1. Mr. Dori Lal Chaudhary (Asstt. Professor) Department -
TT&NFE (IASE) Faculty of Education, Jamia Millia Islamia, New
Delhi-25 Effective Teaching & Learning in Mathematics
2. MYTHS ABOUT MATHEMATICS Many of us used to say that students
ignore mathematics because they feared from it and hence dont take
mathematics after 10th class, but one important fact, that is very
critical, is that if it is so; then why they used to take admission
in commerce stream, while course of both the commerce and science
stream is same! Moreover, the number of admissions in science
stream, B.Tech, B.Sc., B.Sc.Math (H); in last few years, shows an
ascending graphical picture. They are taking interest and are aware
about it. So, conditions are not so fearful or negative, as we are
narrating or trying to prove to be! However, some students
(especially girls) feel some hesitation/fear regarding, studying
mathematics; but it is also due to our low-quality teaching-
learning processes and also due to neutralized and inattentive
nature of primary and secondary school teachers! I hope that there
will be an enormous increment in the number of mathematicians, if
we would modify, justifiably, our classroom environment
3. WHY? Why the children, even having 85-90% marks, are not
selected or failed to pass competitive exams! They know, very well,
that (A+B)2 = A2 + B2 +2AB; (A-B) (A+B)=A2 B2; AREA OF TRIANGLE =
1/2 (BASE)(HEIGHT); but they dont know that why, or how is it so?
Teachers used to teach mathematics by a common old-fashioned
method. This leads to a condition, where most of the children are
unable to understand the respective topics or concepts. When we,
our selves have a keen desire to eat different types of delicious
food for each day; then why do we expect from such small children
that they will take interest or enjoy the same teaching-learning
method for each topic? Since, they do not enjoy the classroom
environment; we fail to have any positive and successful learning
by them. We should encourage children to take part as well as
interest in teaching-learning process so that they learn
mathematics with enjoyment and can implement it in their daily
life. Then, only we can bring out a MATHEMATICIAN from a
child.
4. EXAMPLE-1: AREA OF TRIANGLE = BASE HEIGHT A D B C Area of
this rectangle = 32 sqs. = (8 4) sqs. = (length breadth) sqs. On
halving the rectangle: Its area = 32/2 sqs. = 16 sqs. So, area of
Triangle ABC = 16 sqs. = (8 4) sqs. = (base height) sqs. Or area of
Triangle DAB = 16 sqs. = (4 8) sqs. = (base height) sqs.
5. EXAMPLE-2: AREA OF PARALELLOGRAM A D A D A D B C B B C C B C
Therefore, AREA OF PARALELLOGRAM = AREA OF RECTANGLE = length
breadth = l b
6. EXAMPLE-3:ADDING OF FRACTION Children find themselves unable
to digest the statement in like fractions, only numerator will sum
up, not denominator. We can clarify this by an activity: [1/4]
[2/4] [3/4] Hence, we have only to sum up water (numerator), not
glass (denominator) because denominator is only a referencing
object or number, which is describing the value or quality of our
expected part (numerator/water). So, it is not important for us
that students memorize every formula in a few seconds, but it is
important that every student must be able to derive any formula in
few seconds in the condition when he or she forgets it.
7. Learning is a verbal and behavioral change or modification,
whose source is our experience. Positive and successful use of
learned skills, knowledge or training, completes the process of
learning. Successful and positive learning will be done only when
we create such condition in which children will learn naturally,
even after knowing its importance and also when they will use it in
their daily life. Develop such technologies that can lead to a
better classroom environment so, that students can enjoy their
education period. Although, caltoonz and use of ICT in
education.
