any of the
and why the but could not part of work work
chosen why the
methods chosen
work methods
work
92
Assessment in
Diagrams Learner Learner Learner Learner pdid Mathematics
created an created a created a not create
accurate diagram, diagram, any diagram
diagram graphs or graphs or graphs or
graphs or chart that chart that chart
chart to help, contains contains
solve or to slight errors many errors
show
solutions
Knowledge of Demonstrates Demonstrates Demonstrates Demonstrates
terminology and considerable thorough and some limited
strategies knowledge of insightful knowledge of knowledge of
mathematical knowledge of mathematical mathematical
language and mathematical language and language and
strategies language and strategies strategies
strategies
Total Overall Comments:
Score____________
Activity for Practice :

4) Prepare a rubric for assessing Mathematics lab work of learners.
8.6.7 Assignments
Assignments are used for both learning and evaluation. Evaluation of
assignment is an important aspect. When an assignment is given, it must be
based on the instructional objectives. The assignment should be evaluated
keeping in view of those objectives and the extent to which objectives have
been achieved. The assignment should be evaluated and grading should be
given. The assignment grade should also be included in the final assessment.
Let us see examples of assignments in mathematics.
Example 1: An assignments in statistics could be given to collect data from
school on class wise enrollment in session 2014-15, 2015-16 and 2016-17. And
represent them using bar graph and pie diagram. Draw conclusions on the basis
of graph and diagram.
Example 2:
Topic Assignment Specific Expectation from learners

Details of year wise significant
geometrical contribution
Create a picture gallery of these
Mathematicians and their contributions
Coordinate History of
Geometry Co-ordinate What values they can learn from these
Geometry mathematicians?
93
Mathematics 8.6.8 Project
A project is a motivated problem, solution of which requires thought and
collection of data and its completion results in the production of something of
value to the learners.
Project enables learners to conduct real inquiry in an interdisciplinary manner.
It promotes problem-solving in Mathematics and connects it to real life
application.
Projects in mathematics provide opportunity to observe, collect data, analyse,
organize and interpret data and data and draw generalization.
A project could be individual or group project and could be presented in the
form of a document, report and/or a multimedia presentation.
Examples of Projects Level-VIII to X

• Geometry in Real Life: This project can enable the learners to apply
geometrical concepts, such as properties of triangles in real-life situations.
Learners can find the height of buildings, trees, etc.
• Project on BMI (Body Mass Index): In this project, learners can
investigate health conditions of a sample population by calculating B.M.I.
The detailed surveys, calculation, graphs, tables, etc. can be used to depict
the results of the project and also this project draws an interdisciplinary
linkage with biology.
The criteria of assessment of the project could be translated into a will defined
rubric.
Example
Criteria Level 4 Level 3 Level 2 Level 1
Content Accurate, Accurate, Content has Content
precise, relevant precise, but some errors, is accurate
and interesting not so relevant
and not
interesting but not so relevant
interesting
Creativity Very high High Moderate Low

Organisation Very well Well Not so well Not well
organized and organization organized organized
sequenced and and content is
sequenced not sequenced
Originality The information The The The
is information information is information is
well researched is not original completely
and original well copied
researched
(Source: Pedagogy of Mathematics: Textbook for Two-year B.Ed. Course, NCERT,

2012, pp 248)
94
Assessment in
8.6.9 Portfolio Mathematics
Portfolio is a collection of learner’s work. It can be designed to represent many
things in relation to children's Mathematics learning experiences. It compiles
academic work and other forms of educational evidence assembled for the
purpose of evaluating the curriculum quality, learning progress, academic
achievement, etc. It also helps in determining whether the learners have met
learning standards, helping the learners to reflect on their academic goals and
progress as learners. It provides a means for managing and evaluating multiple
assessments for each learner. It includes a variety of entries including test
reports, projects reports, essays, lab reports, assignments, problem solving
tasks, , a book review, photos, self-assessments, peer assessment, teacher
assessment, parents assessment etc. Following points must be remembered
while using portfolios:
• Provide learners the opportunity to provide input regarding the portfolio
contents.
• Allow the learner to select some or all of the items. .
• The items chosen by learners must provide the insight into their real work,
their dispositions toward mathematics, and their mathematical
comprehension.
• The portfolio contents are developed over time, teachers must spend time to
obtain information about the learning styles and patterns of the learner.
Check Your Progress:

