Saturday, July 2, 2016
Saturday, November 22, 2014
Mathematics Fair 2014
Pushpaganit Mathematics Club organised a Mathematics Fair under the guidance of Ms Angelina Nunes. The Fair had on display games and learning resources that helped to appreciate the beauty of Mathematics. The Mathematics group organised an assembly to elucidate the importance of Mathematics in our lives. Games and puzzles were displayed to help us activate our brain cells. Aesthetic appeal was added through the use of tangrams and origami. Mathematics Housie was played. Learning resources on display were useful to illustrate various concepts.Thanks to the Mathematics group we enjoyed triangular samosas, circular wafers, rectangular cakes . It added to the joy of the Mathematics day.
Mahi Vasai is a cultural festival on at Chimaji Appa Grounds. The students visited the fair to experience the Vasai of yore, replete with the water wheel (rahat) and farm implements . Vineet Lopes, our visual expert, captured the nuances of Mahi Vasai and gave the pictures a Mathematical twist by adding annotations to his video.
The Mathematics Trail carried out by the ever enthusiastic Mathematics club members was a great learning experience that helped to see Mathematics all around the campus.
Saturday, August 9, 2014
Good Mathematics blogs and webpages
(Add zing to your lessons)
Plenty of ideas here .
Rashmi Kathuria's work Creative Mathematics Teaching
Lots of resources from Rashmi. Click here
Songs for Maths
Peter Weatherall's work
Some nice blogs to learn from Sunny Days
Thursday, August 7, 2014
Sunday, August 3, 2014
5 E lesson plans
What is a 5 E lesson?
(1) The 5 E Approach:
This approach was introduced by Roger Bybee, of The Biological Science Curriculum Study (BSCS). The 5 Es are Engage, Explore, Explain, Elaborate and Evaluate.
Engage: This stage assess the previous knowledge of the learner and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The aim is to organize students’ thinking toward the learning outcomes of the current activities. Clarifying students' current ideas and skills may involve reminding them of or reviewing with them prerequisites necessary for the upcoming tasks. In some instances, it may involve making both the teacher and the students aware of potential misconceptions. Such misconceptions are not corrected at this point; the exploration and explanation phases are designed to challenge alternative conceptions. It is important to bring these conceptions to the forefront so that they can be re-examined in light of new information developed during the exploration phase
Explore: Expose the students to a variety of experiences at this stage. These experiences may involve observations of events or objects, manipulations of materials, work with simulations, examinations of representations, viewing a short video, or reading. These experiences provide a common basis for all students that the teacher can use to assist them in identifying and developing concepts and skills. Students make records of their experiences during the explore phase and sometimes answer questions about them, although these do not go beyond initial analyses.
Explain: Here students are provided with opportunity to explain their understanding of their experiences from the explore phase. The questions and discussion lead students to patterns, regularities, and/or similarities and prompt them to describe concepts or skills in their own words. This largely student-directed portion of the explain phase may occur in small groups or as a whole class. The teacher then introduces a label or term and provides a formal definition or description for the concept or skill.
Elaborate: The next phase challenges students to extend their understandings or skills and/or to practice them. Through new experiences at this time, students develop deeper understanding, an extended conceptual framework, and improved skills. Some of the tasks, such as reading an article, may be done as homework and discussed during the following class period.
Evaluate: The final phase of the instructional model encourages students to assess their understanding and abilities and provides opportunity for the teacher to evaluate student progress toward achieving the learning objectives for the activity. The tasks may involve writing summaries, applying concepts and skills to novel situations, constructing a concept map, or taking a quiz.
See some plans at http://wikieducator.org/5E_Lesson_Plan_in_Mathematics