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A PREVIEW
Instead of making kids love the Math they
hate, Make the Math
they would love!
OBJECTIVETo generate interest by innovative way of teaching
To make Maths a delight to learnRemove the fear for the subjectImprove the Performance and develop Confidence in the students
Reasons for the need to changeIncrease in the fail percentageGeneral dislike for the subject after
middle school levelNo syllabus breakup or guidelines
given directly from the I.C.S.E. board due to which syllabus varies from publication to publication. (Only guidelines from Anglo-Indian school syllabii is available)
Special Features of the Syllabus
Syllabus framed for Std. I to VII keeping the NCF-2005 guidelines & ICSE Scope and Syllabus (IX & X) in mind.
Syllabus divided into smaller units month wise
Multiple concepts in a month
Benefits of the SyllabusFor studentsNo boredomCo-relation & integrationBetter understanding and practicabilityPositive vocabulary and reinforcement
For teachersWell researched syllabus with sequential
arrangement of topics More time for content planningNo fear of missing out conceptsScope for creativity
Salient Features of the BookTheme : “A flight to the world of Mathematics”Concepts spread throughout the AYMultiple concepts dealt on a pageAge appropriate terminologyEmphasis on Building Mathematical VocabularyWord Stories instead of Word problemsBrain teasers, Logical Reasoning, On board fun
with multiple choice questionsScroll at the end or beginning of pageMaths in nature
Financial Benefits :
Increase income for school through sale of books. Students need not buy any other text book and workbooks for practice as all this is incorporated in the book designed
Sustainability :To maintain the standard certain measures were undertaken, Information about the book was dispensed to parents during the PTA meetings, and parent orientations. A teacher’s manual is also available for guiding the teachers to plan their teaching. Workshops for teachers from other schools was also conducted to introduce the book. Feedback is taken from the teachers and other users to incorporate positive changes if required.
Asset Result Analysis – Graphical Representation
Year III IV V VI VII 2008 - 09 111.00% 2009 - 10 124.00% 118% 2010 - 11 122% 134% 122% 2011 - 12 115% 119% 120% 112% 2012 - 13 106% 124% 122% 124% 114%2013 - 14 121% 111% 125% 121% 125%
2008 -2009
2012 - 2013
2010 - 2011
2009 - 2010
2009 - 2010
2010 - 2011
2010 - 2011
2011 - 2012
2011 - 2012
2011 - 2012
2011 - 2012
2012 - 2013
2012 - 2013
2012 - 2013
2012 - 2013
2013 - 2014
2013 - 2014
2013 - 2014
2013 - 2014
2013 - 2014
Red bars in the graph shown in the previous slide represent the result of the same batch of the students in academic year 2009-10, 2010-11, 2011-12, 2012-13 & 2013-14.This batch started using the book designed by the school from std II. The result Shows the steady progress in the Asset Examination over the years. The performance has always been above the national average.In the academic year 2011-12 no appreciable change can be noted. This can be attributed to the fact that new admissions in std V are not familiar with exam format and some concepts have not been taught in the previous school. the difficulty level of concepts introduced in std V is higher, e.g. decimal fractions, ratio, area & volume, percentage etc. there are learning disabled children.
To conclude, this is an ongoing dynamic process where the effort to maximize the effectiveness will continue. We are thinking of intensifying the teacher training programmes in the coming years. We are sure that our hypothesis of making mathematics fun for all will surely come true.
How you teach is more
important than what you teach