Notes: a) Write your answer in the space given below.
10) What are the benefits of observation schedule?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
11) How are anecdotal notes recorded?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
12) What type of information should be the part of portfolio?
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
95
Mathematics 8.7 ASSESSMENT OF LEARNING OF
MATHEMATICS IN CHILDREN WITH
SPECIAL NEEDS
All the assessment tools may not be suitable for children with special needs as
their needs may differ from rest of the class. Adaptations and accommodations
are required as per the needs of the child and the assessment criteria should be
formulated as a teamwork following a discussion and consent of experts,
parents and the learners, while conducting assessment of learners with special
needs.
These learners may need adaptation in assessment process to find out their
current status or to make formative and summative evaluation.
Let us discuss some adaptations in assessment of different categories of
children with special needs.
For Learners with Low Vision: Low vision learners take more time to
complete homework or examination. These learners experience fatigue at the
end of the day which may affect the quality of work. Therefore, the following
considerations must be remembered:
• Allow oral exams or a scribe to write examination answers.
• If asking for examples in an exam, lessen the number of examples needed
to be given.
• Provide extra time to complete the exam.
• Administer the exam in more than one sitting.
• Reduce the number of questions to be answered.
• Question paper that consists of larger print can help low vision learners. A
few ways that can enhance the print are- Providing magnifiers; Simple,
bold and large text, Highlighting, Contrast between print and paper
background (example: black text, white paper)
• Provide extensions to assignment/Projects etc. deadlines.
For Learners with Visual Impairment( Blindness) : Much like with learners
with low vision, totally blind learners also face fatigue, and so, take extra time
to complete examination, projects or assignments. Therefore, some of same
considerations apply, but here are some more:
- Provide an alternate way of assessment (oral assessments, non-written
exams )
- Provide a scribe.
- Give the examination orally and record it with a print out or recorded
audio.
- Extra time for completion of task.
For Learners with Hearing Impairment: Some Considerations are as follows-
• Provide alternatives to oral viva’s questionnaire based assignments.
• Provide clear and simple feedback to the learners both verbally and in
96 writing.
Assessment in
• Learners may require the use of a dictionary during exams. Mathematics
• Keep examination instructions clear and short. Use simple language
• Avoid jargon unless it is crucial to the inherent requirements of the exam.
• Provide extra time in examination, particularly extra time for reading
questions. Some learners will prefer to have questions and instructions
‘signed’ to them.
• Arrange an alternative exam format (e.g. replacing short answer questions
with multiple choice questions) .
For Learners with Learning Disability: Some considerations are as follows:
• Allow extensions to assignment deadlines.
• Allow learners to submit an early draft of assignments to allow the
opportunity for feedback to the learner as a formative process.
• Ensure extra time in examination for reading and analyzing questions, and
for planning their answers. Assessment venue must be quiet and
distraction-free.
• Keep short written examination instructions and sentences within
examination questions. Questions using bullet points, lists or distinct parts
are more likely to be correctly interpreted.
Check Your Progress:

13) Why adaptation in assessment process is required in children with
special needs?
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
14) Suggest any five ways to assess performance in Mathematics of a
child with learning disability.
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
………………………………………………………………………….
97
Mathematics 8.8 LET US SUM UP
Assessment is a prime tool for monitoring progress and shaping learning
during the teaching course and can be conducted through both formal and
informal activities. As for as assessment in Mathematics is concerned; it is the
process of identifying, gathering and interpreting information about learners’
mathematical learning. Continuous assessment of learners' work not only
facilitates their learning of Mathematics but also enhances their confidence in
application of learning Mathematics. The Continuous and Comprehensive
Evaluation enables the learners to be evaluated throughout the term and at the
end of term also. The preparation of a good achievement test is a systematic
process having well defined four stages- planning the test; preparation of blue
print; preparation of the test items and try out, preparation of scoring key and
evaluation of test .There are variety of assessment tools and techniques like:
written test, observation, anecdotal records, check list, assignments, project,
rating scale, portfolio, rubrics, etc. While deciding the assessment of learners
with special needs, the specific needs and requirements, the strengths and
challenges should be taken care of. Individualized assessment of such learners
is recommended for their comprehensive assessment and evaluation.

1) Give the meaning of assessment, illustrate the role of assessment in
learning Mathematics.
2) Prepare the achievement test on any topic of your own choice.
3) Analyze the continuous and comprehensive evaluation in Mathematics.
4) Discuss different tools and techniques of assessment of learning
Mathematics;
5) Differentiate among various tools and techniques of assessment of
learning Mathematics ;
6) Analyze the assessment of learning of differently-abled children in
Mathematics

1) Assessment refers to the process of identifying, gathering and interpreting
information about learners’ mathematical learning.
2) Assessment plays an important role in following ways. (a) Guides the
student’s learning process and achievement in Mathematics. (b)
Assessment plays a major role in how learners learn. (c) Provide
information about the effectiveness of teachers’ teaching-learning
process. (d) Improves curricular activities.
3) (i)Assessment as learning, (ii) Assessment of learning
4) ( i) True (ii) False (iii) True
5) To identify difficulties areas in learning Mathematics, To improve
learners’ learning through diagnosis of their performance, To plan
appropriate remedial measures. To improve or alter instructional strategies.
To help in selecting of various tools, techniques and instructional materials.
98
Assessment in
6) Assignments, Concept Mapping, Project Work, Problem Solving,
Mathematics
Graphical Representation, Models including origami etc.
7) Planning of the test, Preparation of test items, Try out Preparing of and
Evaluation of the test
8) Preparation of the blue print helps the teacher to have an objective based
achievement Test giving due weightage to objectives, content area and
forms of questions.
9) At planning stage teacher must kept in the mind the following aspect:
• Analyze the course content into different content units and decide the
weightage that is to be given to each in the test.
• Decide the weightage to be given to different objectives being tested.
• Decide the weightage to be given to different forms of questions to
be used in preparing a question paper.
• Decide the weightage to be given to time and marks for different
forms of questions.
• Decide the weightage to be given to the difficulty level in the test.
10) Observation is a quantitative method of measuring classroom behaviors.
Information about a child (his/her behavior) can be collected in and
outside the class through observation. Observation can be used in a
variety of situations like debates, elocution, group work, practical and
laboratory activities, projects, and clubs activities.
11) Anecdotal notes should be used to record the day-to-day development of
students, as well as their specific behaviors, especially those that are a
cause for concern, speech patterns, language development,
social/emotional development, peer interactions, etc.
12) Portfolio can include photographs , evidences of a learner’s abilities,
thoughts and attitudes, audio-video recordings of important processes and
events, self assessment sheets, peer assessment sheets as well as parents
13) Refer section 8.6.
14) Refer section 8.6.
8.11 REFERENCES AND SUGGESTED READING

