Академический Документы
Профессиональный Документы
Культура Документы
Deductive, Project, Problem Posing and Problem Solving, ICON Design Model, 5-E
Instructional Model, Concept mapping.
Making Mathematics Learning more Challenging and Satisfying: Activities for
developing creative abilities among primary level students( organization of mathematics club,
field study, seminars, symposium, mathematics mela etc ) Using mathematics laboratory and
library for creative thinking,
Communicating Mathematics: Mathematics Curriculum and classroom practices, role of
text books in the teaching-learning process of mathematics, Mathematics Laboratory/Resource
Room, Interaction with learners for dispelling Mathematics phobia and coping with failure.
Each of the approaches and methods is to be discussed with concrete examples from the
Mathematics curriculum of the Elementary Schools. Searching for all possible alternative
processes/methods of solving a mathematical problem have to be encouraged rather than
merely arriving at the correct result.
Basic Geometrical Figures Undefined terms – point, line and plane. Fundamental
geometrical concepts- line segments, rays, angles and measures of angles, parallel and
intersecting lines.
Geometrical Shapes Two and Three – dimensional shapes, designs and models with shapes,
congruency and similarity, translation, reflection and rotation, symmetry, constructions using
geometrical tools, patterns in shapes
While clarifying the mathematical concepts, they are to be presented with appropriate methods and
approaches as stated in the Unit4 of Block 1 are to be associated for clarity in the process of
classroom transactions of these concepts.
Continuous and comprehensive evaluation, oral and paper - pencil tests, More use of open-
ended questions in the classroom transactions and assessment tests. Developing competency-
based items, preparing unit tests.
Assessing students’ interest by way of observation, participation in exhibitions, quizzes,
puzzles, games, developing teaching learning materials.
Standard multipurpose sets of materials for conducting CCE in Mathematics at the Elementary
level.
a. Introduction
The present EVS syllabus for primary classes is designed to forge an integrated perspective
for the primary stage of schooling that draws upon insights from Science, Social Science and
Environmental Education. Environmental education is about helping learners become global
citizens with critical thinking skills; sensitivities and respect for the natural environment; and
pragmatism towards the socio-economic environment. This Course will help you strengthen
your understanding of environment and environmental education. It will also help you to
develop a holistic perspective of environment and the significance of environmental studies at
the primary stage of education.
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Within the formal education system, the curriculum and textbooks provide the vital link
between policy and practice; however no learning process can be successful if left only to the
curriculum and textbooks. The key to the formal education system is the teacher. Teacher’s
active participation and innovativeness is crucial for effective teaching and learning to take
place.
In addition to the subject of ‘environment’, the Course also deal with a variety of teaching-
learning techniques which will help you create a learning environment in your classrooms
which is congenial for child-centred and child-driven learning. The Course module has been
designed in a way so that it will empower you with new ideas for effective transaction of
environmental studies at the primary stage of education.
We hope that you will find this Course useful in accomplishing the mission of environmental
studies in formal education.
Course Objectives
To assess learning levels of each child, identify learning difficulties and design
appropriate strategies for future enrichment
b. Methodology
In order to ensure that the essence of EVS is maintained in the classroom, it is important that
teacher pupils review, reflect and analyze the way they interpret and transact EVS textbooks
in the classroom. This Course discusses the philosophy and reason behind the framework and
structure of the EVS textbooks. It further argues and justifies that learning of EVS requires
being hands-on, exploratory and real-life based.
Real-life based and hands-on activities in a school, carried out in collaboration with selected
community members, can contribute significantly not only to students and teachers in the
school, but can also enable the school to reach out the community. Such teaching-learning
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