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Inference
Evaluation
Application
The Ideas of Jerome
Bruner
Three Stages of Development
Enactive (Concrete-action on objects) mode
Iconic (pictorial- visual/images) mode
Symbolic (abstractions-word, numerals) mode
Four Features of Bruner,s
Theory of Instruction
Predisposition to learn
Structure of knowledge
Modes of representation
Effective Sequencing
Factors Influencing the
learning Mathematics
Motivation
Maturation
Perception
Special abilities
Attitude
Aptitude
Motivation
Motivation is a potential to direct behaviour that is
built into the system that control emotion
Basic factors are related to motivation
1.Need
2.Drive
3.Motive
Need
Need refers to lack of something, absence of
something, non-availability of something which is
essential or desirable.
Drive
Motive refers to a thought or feeling which generates
a drive in the individual towards action to meet his
need.
Motive
Motivation can be defined as the process of installing
appropriate motives, which are likely to facilitate
corresponding drives,which in turn are likely to
initiate action towards meeting the needs.
The factors affecting
motivation while learning
mathematics are
Level of aspiration
Reward and Punishment
Social motives and
Competition.
Motivate the students to
learn mathematics
How to Take moderate risks
How to develop self-confidence
How to be Challenged by difficult tasks
How to look for feed back in ones long range
performance
Basic Principles of Motivation
The environment can be used to focus the students
attention on what needs to be learned.
Incentives motivate learning
Internal motivation is long lasting and more self
directive.
Motivation is enhanced by the way in which the
instructional material is organised.
Learning requires change in beliefs and behaviour.
Both affiliation and approval are strong motivators.
Many behaviours result from a combination of motives..
Maturation
Learning and maturation are interrelated
Maturation is the attainment the fullness of
development of a function
W.R.T maths, maturation is an indication of ones
level of mathematics development.
Communicate mathematics and mathematical ideas
orally and in writing using standard notation,
vocabulary, and acceptable style.
Learn to learn mathematics
Generalize from a specific example to broad concept
Abstract ideas
Recognize mathematical patterns
Link a geometrical representation with an analytical
representation.
Move back and forth between the visual and the
analytical.(eqn, fun).
Perception
Perception is a general term referring to the
awareness of objects, qualities, or events stimulating
the sense organs, it also refers to a personal
experience of the world.
Perception is an organising process.
Perception is the basis of all learning.
Perception factors
1.Basic needs
2.Goals and Values
3.Self concept
4.Time and opportunity
5.Element of threat
6.Insight.
Perception organize, integrate and recognize the
various patterns of stimuli.
Abstract Reasoning
Spatial Ability
Numerical Ability
Numerical Ability can refer to an intuitive
understanding of numbers. That is their magnitude,
relationship and operations.
It is the ability to see patterns and relationships
between numbers
Work flexibly with operations and procedures
Recognize order and relative quantities and
Utilize estimation and mental computation.
Numerical ability is needed to reason with numbers
and other mathematical concepts.
To be numerically literate, a person has to be
Comfortable with logic and reasoning.
it requires understanding of the number system, a
variety of mathematical techniques and an
inclination and ability to solve quantitative or spatial
problems.
Numerical ability skill will
give following mathematical
activities
Mental calculation
Computational Estimation
Judging the relative magnitude of Numbers
Recognizing part whole relationships and place
value concepts
Problem solving
Abstract Reasoning
Abstract reasoning is the process of perceiving issues
and reaching conclusion through the use of symbols
or generalization rather than concrete factual
information.
Abstract reasoning is the ability to analyze
information and solve problems on a complex,
thought- based level.
Abstract reasoning tasks
involve
Forming theories about the nature of objects, ideas,
processes and problem solving
Understanding subjects on a complex level through
analysis and evaluation.
Ability to apply knowledge in problem solving
using theory.
Understanding relationship between verbal and
non-verbal ideas.
Spatial ability
Spatial ability is a set of cognitive processes by
which mental representations for spatial objects,
relationships and transformations or constructed
and manipulated.