• Agrawal, S.(2004). Teaching Mathematics to blind learnersthrough
programmed learning strategies. New Delhi, India: Abhijit Publication.
• Chambers, P. (2010).Teaching Mathematics, New Delhi: Sage Publication.
• David, A.H., Maggie, M.K., & Louann, H.L. (2007). Teaching
Mathematics Meaningfully: Solutions for Reaching Struggling Learners,
Canada: Amazon Books.
• Gupta, H. N. and Shankaran, V. (Ed.), (1984). Content-Cum-Methodology
of Teaching Mathematics, New Delhi: NCERT
• James, A. (2005). Teaching of Mathematics, New Delhi: Neelkamal
Publication.
99
Mathematics
• Kumar, S. (2009). Teaching of Mathematics, New Delhi: Anmol
Publications.
• National Council of Teachers of Mathematics (1980), An Agenda for
Action: Recommendations for School Mathematics of the 1980s
(Washington, DC:
NCTM,1980);availableatwww.nctm.org/standards/content.aspx?id=17278.
(retrieved on 06.03.2016 )
• National Research Council's Study Group on Mathematics Assessment
(1993), Mathematical Sciences Education Board, National Research
Council, National Academy Press Washington, DC 1993
http://www.nap.edu/catalog/2235.html
• NCTM (2000). Principles and Standards for School Mathematics National
Council of Teachers of Mathematics, Washington, DC: available at
http://www.nctm.org/standards/content.aspx?id=16909. (retrieved on
06.03.2016 )
• NCERT (2005). National Curriculum Framework. NCERT, New Delhi
• National Centre for Excellence in the Teaching of Mathematics (2008).
Mathematics Matters: Final Report [online]. Available:
https://www.ncetm.org.uk/files/309231/Mathematics+Matters+Final+Repo
rt.pdf [1 March, 2010].
• NCTE ( 2009). National Curriculum Framework for Teacher Education,
NCTE, New Delhi.
• NCERT (2013), Pedagogy of Science, Physical Science, Part II ,Text Book
for B.ED. ,New Delhi: NCERT
• NCERT (2013), Pedagogy of Mathematics,Text Book for Two Year
B.ED.Course ,New Delhi: NCERT
• Mangal, S. K. (1993). Teaching of Mathematics, New Delhi: Arya Book
Depot.
• Siddhu, K. S. (2006). Teaching of Mathematics, New Delhi: Sterling
Publishers.
100
Professional
Development of
UNIT 9 PROFESSIONAL DEVELOPMENT Mathematics Teacher
OF MATHEMATICS TEACHER
Structure
9.1 Introduction
9.2 Objectives
9.3 Need of Professional Development for Mathematics Teachers
9.4 Professional Development Programmes for Mathematics Teachers
9.4.1 Seminars
9.4.2 Conferences
9.4.3 Online Sharing Communities
9.4.4 Membership of Professional Organizations
9.5 Teacher as a Community of Learners

9.6 Reflective Practices for Professional Development
9.7 Teacher as a Researcher
9.7.1 Conducting Action Research in Mathematics
9.8 Let Us Sum Up

9.11 References and Suggested Reading
9.1 INTRODUCTION
We cannot teach mathematics effectively without a thorough understanding of
content and knowledge of pedagogy, which includes acquiring knowledge and
skills for integrating technology into curriculum, instruction, and assessment.
In this unit, we will discuss the concept of professional development
programmes for mathematics teachers. The term professional development
refers to a comprehensive, sustained, and intensive approach to improving
teachers’ effectiveness in raising learners achievement. Such programmes help
teachers align their teaching techniques with the needs of their learners and
thereby ensuring better learner performance. We will discuss various ways of
promoting professional development among mathematics teachers such as
participation in seminars, conferences, online sharing; membership of
professional organizations etc. This unit will also shed light on the concept of
teachers as a community of learners, where they are actively and intentionally
involved in constructing knowledge together and disseminating it among their
collective group. Mathematics teachers act as researchers all the time in their
classrooms. Action research and innovation in teaching mathematics are part
and parcel of the job description of teachers. The importance of research and
evolving innovative practices in mathematics teaching will also be elaborated
upon in this unit.
101
Mathematics 9.2 OBJECTIVES
After going through this unit, you will be able to:
• explain the concept of professional development programmes for
mathematics teachers;
• illustrate the purpose of professional development programmes for
• describe the importance of participation in seminars, conferences, online
sharing and membership of professional organizations in professional
development;
• justify the concept of teachers as a community of learners;
• explain the role of reflective practices in professional development of
• elucidate the concept of teacher as a researcher; and
• appreciate the importance of action research and innovation in
mathematics teaching.
9.3 NEED OF PROFESSIONAL DEVELOPMENT

FOR MATHEMATICS TEACHERS
Mathematics is often referred to as the science of numbers, quantities, and
shapes and the relations between them. Like every other branch of science,
mathematics is also constantly evolving. With technology growing by leaps
and bounds, the means available to teachers for improving the teaching-
learning process also grow. As teaching practitioners, mathematics teachers
need to keep abreast of all such developments pertinent to their learners.
Hence, the need for developing and promoting professional development
among mathematics teachers arises.
The term professional development refers to an in-service training to upgrade
the knowledge base and skills of the trainees. In the context of teachers,
professional development facilitates an in-service training wherein the teachers
get an opportunity to upgrade their content knowledge and pedagogical skills.
Usually, it is in a formal setting, though at times it can be provided informally.
It is essentially aimed at improving the overall efficacy of the teaching-
learning process by enhancing the potentials of the teachers, and ultimately, the
learners’ performance. Professional development is essentially a training
provided to teachers during the course of their service period to promote their
capacities in various aspects of content and pedagogy. To ensure learners’
bright future it is vital to support a cycle of continuous professional growth for
teachers.
Mathematics teachers are all the time hard pressed to make the subject an
interesting and appealing one for their learners At the secondary and senior
secondary level, the intricacies of mathematics begins to get more and more
complex and the mathematics teachers find it increasingly difficult to retain the
interest of the learners in the subject. It is a crucial stage for learners as it
prepares them for higher education and also for their future profession. In order
to strengthen the educational delivery models practiced by the mathematics
teachers, especially at the secondary and senior secondary level, it is vital that
the teachers undergo professional development programmes from time to time
102
Professional
so that they are better equipped to deal with the growing challenges of their
Development of
classrooms. Mathematics Teacher
Professional development programmes for mathematics teachers are designed
to be comprehensive and rigorous, equipping the teachers with a wide- ranging
set of pedagogical skills to become more effective in their classrooms.
Organizing and participating in such professional development programmes
help the teachers in the following ways:
• become more attune to the latest developments in the field of mathematics,
• develop greater commitment towards their learners,
• create a platform for sharing professional experiences,
• work towards continuous improvement of their teaching skills,
• keep abreast of skills required to adapt to ever- changing learners
curriculum,
• tailoring their teaching content according to the needs of their learners,
• acquiring knowledge and skills for integrating technology into everyday
teaching practices,
• to develop the knowledge and skills which they need to address learners’
learning challenges more effectively,
• integrate the latest research findings and teaching models to achieve better
learning outcomes,
• apply action research findings in diverse classrooms.
Check Your Progress

