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| A TWO-DAY TRAINING W0RKSHOP FOR TEACHER TRAINEES TO DEVELOP COMPETENCIES IN TEACHNG-LEARNING MATHEMATICS THROUGH 'ORIGAMI' AND 'ANIMATION' |
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| BACKGROUND |
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| To promote research in the field of education and to extend this service to consumers including research workers, teachers, teacher educators and educational administrators,the college established a Centre for Research and Extension in 1978, which published its first issue on the 5'h September 1980. To widen the scope of the Centre, it was rechristened as Centre for Innovations, Research and Development (CIRD) in the year 1999. The CIRD facilitates research related to thrust areas of the college i.e. Language Teaching, Science Education, Mathematics Education, Information Technology, Value Education, Yoga Education, etc. by individual member or group of members of the faculty to UGC and other agencies. The present proposal has been initiated by CIRD to enhance the quality of Mathematics Education in Schools of Haryana State. |
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| INTRODUCTION |
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| Mathematic is the very base of human civilization. From cutting vegetables to arranging books in the shelves, from tailoring cloth to motion of planets, Mathematics is applied. Mathematics is one of the areas of school curriculum that demands great attention and resourcefulness on the part of the teacher, in creating relevant and suitable learning situations for developing concepts in the minds of learners. |
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| Mere use of blackboard and repetitive exercise without exposing learners to variety of learning experiences causes a lot of damage to the learning of the subject. It is a common observation that a large section of student population considers Mathematics to be a dry and difficult subject. Consequently, they develop a phobia towards the subject. Since Mathematics is a highly interlinked body of knowledge and comparatively more conceptual in nature, the methodology adopted in teaching of this subject, particularly at primary and lower secondary (upper primary) stages, is extremely crucial. |
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| A vast majority of students find learning of this subject dull and mechanical, as it is not related to their immediate environment and daily life situations. The students cannot be blamed (or their inability to see the relevance of what they are taught, to what they observe and experience in their immediate environment. |
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| For teaching of any subject, introducing specific pedagogical inputs suited to it, can hardly be disputed. Equally acceptable and agreeable is the thinking that the curriculum transactional strategies should emphasis more on the process of learning than merely focusing on the end- product. Besides, It should ensure greater participation of the learners to internalize the underlying concept and understanding the Mathematical structures. |
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| The Japanese art of Origami (Ori to fold; Gami for paper) means paper folding. By systematically folding a paper, one may make lot of angles, polygons, curves and 3D polyhedra. Through this process one can learn a huge number of concepts in mathematics. |
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| These days the students are spending more time sitting in front of Computers. Schools all over the country are now adopting IT as a useful teaching aid. Mathematics textbooks may be converted conveniently into 3D animation movies with interactive games and puzzles. With the use of IT, not only the learning skills of students improve, they also love this exciting new way of learning. |
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According to Jean Piaget, a renowned psychologist, the concept, which are developed at the concrete operational stage i.e. where the learner is able to handle concrete objects to variety of results and formulae before generalization. are understood much better than those which arc at the formal operational (abstract) stage. Therefore interaction with concrete objects at an early stage of schooling helps in conceptual understanding of the subjects especially learning Mathematics Concepts. |
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| JUSTIFICATION |
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| Mathematics is one of the most important learning disciplines for all types of learners. The teachers need to facilitate the students to develop certain basic mathematics skills. The study of mathematics has, or late, become an imaginary domain of intellectualism. This has created a fear in the minds of many pupils who have other pursuits in life. It is important that the subject is pursued with joy and thrill. |
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| These days the teachers of mathematics constantly face the challenges of making teaching methods and class room strategies learner friendly and to present the mathematics through fun filled activities (experiences) |
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| Animation' where the concepts of mathematics could be made skill based and learning becomes interesting, motivating. pragmatie and entertaining |
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| STATEMENT OF THE PROJECT |
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| A Two-day Training Workshop for Teacher Trainees to develop competencies in teaching-learning mathematics through 'Origami' and 'Animation'. |
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| DURATION: TWO-DAYS |
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| OBJECTIVES OF WORKSHOP |
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(i) To work out innovations and new experiments in teaching of Mathematics in schools.
(ii) To create awareness among teachers of Mathematics about the applications utility of 'Origami' and 'IT' in Mathematics.
(iii) To help teachers of Mathematics to integrate Educational Technology in teaching of Mathematics at secondary stage (including applications of computers und related techniques/technology). |
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| METHODOLOGY TO BE ADOI'TED IN THE WORKSHOP |
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| In the workshop, the following methodology will be adopted: |
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- (i) Demonstration
- (ii) Visit to College Computer Laboratory
- (iii) Preparation of simple Models/Projects on Mathematics at school stage through 'Origami' and 'Animation'.
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| Display of Models! Projects prepared. |
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