Spatial ability consist the following categories
Mentally seeing 2d elements in 3D surroundings
Visualizing the 3D environment from a 2D drawing.
Mentally rotating objects to another plane
Visualizing objects in scale.
Spatial ability skill
enhances
A global and intuitive view and understanding in
many areas of maths
Higher level thinking skills
Ability to mentally manipulate 2D and 3D figures
Ability to generate, retain, retrieve and transform
well structured visual images.
Ability to think how an object will look when rotated
Skill in representing, transforming, generating and
recalling symbolic, non-linguistic information.
Ability to identify visual concepts in complex
contexts.
Spatial ability is necessarily the most vital
component of mathematical ability, particularly for
the development of geometric concepts and their
representations.
Attitude
Attitudes are defined as predispositions to react in a
certain way to an object or experience.
Attitude are viewed to consist of three components
that is
Affect
cognition
Behaviour
Attitude influence success and persistence in the
study of mathematics.
The development of a positive attitude towards the
subject matter is probably one of the most prevalent
goals.
Students who have positive feelings about
mathematics exert more effort, spend more time on
mathematics tasks and are more effective learners
than students with poor attitudes.
Aptitude
An aptitude is a set of characteristics regarded as
symptomatic of an individuals ability to acquire
with competence knowledge, skill or set of responses
such as the ability to speak language, to produce
music, etc.
Intelligence, aptitude is measured interms of
individual differences.
The important factors are
His aptitude for the task involved
Adequacy of his training for the job
His mindset and conditions of work.
It is time consuming
Lack of preparation among the students may make
the discussion pointless
It is not applicable at lower level classes.
Types of group discussion
Spontaneous discussion
Planned discussion
Spontaneous discussion generally results from student
question about current events related to the topic
under study. This method helps the students to gain
updated information as well as to analyse and relate
facts to real life situations. The knowledge of facts
leads to the development of understanding. This
increases the level of learning of the students.
In planned discussion, the activities are planned in
advance. Here the teachers role is to encourage the
students to participate actively in the discussion
according to the pre-plan.
The teacher should also help the students in drawing
conclusions
Advantages of group
discussion method
It is time consuming
Lack of preparation among the students may make
the discussion pointless
It is not applicable at lower level classes
WORKSHOP
Practical Sessions
Discussion Sessions
Finishing Session
Advantages of workshop
technique
It is used to realise the cognitive and psychomotor
objectives.
It helps to develop practical and realistic knowledge
regarding the topic concerned
It develops the feeling of co-operation and group
work
It develops creativity of the students
It helps to avoid the fear to face a problematic
situation.
It results in the production of tangible material that
could be used by others.
Unit-3
Teaching Aids in Mathematics
Instructional Aids
The purpose of instruction is to help the learner
achieve learning objectives
The instruction as an activity cannot be claimed to
have occurred if corresponding learning objectives
are not attained by the learner. The effectiveness of
an instructional programme, thus can be measured
in terms of the extent to which the learning
objectiveness are attained by the learner
Importance of Teaching
Aids
The teaching aids are
provide intrinsic motivation for learning
promote self-activity and purposefulness in learning.
provide variety, freshness and reality to learning
cater to individual needs and abilities
widen the range of experiences
give necessary reinforcement through a feeling of
satisfaction, joy, sense of accomplishment etc.
encourage original thinking
leave long lasting impressions on the minds of the
learner.
provide clear understanding of abstract mathematical
concepts.
motivate the children and stimulate their mental activity.
Kinds of Teaching Aids
Projected Aids
Some of the important projected aids are:
Films and projector
Film strips and film strip projector
Slides and slide projector
Epidiascope
Over head projector
LCD projector
Non-Projected Aids
Graphic Aids: This includes:
Graphs
Photograph
Pictures
Flash cards
Posters
Charts
Diagrams
Maps
Cartoons
Comic etc
Display Boards
Blackboard
Flannel Board
Bulletin Board
Magnetic board
Peg Board
3D-Aids
Models
Mockups
Objects
Puppets etc
Specimen
Aids include:
Radio
Recordings (Tape recorder)
Television
Activity Aids
Classroom management
Definition of classroom
management
Classroom management should lead to behaviour
modification (positive ) of students.