b) Check your answers with the answers given at the end of the Unit.
1) What is professional development?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
2) What is the need for professional development of mathematics teachers?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
103
Mathematics 3) What are the benefits of professional development for teachers?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
9.4 PROFESSIONAL DEVELOPMENT

PROGRAMMES FOR MATHEMATICS
TEACHERS
Professional development involves adopting a variety of strategies to ensure
that teachers continue to strengthen their pedagogical skills throughout their
career. In formal settings, professional development programmes are often
disseminated through seminars, conferences, workshops etc. Sometimes,
professional development also occurs in informal conditions, through
interactions across online platforms, peer group discussions etc.
The common modes of professional development are:
• Individual reading and/or research,
• Peer group discussions focused on a common topic or area of interest,
• Observation-teachers observing other teachers so as to improve their own skills,
• Expert advice-an expert teacher advising colleagues,
• Group meetings to learn a new strategy or teaching skill,
• Adopting reflective and exploratory practices,
• Staff meetings,
• Online courses,
• Short term courses designed by experts at local / regional/ national level,
• Seminars/ Conferences/ Workshops to learn from a variety of expertise
from around the state or country,
• Membership of professional bodies to keep oneself updated with the latest
trends , practices and issues pertaining to the field of study.
9.4.1 Seminars
Seminars are formal presentations by one or more experts in which the
participants are encouraged to discuss a particular area of interest. In the
context of professional development, it may be described as an occasion when
a teacher or expert and a group of teachers meet to interact and discuss the
intricacies of a chosen topic or subject. Mathematics as a subject is very
interesting as well as challenging. Sharing experiences with other teachers and
listening to experts’ on the concerned topics help the teachers evolve into better
practitioners of teaching skills and improve learners achievement.
Seminars may be organized at the local, regional, state, national or
international levels depending upon the needs and requirements of the teachers
104
Professional
as well as the resources available. These seminars help the teachers update their
Development of
knowledge base regarding latest developments in the field of mathematics and Mathematics Teacher
pedagogical skills being used. They also provide a platform for teachers to
interact with experts to discuss and evolve new, effective strategies to deal with
difficult classroom situations.
By attending seminars, not only do the teachers themselves benefit from the
discussions, but also their colleagues stand to gain from a summary of what
one has learned and obtain copies of relevant documents.
These days with technological advancements, many a times the teachers find
themselves attending webinars instead of seminars. Short for Web-based
seminar, a webinar is a seminar that is transmitted over the internet using video
conferencing software. A key feature of a webinar is its interactive elements-
the ability to give, receive and discuss information in real-time. Using webinar
software participants can share audio, documents and applications with
webinar participates. A webinar has all the advantages of a seminar without the
limitations of actually being physically present at the venue. This is a great
advantage for participates, especially in a profession like teaching which leaves
very little opportunity for the teachers to spare time for attending such
seminars.
For example, a seminar on ‘New Developments in Mathematics Teaching’
inspires Mr. X to adopt constructive approach in his classroom. As per
constructive belief, knowledge is actively created or invented by the child, not
passively received from the environment. Learners create new mathematical
knowledge by reflecting on their physical and mental actions. Ideas are
constructed or made meaningful when learners integrate them into their
existing structures of knowledge. Applying this principle in the classroom, the
teacher Mr. X asks the learners to construct a triangle, where information about
all three distances and all three angles has been given. Next the teacher asks the
learners to construct the next triangle, with fewer specifications, with less than
six. Slowly, with each step the learners learn to construct triangles with
minimum information.
9.4.2 Conferences
Conferences may be described as formal meetings in which a number of people
gather to talk about their ideas or problems related to a particular topic, usually
for a few days. It is a large gathering of individuals or members of one or more
organizations, for discussing matters of shared interest. Organizing conferences
involving members of the teaching community is an effective way to render
professional development to the teachers. Here, peer group discussions, shared
experiences regarding classroom behaviors and results of action research,
adopting reflective practices are some fruitful techniques that ultimately lead to
the participates becoming better teachers.
For example, Mr. X attends a conference on ‘Methods for Improving
Mathematical Reasoning’ among Secondary Level Learners. Here, he comes
across many other secondary level mathematics teachers facing similar
predicament- how to improve learners’ reasoning abilities? In algebra,
encouraging learners to think how changing an input (x) in an equation would
affect the output (y). Discussing among themselves, the teachers realize that in
order to solve such problems, the learners need to clearly see the abstract linear
relationships. They all concur that explaining in simpler language, sometimes
in the local language, would be beneficial. Upon coming back, Mr. X tries to
105
Mathematics
adopt this technique in his classroom by explaining the algebraic word
problems in Hindi and then asking the learners to solve the equations. He gets
much quicker and better responses from the learners.
9.4.3 Online Sharing Communities
With the advancement of technology, sharing of resources and experiences
among like-minded people through online platforms, has become a norm.
Teachers as a community have a lot of common interests- issues related to
learners, curriculum content and its implementation, new technologies
available to the teachers, etc. Online platforms such as blogs, Facebook
communities etc provide a good opportunity to the teachers to share their own
experiences among a peer group, hold discussions on pertinent topics,
participate in online seminars ( known as webinars), even avail of online
training courses aimed at enriching their knowledge and skill base. Nowadays,
online sharing has gained popularity among the members of teaching
community owing to its ease of use, versatility, global reach and cost
effectiveness. Teachers are now transitioning to the online medium as a means
for professional development. More and more teachers are looking to these
online resources for solutions to their teaching issues and/ or training needs.
For example, The Math Forum is a community of teachers, mathematicians,
researchers, learners, and parents using the internet to learn math and improve
math education. The forum offers a wealth of problems and puzzles; online
mentoring; research; team problem solving; collaborations; and professional
development. It helps educators share ideas and acquire new skills.
(Source: http://mathforum.org/)
106
Professional
9.4.4 Membership of Professional Organizations Development of
Mathematics Teacher
A professional organization (also referred to as a professional body), is usually
a nonprofit organization which seeks to further a particular profession, the
interests of individuals engaged in that profession and the public interest. In the
field of education, there are numerous professional organizations that are
actively involved in facilitating better teaching- learning conditions and
learners achievement. With teachers juggling a multitude of roles, both in
professional as well as personal capacities, joining a professional organization
ought to be a high priority for them. These professional organizations offer a
plethora of benefits such as- exclusive online resources, networking
opportunities, free or discounted publications, chance to update their
knowledge of business and trade basics or acquire new skills through seminars,
workshops, conferences and online courses, develop mentoring relationships
with more experienced teachers etc. The Association of Mathematics Teachers
of India (AMTI) is one such organization in India that aims to assist teachers of
mathematics at all levels in improving their expertise and professional skills for
making mathematics interesting and enjoyable and disseminates new trends in
Mathematics Education.
For example, the Association of Mathematics Teachers of India (AMTI) has
been organizing seminars, conferences, workshops in various parts of the
country to meet and deliberate on important issues in Mathematics Education,
particularly at school level. Besides, the usual inauguration, valedictory
functions, there are endowment / memorial lectures on applied mathematics,
methodology and history of mathematics, group discussions, exhibitions,
recreations in mathematics, paper presentations, learners sessions, Quiz-written
and oral, Distinguished Mathematics teacher awards etc.
Check Your Progress

