B.Ed. (Learning Disability) (LD) Pedagogy of Teaching Mathematics Syllabus - Mumbai University

Introduction

• The course will help the student-teachers to generate their student’s interest for learning maths and develop dispositions towards the subject. It is designed to equip the learners to teach math using innovative methods, techniques and teaching learning material for childrenwith & without disabilities.

Objectives

After completing the course the student-teachers will be able to:

• Explain the nature of Mathematics and its historical development with contribution of Mathematicians.
• Describe the aims and objectives of teaching Mathematics at school level.
• Demonstrate and apply skills to select and use different methods of teaching Mathematics.
• Demonstrate competencies of planning for teaching Mathematics, organizing laboratory facilities and equipment designing pupil centered teaching learning experiences.
• Demonstrate skills to design and use various evaluation tools to measure learner achievement in Mathematics.

Module 1: Nature of Mathematics

• 1.1 Meaning, Nature, Importance of Mathematics
• 1.2 Values of Mathematics.
• 1.3 Maxims of teaching Mathematics
• 1.4 Contribution of Mathematicians (Ramanujam, Aryabhatta, Bhaskaracharya, Euclid, Pythagoras)
• 1.5 Perspectives on Psychology of Teaching and Learning of Mathematics-Constructivism, Vygotskyian Perspectives

Module 2: Objectives and Instruction Planning in Mathematics

• 2.1 Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools
• 2.2 Bloom’s Taxonomy of Educational Objectives and Writing Objectives in Behavioural Terms
• 2.3 Lesson Planning–Importance and Basic Steps. Planning Lesson of Arithmetic, Algebra and Geometry.
• 2.4 Unit Planning – Format of A Unit Plan.
• 2.5 Pedagogical Analysis: Meaning and Need and Procedure for Conducting Pedagogical Analysis. Classification of Content, Objective, Evaluation, Etc

Module 3: Strategies for Learning and Teaching Mathematics

• 3.1 Understanding mathematical concepts
• 3.2 Concept Formation and Concept Attainment: Concept Attainment Model for Learning and Teaching of Concepts.
• 3.3 Methods of Teaching- Discussion, Lecture cum Demonstration, Inductive-Deductive, Analytic-Synthetic, Problem-Solving, And Project
• 3.4 Techniques of Teaching Mathematics: Oral Work, Written Work, Drill-Work, Brain- Storming And Computer Assisted Instruction (CAI)
• 3.5 Creating Different Situations of Learning Engagement: Group Learning, Individual Learning, Small-Group, Cooperative (Peer-Tutoring, Jigsaw Etc.), And Situational/Contextual Learning

Module 4: Teaching-Learning Resources in Mathematics for Students with Disabilities

• 4.1 Mathematics Laboratory- Concept, Need, And Equipments
• 4.2 Utilization of Learning Resources in Mathematics: Charts and Pictures, Weighing and Measuring Instruments, Drawing Instruments, Models, Concrete Materials, Abacus ( With Reference To Children With Disabilities)
• 4.3 Use of net based Resources: Open Educational Resources (OER), Virtual laboratories
• 4.4 Use of net based Resources: Learning Management Systems (LMS)
• 4.3 Calculators, Smart Boards, and Special Aids and Appliances For Children With Disabilities

Module 5: Assessment and Evaluation for Mathematics Learning

• 5.1 Assessment And Evaluation-Concept, Importance and Purpose
• 5.2 Error Analysis, Diagnostic Tests, Identification of Hard Spots and Remedial Measures.
• 5.3 Tools and Techniques for Formative and Summative Assessments of Learner Achievement in Mathematics and Comprehensive And Continuous Evaluation in Mathematics
• 5.4 Adaptations in Evaluation Procedure for Students With Disabilities
• 5.5 Reflections on how this paper facilitates the teacher within you

Transactions

• Lecture cum demonstration, Workshops and Seminars

Hands on Experience for notional hours: (ANY TWO) 30 Hrs (10 Marks)

• 1 Pedagogical analysis of a unit of content from secondary school Mathematics Syllabus. Submit a report
• 2 Prepare a multimedia presentation on a topic with special reference to students with disabilities and submit.
• 3 Construct a question paper based on current CBSE / State Board of education, prepare its Scoring key, and marking scheme and submit
• 4 Analyzing errors committed by school children in Mathematics and preparing a remedial plan in the form of report

Essential Readings

• Carey, L.M. (1988). Measuring and Evaluating School Learning, Boston: Allyn and Bacon.
• Chambers, P. (2010).Teaching Mathematics, New Delhi: Sage Publication South Asia.
• Chapman, L. R. (1970). The Process of Learning Mathematics, New York: Pregamon Press.
• David, H., Maggie, M. & Louann, H. L. (2007). Teaching Mathematics Meaningfully: Solutions for Reaching Struggling Learners, Canada: Amazon Books.
• David, W. (1988). How Children Think and Learn, New York: Blackwell Publishers Ltd.
• James, A. (2005).Teaching of Mathematics, New Delhi: Neelkamal Publication
• Kumar, S. (2009). Teaching of Mathematics, New Delhi: Anmol Publications.
• Mangal, S.K. (1993).Teaching of Mathematics, New Delhi: Arya Book Depot.
• Mani, M. N. G. (1992). Techniques of Teaching Blind Children, New Delhi: Sterling Publishers.
• Mukhopadhyaya, S., Jangira, N. K., Mani, M.N. G., & Raychaudhary, N. (1987). Sourcebook for Training Teachers of Visually Handicapped, Delhi: NCERT.
• Nemeth, A. (1973). Nemeth Code for Mathematics and Scientific Notation, Loviseville K: American Printing House.
• Shankaran & Gupta, H. N. (1984). Content-Cum-Methodology of Teaching Mathematics, New Delhi: NCERT.
• Siddhu, K.S. (1990). Teaching of Mathematics, New Delhi: Sterling Publishers.

Suggested Readings

• Keeley, P. K., & Cheryl, T. R. (2011). Mathematics Formative Assessment, Canada: Sage Publications.
• National Curriculum Framework. (2005). NCERT, New Delhi: NCERT.
• National Curriculum Framework for Teacher Education. (2009). NCTE, New Delhi.
• Teaching of Mathematics (ES-342), Blocks 1-4. (2000). IGNOU, New Delhi.
• Text Books of Mathematics for Class-VI to X. (2006). NCERT, New Delhi.