Consumption and Real Estate
Mathematics Laboratory – an alternative approach to education
Mathematics Laboratory – an alternative method d’enseignement
Manjunath Donnipad
Student />
Guide: Dr. Chaugule uninsured
Middle of the head of research priorities, YCMOU.
Introduction
The teaching of mathematics were always the worst of mathematics. The students learn many mathematical facts, but they are rarely taught that the “mathematical processes” and how to use it. Consequently, engineers and scientists today often do not know how to use mathematics, and the population as a whole does not understand the relevance of mathematics. The process of mathematics is both a creative and explorative and is the largest area of mathematics. It is the source from which the mathematical knowledge and a central element of the infrastructure that enables the world of technology and information today.
Every math student needs to learn the mathematical techniques. The best way to learn the process, is to practice them. However, students little chance of the entire process of preparation and research experience, where mathematics. Instead, they are just byproducts of the process / using routine procedures and separate calculations of this process which has made she taught.
Mathematics is an essential part of training. Its practical effect is not understood by many. This occurred because the very ignorance of teachers and students of mathematics. This ignorance has led to skepticism or math phobia. Mathematics is not born, but is skeptical skeptical because of heterogeneous factors. The National Education Policy 1986 (NEP 1986) brought a lot of thought into the education system. These thoughts are the basis for the development bring into the system. The policy has investigated the heterogeneous factors that over the years, the mathematical backgrounds have made skeptical and recommended a few suggestions for improvisation mathematics education in the country. In addition, National Curriculum Framework 2005 (NCF 2005) as a mathematization of the child’s head.
Mathematics, according to CIP 1986, to be conceived as a vehicle to train a child, reason should be considered to analyze and articulate logically. Besides being on a particular topic, the mathematics seen as a corollary of a subject with analysis and argument are. With the introduction of computers in schools, educational computing and the emergence of learning through the understanding of cause and effect and the interplay of variables, the teaching of mathematics will be redesigned accordingly in order to bring them into line with modern technical equipment. According to NEP, 1986, the following principles of mathematics education in the school.
i. The teaching and learning of mathematics, the child should the mathematical knowledge and skills acquired at primary school stage to be strengthened.
ii. assimilated knowledge of mathematics allows the child to solve the problems of life through the development of analytical skills, articulate, argumentative and see Inter-relation of thinking to question and argue.
iii. To develop the ability to articulate logically.
iv. To develop the skills necessary and sufficient to with modern equipment such as computers, computer, etc.
work
c. To develop an appreciation for mathematics as a problem – solving tool in various fields for its beautiful structures and patterns, etc.
So, to teaching and learning with the principles of a different method of instruction or method of instruction must be systematically changed so that the teaching of mathematics at the school, effective and useful.
The role of mathematics in education
Education is the manifestation of perfection already in man. Knowledge is inherent in man, no knowledge comes from outside and inside all the things that is discovered or revealed by means of education. But the process of disclosure must be made by the teacher. More instructive are expected to more precision, ingenuity and resourcefulness in order to uncover hidden talents and innate students. However, education is not the amount of information that is placed in the brain, where it breaks the whole life undigested. It must make life-building, character and assimilation of ideas with real impact. It should develop the mind and the mind, makes you stand on his own. In addition, each subject to be taught to express their ideas freely and make good use of the same in real life and the teaching of mathematics.
The teaching of mathematics is the study of practices and methods of mathematics teaching. The goals of mathematics education are (i) to a feeling of joy rather than fear it, learn how to develop (ii) the mathematics are used as a process of production of new knowledge in real situations, but not as simple formulas and procedures editorial (iii) of learners should see mathematics as a subject of conversation, to communicate, discuss, collaborate, and (iv) the abstractions perceive relations structure, the bottom of things, to argue and articulate to see the truth or falsity of statements. Mathematical knowledge mediated by values such as the development of concentration, economic life, the power of expression, independence, the attitude of discovery and, above all, the quality of work and all are to cultivate these qualities essential for a human being in the world survive. So there is a permanent place for mathematics in education. But the development of such a whole, should mathematics teaching in school level very effectively. For effective teaching of mathematics and useful, as it must seriously deal with the invention constructive, motivating intuition, application and aesthetics in the context of the “deductive form of mathematics. The question is, Find out how such a good and effective teaching of mathematics, where the current status of mathematics education in the school due to various factors is pressed.