4) Name various formal and informal modes of professional development.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
5) How do seminars and conferences promote professional development?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
107
Mathematics 6) How does online sharing help teachers in their professional development?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
9.5 TEACHER AS A COMMUNITY OF

LEARNERS
Any social unit irrespective of size, that shares common values, interests is
situated in a common location is referred as a community. It consists of an
interacting population of various kinds of individuals having common
characteristics or interests. The members of the teaching community share
common academic goals and attitudes, interests as well as problems. Today
teachers have realized the need for continuous improvement through learning
new developments, to succeed in their teaching endeavours. A community of
learners may be described as a group of people who believe in the concept of
continuous learning and actively engage themselves in learning from each
other. In a learning community, teaching professionals come together in a
group, forming an informal community committed to learn. The goal of such
communities is to advance the collective knowledge and in that way to support
the growth of individual knowledge.
Teachers are today actively involved in collaborative learning, wherein the
teachers as a group of people learn or attempt to learn something together. As a
community, teachers strive to create and sustain a learning-centered, mutually
respectful and cohesive environment where they are actively and intentionally
constructing knowledge together. Such groups of teachers often meet regularly,
share expertise, and work collaboratively to improve their teaching skills and
enhance the academic achievement of their learners. Nowadays, learning
communities are being used as an alternate strategy for professional
development. Teachers are encouraged to share their expertise and experiences
with their peer group, resulting in more effective dissemination of action
research results and incorporation of effective instructional techniques being
used by other colleagues.
The ultimate beneficiary of teachers forming learning communities are the
learners, as the teachers work towards improving their skills and knowledge
through collaborative study, expertise exchange, and professional dialogue,
thereby promoting improved learner performance.
For example, when a mathematics quiz competition was announced at the
national level for secondary school learners, Mrs. Y a mathematics teacher
decided to bring together all mathematics teachers of schools of her district so
that they may deliberate on better preparing their learners and also share their
previous experiences. These weekly meetings gave the teachers hands-on
experience using practical approaches to improve their learners’ skills and also
energize them. The meetings gave teachers a chance to be learners, and to
108
Professional
experience a sequence of activities designed to be just as engaging and varied
Development of
as those they might devise for their own learner Teachers had time during Mathematics Teacher
meetings to consider what happened when they tried new things in the
classroom and discussed their experiences with their peer groups. As a result,
number of learners from the said district reached the state level quiz
competition.
Check Your Progress

7) Describe the concept of teachers as a community of learners.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
8) How do teachers’ learning communities promote professional
development?
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
9.6 REFLECTIVE PRACTICES FOR