Classroom management is defined as an
organizational function in which learning
experiences are performed in the classroom leading
to the inculcation of good learning habits.
General principles of
classroom management
Awareness of rules and accept them.
Productive learning vs discipline.
Self discipline vs external discipline.
Acceptance of interests, abilities etc.
Bipolar activity .
Teacher awareness of strategies and tactics.
Conditions of learning.
Specific principles of
classroom management
Clear rules and procedures.
Well planned independent and group activities.
Minimized delays and disruptions..
Entrusting responsibilities.
Cued and reinforced appropriate behavior.
General qualities of teacher.
Improved classroom climate.
Factors influencing
classroom management
Stages of classroom management
Objective of teaching learning
Modes of teaching for managing classroom
activities
Conditions of learning or structures of learning as
continuum
Techniques of classroom
management
Rhythm and psychological sequence.
Class culture and code of conduct of classroom
Teacher attention and involvement in teaching
Teachers verbal control or social and emotional
climate.
Teachers verbal control or social and emotional
climate.
Self management and classroom environment
Students involvement and students participation
Group management and action orientation
System Approach
Trait Theory
Function Theory
Situation Theory
Interaction Theory
Types of teachers based on
leadership styles
Autocratic Leader
Democratic Leader
Bureaucratic Leader
Benevolent Leader
Transformational Leader
Unit-5
Tutorial
Drill and Practice
Problem solving/Information Retrieval
CAI has some major
advantages.
Self-pacing,
Re-teaching and Reinforcing,
Personalized Feedback of Instruction,
Multi sensory Presentations,
Simulations,
Acquiring Knowledge through Games,
ALGORITHMS AND FLOW
CHARTS
The students can learn new skills at their own pace. They
can easily acquire knowledge in any available time of
their own choice.
Training time can be reduced.
Training materials are interactive and easy to learn. It
encourages students to learn the topic.
Planning and timing problems are reduced or eliminated.
The skills can be taught at any time and at any place.
It is very cost effective way to train a large number of
students.
Training videos and audios are available at affordable
prices.
SOME MORE USES OF COMPUTERS
E-banking
E-shopping
Graphics and architectural designs
Entertainment
Day planner/organizers
Writing/publishing content
Computers play a vital role in every field
e- learning
E-learning is an all-encompassing term generally used to
refer to computer-enhanced learning, although it is often
extended to include the use of mobile technologies such
as PDAs and MP5 players
It may include the use of web-based teaching materials
and hypermedia in general, multimedia CD-ROMs or
websites, discussion boards, collaborative software, e-
mail, blogs, wikis, text chat, computer aided assessment,
educational animation, simulations, games, learning
management software, electronic voting systems and
more, with possibly a combination of different methods
being used.
Levels of e-learning
Knowledge databases
Online support
Asynchronous training
Important Features of e-
Learning
Learning is self-paced and gives students a chance to
speed up or slow down as necessary
Learning is self-directed, allowing students to
choose content and tools appropriate to their
differing interests, needs, and skill levels
It accommodates multiple learning styles using a
variety of delivery methods geared to different
learners; more effective for certain learners
Designed around the learner
Geographical barriers are eliminated, opening up
broader education options
24x7 accessibility makes scheduling easy and allows
a greater number of people to attend classes
On-demand access means learning can happen
precisely when needed
Travel time and associated costs (parking, fuel,
vehicle maintenance) are reduced or eliminated
Overall student costs are frequently less (tuition,
residence, food, childcare)
Fosters greater student interaction and collaboration
e- content
E-learning can in corporate many elements that
make learning new material, a new process or a new
programme more fun. Making learning more fun -or
interesting -is what makes it more effective.