Current situation of mathematics teaching and learning:
The current situation of teaching and learning of mathematics is far from satisfactory and not to work because of restrictions on a single component. To understand the current situation of mathematics teaching and learning, we need introspection, areas such as the problems of the faculty, textbooks, curriculum, lack of interactive teaching methods.
(I) A deficiency is very common in all formats of teaching, teaching profession is less convenient for qualified and worthy. Usually justified as a last resort facilities to work to earn the bread and butter. Apart from that, in some schools, in addition to teaching, teachers should receive additional responsibilities and following the teachers show less interest in its basic duty. Due to the excessive pressure of the completion of the assigned administrative sometimes teachers miss the ruling classes to be complacent and sometimes neglected their duty. In some cases the teaching is done as a mere formality, and other works is a priority.
(Ii) There are too dogmatic in the sense in the manuals provided. the practical effect of the concepts learned by children, is completely absent. Students learn the concept of memory from memory and reproduce the same, whether at home or in the tests. However, a slight change is observed after NCF – 2005. NCF – 2005, designed the program for some supplements, such as mathematical modeling, which deals directly with the implications of the new mathematical knowledge in real situations.
(Iii) The teaching methods adopted are teacher-centered. Teachers follow the age-old methods such as the lecture method (Chalk & Talk) in a classroom. Accordingly, the power of thought, understanding and retention are not developed by students. By the students show less interest in learning mathematics. It is a known fact that quality in education is directly proportional to the power of the students. However, the teaching methods have followed the teacher had no scope for effective communication between them and the students and he goes to the negative meaning when a piece of 45-50 students from a mathematics teacher in the classroom are treated today. Moreover, the doctrine of a subject so interesting about the pedagogy appropriate. Undoubtedly, the traditional methods were used throughout the company. Knowledge (ii) the participation and flexibility in the application, however, these methods do not develop broad skills, such as (i) know-how in the formulation, modeling and solving problems from different regions and change (iii) knowledge and experience with the charge, (iv) ability to communicate in written and (v) sophistication in collaboration with others (teamwork). It is therefore a different method of teaching (teaching) activities which have as a corollary between teachers and students to communicate effectively and useful realistic for the learning of mathematics in relation to the objectives and goals of the National Curriculum Framework 2005, will set an additional enjoyable activity.
The importance of the Laboratory of Mathematics>
The mathematics laboratory is a unique concept in the field of mathematics education, which was introduced in 1994. He has a long way in enriching mathematics at primary and secondary education to get secondary and higher education. In developed countries, the mathematics laboratory is an integral part of the regular curriculum. But in India, teachers, scientists, experts and researchers in mathematics education is a reflection on the current system of mathematics education and the shift to the center of learning, but the efforts were unsuccessful because they focus more on the teacher. Faculty of Mathematics has absorbed an inevitable part of being as one of the usual methods of teaching mathematics, which could make the learning of mathematics learner-centered. Despite the fact that mathematics laboratories are established in some schools, nor the method of mathematics teaching laboratory to the teachers as a whole was concentrated. The following reasons as factors mathematics education can be attributed to teacher-centered method.
1. Manual manipulation used to explain mathematical concepts.
2. School mathematics in India as a whole is a heterogeneous mixture of potential psychologies, in addition to being great, a lot more than what is provided is from the national education committees.
3. Virtual manipulatives such as computers, embedded environments are not part of the Laboratory of Mathematics.
4. Lack of skills to use and exposure of math teachers manipulative virtual environments or embedded in an effective way of life education.
5. The lack of prior knowledge in mathematics teacher of mathematics in the laboratory.
6. technical evaluation and an inaccurate assessment.