PROFESSIONAL DEVELOPMENT
Reflective practice is a way of studying one’s own experiences to improve the
way one works. The act of reflection is an effective method of self-
improvement. It is basically a method of assessing one’s own thoughts and
actions, to facilitate personal growth and enhance learning. Reflective practice
involves the use of self-analysis to understand, evaluate and interpret events
and experiences in which we are involved so that we may evolve and improve
our actions in future. It is an action-based skill which can be learnt and
improved, with time and sufficient practice. It is almost similar to action
research in terms of its cyclic and dynamic nature.
In a dynamic and challenging profession like teaching, the use of reflective
practices is vital to the success of the entire teaching-learning process. The
ability to reflect critically upon one’s teaching is infact crucial to become a
successful teacher. It helps the teachers become more proactive and better
skilled professionals. Reflective practices involve a process of self-observation
and self-evaluation.
109
Mathematics
Reflective practice occurs when teachers consciously take on the role of
reflective practitioner, subject their own teaching skills to critical analysis,
reflect on their actions in the classroom, and work to improve their teaching
practices. Reflective practice can be a highly beneficial form of professional
development at the in-service levels of teaching. By adopting reflective
practices, teachers can gain a deeper understanding of their own individual
teaching styles and thus improve their effectiveness in the classroom.
Reflection in teaching may be considered to be working in two different ways -
reflection-in-action and reflection-on-action.
Reflection-in-action involves an immediate reaction. It refers to the quick
thinking and reactions that occur as one teaches in the classroom. For example-
the teacher while teaching in the classroom can observe that the pupils fail to
grasp the subject clearly. The reflection-in-action aspect allows the teacher to
realize this, contemplate why it is happening, and respond by doing it
differently. This might involve rewording one’s explanation or adopting a
different approach to teach the subject.
On the other hand, reflection-on-action involves a delayed reaction. It occurs
once the teacher exits the classroom and reconsiders the situation again. The
teacher gives deep thought as to why the pupils did not understand, what led to
the situation, what other options were available, what else could have been
done differently for a different and better result?
(Source: http://esthermyers.blogspot.in/2014_11_01_archive.html)
As a result of one’s reflection, the teacher may opt to do something in a

different way, or may just decide that the current method is the best way. Either
way, there is scope for self-analysis and/ or self improvement for the teacher,
that is what professional development, ultimately all about.
For example, Mrs. Y decided to record the proceedings of her mathematics
classroom. Later on she observed the video recording of each lesson and
discussed the observations with her peer group. She realized where her mistake
was while dealing with algebraic problems in her class. Based upon her
observations, and suggestions from peer group, she decided to opt for a
completely different approach to teach simple algebra to her learners, and
eventually, had better results. Observing a lesson enables teachers to shift their
thinking from a teaching focus to a learning focus whilst puzzling over their
learners’ mathematical thinking. As observers, they are free to focus on the
actual work the learners are doing, as well as the learners’ thought processes.
During the lesson observations the focus was on the teacher’s presentation as
110 well as on the learners’ content knowledge.
Professional
Check Your Progress Development of
Mathematics Teacher
9) What are reflective practices?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
10) How do reflection-in-action and reflection-on-action differ?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
11) What are the steps involved in reflective teaching?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
9.7 TEACHERS AS A RESEARCHER

Research is a voyage of discovery. It is a systematic quest for answers to
unsolved problems. Teachers are always on an unending quest for many things-
new knowledge, ways to improve learners achievement, techniques to enhance
their content delivery etc. As long as they are involved in the teaching-learning
process, all teachers act as researchers in some capacity or the other. Teaching
and research are, in fact, complementary to each other, one improving the
other’s performance.
Every day teachers actively involve themselves in research in their classrooms.
Constantly striving to attain balance between learners potentials and parental
expectations, optimizing the available resources for high learners achievement,
planning lesson delivery content and modes, evaluating learners’ performance,
and working cohesively with administrators are all part of teachers’ role as
researchers.
Teachers as researchers follow the same steps of research as followed by a
researcher in any other field of study. Be it gathering information, planning,
analyzing data, reflecting, implementing results or generalizing beyond their
classrooms, all these are actually steps involved in systematic goal oriented
inquiry i.e. research. Most members of the teaching community involve
themselves in classroom based research, aimed at improving their classroom 111
Mathematics
practices and outcomes. In other words, almost all teachers participate in action
research with classrooms as their field of study.
Adopting reflective teaching practices in classrooms helps teachers evolve as
better practitioners of the profession as well as discover new areas of research.
With today’s teachers forming close knit learning communities, sharing of
teaching experiences and findings of action research, teachers are better
equipped to be efficacious in their professional capacity. Ultimately, research
aims to enable teachers, administrators and policy makers to make sound
decisions and effective policies regarding educational aspects which will best
serve the learners with teachers acting as researchers, these decisions and
policies become more feasible.
9.7.1 Conducting Action Research in Mathematics
Action research is a form of applied research in which the researcher works in
localized settings with a view to solve an immediate problem. It is about trying
to understand professional action from inside; as a result, it is carried out by
practitioners on their own practice, not (as in other forms of research), by
someone on somebody else’s practice. In the field of education, action research
is employed regularly by the teachers to improve their classroom practices. The
purpose of action research is to solve classroom problems through the
application of scientific method. Action research is a cyclic process. It is a
continuous process, based upon constant feedback and improvement. It is a
four step process involving:
• Planning
• Acting
• Observing
• Reflecting
Action research helps the teachers in:
• improving their teaching performance
• enhancement of learners achievement and improvement of the situation in
which the practice takes place
• better understanding of classroom problems and deriving solutions
• developing new and improved classroom practices beneficial to the learners
as well as the teachers.
For example, Mr. X was facing some difficulty in teaching certain
mathematical concepts to class VI learner. He decided to opt for carrying out
an action research on his learners by adopting the cooperative learning
technique. He investigated the impact of cooperative learning on the
engagement, participation, and attitudes of his learners and also the impact of
cooperative learning upon his own teaching. He discovered that his learners,
not only preferred to learn in cooperative groups, but also that their levels of
engagement and participation, their attitudes toward math, and their quality of
work all improved greatly. Mr. X’s teaching also changed, and he found that he
began to enjoy teaching more. As a result of this research, he now plans to
continue and expand the amount of cooperative group work that happens in his
classroom.
Teaching of mathematics not only involves the knowledge of the subject, but
also the selection of appropriate content and skills of communication resulting
in improved understanding among the learners. While teaching mathematics,
112
Professional
the mathematics teachers should adopt the most well suited teaching methods,
Development of
strategies and pedagogic resources that can facilitate their learners Mathematics Teacher
understanding of the content being taught. The teaching of mathematics is a
complex, multi layered, dynamic activity that depends upon various factors for
its success. The nature of the content, quality of the instructional material, the
mode of presentation, the extent of subject knowledge of the teacher, resources
available to the teacher, the skills of the teacher, the classroom environment,
the level of motivation among the learners etc.
Teaching of mathematics entails developing skills like critical thinking,
analytical thinking, logical reasoning, decision making, and problem-solving
among the learners. This cannot be achieved by teaching through tried and
tested methods adopted for teaching other conventional subjects. Mathematics
demands more in terms of input from the teachers. The teachers are expected to
be well versed in conducting action research and evolving new techniques to
teach the nuances of mathematics to their learners. While teaching
mathematics, the emphasis should be more on understanding of basic concepts
and principles rather than the mechanics of it.
Different pedagogical methods are effective for different teaching contexts. In
a complex and diverse subject like mathematics, there is a plethora of methods
that can be applied. The onus is upon the teacher to choose the most
appropriate method for a given content. In certain situations, the teachers find
themselves at a loss regarding the most suitable method to employ since most
do not fit their classroom requirements. In such cases, it is imperative that the
teachers work towards innovating new methods to make their classroom
teaching more effective. Some such teaching methods that have been
developed and nowadays being employed very effectively across classrooms
for teaching mathematics are:
• Inquiry based learning
• Problem solving
• Active learning
• Cooperative learning
• Team based learning
• Participatory learning
Some activities which the mathematics teachers can adopt in their classrooms
to make certain topics more appealing to their learners:
(Source: waymadedu.org/pdf/Rachnamadam.pdf) 113

12) How do teachers act as researchers?
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
13) Discuss the importance of teachers acting as researchers.
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
14) Why is action research important in education?
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
15) Name some innovative practices employed in teaching mathematics.
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
……………………………………………………………………………..
9.8 LET US SUM UP

The following issues/concepts are dealt in the unit:
Professional development is essentially a training provided to teachers
during the course of their service period to promote their enrichment in
various aspects of content and pedagogy. To ensure learners’ bright future
it is vital to support a cycle of continuous professional growth for teachers.
114
Professional
Professional development programmes are often disseminated through
Development of
seminars, conferences, workshops, interactions across online platforms, Mathematics Teacher
peer group discussions etc.
In a learning community, teaching professionals come together in a group,
forming an informal community committed to learn. The goal of such
communities is to advance the collective knowledge and in that way to
support the growth of individual knowledge. Learning communities are
useful as an alternate strategy for professional development of teachers.
Reflective practice is a way of studying one’s own experiences to improve
the way one works. Reflective practice can be a highly beneficial form of
professional development at the in-service levels of teaching. By adopting
reflective practices, teachers can gain a deeper understanding of their own
individual teaching styles, teachers thus improve their effectiveness in the
classroom. Reflection in teaching may be considered to be working in two
different ways - reflection-in-action and reflection-on-action.
Research is a systematic quest for answers to unsolved problems. All
teachers act as researchers in some capacity or the other. Teaching and
research are in fact complementary to each other, one improving the other’s
performance. Research aims to enable teachers, administrators and policy
makers to make sound decisions and effective policies regarding
educational aspects, which will best serve the learners.
Action research is a form of applied research in which the researcher works
in localized settings with a view to solve an immediate problem. The
purpose of action research in education is to solve classroom problems
through the application of scientific method. The mathematics teachers are
expected to be well versed in conducting action research and evolving new
techniques to teach the nuances of mathematics to their learners.

1) Explain the term professional development and its benefits for teachers.
2) Discuss the concept of teachers as a community of learners.
3) Describe reflective practices and the steps involved in reflective teaching.
4) List some innovative practices which may be employed in teaching
mathematics.

1) Professional development refers to an in-service training wherein the
teachers get an opportunity to upgrade their content knowledge and
pedagogical skills. Usually, it is in a formal setting, at times it can be
provided informally.
2) Mathematics teachers need to undergo professional development to
strengthen their educational delivery models, especially at the secondary
and senior secondary level and improve themselves in various aspects of
content and pedagogy.
3) It equips the teachers with a wide- ranging set of pedagogical skills which
helps them to become more effective in their classrooms. It keeps the 115
Mathematics
teachers abreast of skills required to adapt to ever- changing learners
curriculum and also integrate the latest research findings and teaching
models to achieve better learning outcomes.
4) Formal modes of professional development programmes are seminars,
conferences, workshops, etc whereas informal modes of professional
development include learning through observation, interactions across
online platforms, peer group discussions, expert advice etc.
5) Seminars help the teachers update their knowledge base regarding latest
developments in the field of mathematics and pedagogical skills being
used. They also provide a platform for teachers to interact with experts to
discuss and evolve new, effective strategies to deal with difficult
classroom situations. Organizing conferences facilitates teacher peer group
discussions, shared experiences regarding classroom behaviours and
results of action research, adopting reflective practices are some fruitful
techniques that ultimately lead to the attendees becoming better teachers.
6) Online platforms such as blogs, Facebook communities etc provide a good
opportunity to the teachers to share their own experiences among a peer
group, hold discussions on pertinent topics, participate in online seminars,
even avail of online training courses aimed at enriching their knowledge
and skill base.
7) A community of learners may be described as a group of people who
believe in the concept of continuous learning and actively engage
themselves in learning from one another. Teachers as a learning
community, come together in a group, forming an informal community
committed to learn with the goal of advancing their collective knowledge
as well as support the growth of individual knowledge.
8) As a community of learners, teachers promote their own professional
development by creating and sustaining a learning-centered, mutually
respectful and cohesive environment where they are actively and
intentionally constructing knowledge together. These groups of teachers
often meet regularly, share expertise, and work collaboratively to improve
their teaching skills and enhance the academic achievement of their
learners.
9) Reflective practice is a way of studying one’s own experiences to improve
the way one works. It involves the use of self-analysis to understand,
evaluate and interpret events and experiences in which we are involved so
that we may evolve and improve our actions in future. It is an action-based
skill which can be learned and honed, with time and sufficient practice. It
is almost similar to action research in terms of its cyclic and dynamic
nature.
10) Reflection-in-action involves an immediate reaction. It refers to the quick
thinking and reactions that occur as one teaches in the classroom. The
reflection-in-action aspect allows the teacher to realize this, contemplate
why it is happening, and respond by doing it differently. On the other
hand, reflection-on-action involves a delayed reaction. It occurs once the
teacher exits the classroom and reconsiders the situation again. The
teacher gives deep thought as to why the pupils did not understand, what
led to the situation, what other options were available, what else could
have been done differently for a different and better result?
116
Professional
11) Reflective teaching is a cyclic process which involves the following steps:
Development of
1) Experience Mathematics Teacher
2) Observation
3) Reflection
4) Planning
12) Every day teachers actively involve themselves in research in their
classrooms. Teachers as researchers follow the same steps of research as
followed by a researcher in any other field of study- gathering
information, planning, analyzing data, reflecting, implementing results or
generalizing beyond their classrooms.
13) Research aims to enable teachers, administrators and policy makers to
make sound decisions and effective policies regarding educational aspects
which will best serve the learners. With teachers acting as researchers,
these decisions and policies become more feasible.
14) Action research helps the teachers in improving their teaching
performance, enhancement of learners achievement, gain better
understanding of classroom problems and deriving solutions and develop
new and improved classroom practices beneficial to the learners as well as
the teachers themselves.
15) Some innovative practices employed in teaching mathematics are- Inquiry
based learning, Problem solving, Active learning, Cooperative learning,
Team based learning, Participatory learning etc.
9.11 REFERENCES AND SUGGESTED READING