A mathematics laboratory is a place where some of the mathematical activities will be carried out, and reminiscent of another science lab. The way in which students receive practical training experience in a scientific laboratory, in a laboratory of mathematics, students will gain experience and many new innovations. In addition, Department of Mathematics should be a learning environment where many young minds to decide that math is more than practice, “says,” that the teachers are assigned. This is exactly what it is not the case in India, despite the established laboratories in some schools. According to the current follow-up survey of laboratory activities in schools, we recognize that there are some activities of students, carried out in touch with concrete materials and labor. Based on the work record and is made other factors in the assessment. Is this the kind of activities required and is under the influence of the teacher to allow the main goal of mathematics education? No, because it opens again, teacher-centered learning rather than student-centered learning. So instead of relying on a few selected activities, students should have a free hand to act independently, work, and to discover new ideas. NCF – 2005 was mathematization of the child’s mind, but the system in the so-called math labs already open and not using a platform that can articulate the child logically and develop thinking skills, which is exactly what called by FCN – 2005 “mathematization of the spirit of the child.”
Thus, a math lab in a school should contribute to the formal framework presented in the mathematical concepts as incomplete and the environment must be such that the user to create and explore and learn mathematics by himself and his own assessment.
An ideal math lab is an environment that will be considered in the following.
1. Management Context />
3. Software that deals with different branches of mathematics
4. Graphics software for both symbolic and numerical computation />
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5. to stimulate the conceptualization of mathematical ideas, the growth of thought
analytical
6. Instant scorecards to rate the degree of learning
7. prescribed curriculum for compulsory credits in claim
8. Virtual assessment and evaluation tool for immediate feedback to the child />
9. The role of teachers must be cut short and the moderator he / she must provide a learning environment free of stress in a />
10. Exercises are not adjusted regularly issues are made available to the maturity of the students could all subjects in all classes. This will help children develop problem-solving skills are a must. These exercises will also be a “taste” for students to go over the prescribed amount.
11. Math lab timings should open late into the night in a school, so that learners to cope with mathematics at their own pace, but is not running in line with the job.
12. Instead of a few activities, there should be a mandatory credit that need by students in classes I to X and evaluation should be completed be based on the overall assessment remains closed all loans.
Research perspective:
For research purposes, the author came up with different mathematical laboratory at (i) NCERT, New Delhi, learn (ii) Ramanujam Institute of Mathematics, located Chennai and two schools affiliated to a trust governed CBSE visit Mysore-based education and service; around Bangalore, (iii) Faculty of Mathematics, Kendriya Vidyalaya, INS-Hamla, Mumbai, (iv) Faculty of Mathematics, Homi Bhabha Science Education Centre, Mumbai, and (v) A conference on the use of technology in mathematics education (TIME – 2007 ) held at IIT, Bombay
The author has to work with teachers in the laboratories of mathematics and mathematics teaching in laboratories as these methods are discussed in relation to class methods listed. The majority of teachers expressed the following.
(I) the teaching of mathematics in a laboratory is a long process and the end of the program curriculum in India is a time of treatment are related because they are from term-end exams will follow to assess students.
(Ii) the teaching of mathematics in the laboratory using plastic shapes or silhouettes of interest on a moderate level among the students and the process of learning is not achieved to generate.
(Iii) lack of integrated infrastructure are not trained more teachers to use the built environment to teach mathematics.
(Iv) A period of mathematics in the laboratory more or less similar teaching of mathematics.
(V) lack of appropriate teaching strategy in a laboratory to teach mathematics to establish
The author attended the second conference of technology in mathematics education (TIME – 2007) at the Indian Institute of Technology, Bombay. At the conference, the author has discussed with key figures in the field of mathematics to the mathematics in the laboratory.
The visit and discussions with teachers of mathematics, he realized that the infrastructure for a math lab may not be necessary in the hands of teachers, but the use of Department of Mathematics and an appropriate method or strategy for the dissemination of knowledge through Mathematics Mathematics Laboratory is provided much in the hands of teachers, they were equipped with mathematics laboratory. It is therefore necessary to develop an appropriate method or strategy to use in the mathematics laboratory set-up. The author did some research on this and will probably develop a good strategy. The strategy will be published for all after the completion of the strategy for the research of the author.
Conclusion
Doing mathematics limited mandates without appropriate assessment techniques for assessing hazardous results. Therefore, it is preferable to design a professional perspective for a math lab, interacting with students, mathematical ideas, the growth of analytical thinking and attitude have developed the research among them. In addition, a mathematics laboratory equipped with the latest technical tools is sure to provide a platform for students reasoning skills, higher order reasoning, include evidence developed to solve complex problems and create compounds that can see the mathematics as an integrated whole, and communicate clearly and effectively in his own and other mathematical thinking.
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