• Diaz-Maggioli, G. (2004). Teacher-Centered Professional
Development.Alexandria, Virginia, USA: Association for Supervision &
Curriculum Development.
• National Research Council. (2001). Adding it up: Helping learners learn
mathematics. J. Kilpatrick, J.Swafford, and B. Findell (Eds.). Mathematics
Learning Study Committee, Center for Education, Division of Behavioral
and Social Sciences and Education. Washington, DC: National Academy
Press.
• Schon, D. A. (1996). Educating the reflective practitioner: Toward a new
design for teaching and learning in the professions. San Francisco: Jossey-
Bass, Inc.
• Sharma, N.( 2015). Professional Development of Teacher. New Delhi
Publishers.
• www.htttp://waymadedu.org/pdf/Rachnamadam.pdf
• www. http://esthermyers.blogspot.in/2014_11_01_archive.html
• www. http://mathforum.org/
117

Bes 143B2 e PDF

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Bes 143B2 e PDF

Încărcat de

Drepturi de autor:

Formate disponibile

BES-143

SPECIAL INVITEES (FACULTY OF SOE)

Course Coordinators : Prof. M.C. Sharma, SOE, IGNOU

BLOCK 1: UNDERSTANDING THE DISCIPLINE OF MATHEMATICS

BLOCK 2: TEACHING -LEARNING OF MATHEMATICS

BLOCK 3: CONTENT BASED METHODOLOGY-I

BLOCK 4 : CONTENT BASED METHODOLOGY-II

After going through the Unit, you will be able to:

5.3 PEDAGOGICAL SHIFT: FROM

Check Your Progress

I. For …………………………….. learners are not blank-slates.

5.4 CONSTRUCTIVIST APPROACH FOR

The important task of a teacher is to design appropriate activities so that the

Creation of a learning environment which is stimulating, interactive, and

• Subsequently the teacher initiates the whole class discussion by providing

Similarly by providing ample opportunities for learners to engage in dialogue,

While organising different activities give opportunities to the learners to

From the conceptual meaning of constructivism as learning theory you could

Activity For Practice:

Check Your Progress

5.5 STRATEGIES FOR TEACHING-LEARNING

First odd number Second odd number Sum of these numbers

SN. Inductive Approach Deductive Approach

Inductive – Deductive approach is a combination of both Inductive and

The unknown part is (

1 This process refers to breaking down a This process combines many

Activity for Practice:

5.5.3 Problem Solving Approach

Learner 1 Learner 2 Learner 3 Learner 4

Solution1 Solution1 Solution1 Solution1

Activity for Practice:

Note: a) Space is given below to write your answer.

5.6 TECHNIQUES FOR TRANSACTING

The second category includes lessons for the mastery of procedures. In

Although, a certain amount of formal drill is inevitable, preference should be

1. Drill should follow learning and understanding of basics. It should not

5.6.2 Play Way

Activity for Practice:

5.6.3 Home Work

Type of question Examples

Open-ended process The length of a field is 3 times to its width. Its

Open-ended question The average mass of 15 fishes caught in a pond

Check Your Progress

12) Write any four characteristics of good assignments.

5.7 LET US SUM UP

5.9 ANSWERS TO CHECK YOUR PROGRESS

5.10 REFERENCES AND SUGGESTED READINGS

6.8 Let Us Sum Up

6.3 PLANNING AND DESIGNING LEARNING

1. Rama has designed learning experience to represent variable quantities

Check Your Progress

6.4 INVOLVING LEARNERS IN TEACHING-

Activity for Practice:

6.5 LEVELS OF PLANNING

Fig 2: Concept Map for the topic Lines and Angles

S.No. Sub-Units No. of

Concepts/Ideas/ Key Learning Learning Learning Assessment Adaptation

Activity for Practice:

6.5.3 Lesson Planning

Teacher Activity Learner Activity

Learning Teacher and Learner Activities

Activity for Practice