THIRD SEMESTER B.ED
PEDAGOGY OF MATHEMATICS
Unit-1: Mathematics Curriculum:
1.1 Meaning and objectives of curriculum
1.2 Principles for designing and Organizing Curriculum
1.3 Approaches for Organizing Curriculum
1.4 Meaning of syllabus and difference between syllabus and curriculum
1.5 Recommendations and critical appraisal of NCFSE- 2005, APSCF – 2011 and other commissions on Mathematics curriculum.
1.6 Discussion of important concepts, principles and processes from the topics of the branches as specified below.
i. Arithmetic : Development of number system, Ratio and Proportion,Percentages and other topics based on them.
ii. Algebra: Sets and Operations on them, Systems of Linear Equations and their graphical solutions, Quadratic Equations, theory of Indices and Logarithms,Reminder and factor theorems.
iii. Probability and Statistics: Basic concepts of Probability, Representation of data,Measures of Central Tendencies.
vi. Geometry: Theoretical, Practical and Co-ordinate Geometry, Distance formula, section formula.Menstruation ; Areas and Volumes
v. Trigonometry: Trigonometrical Ratios, Identities. Composite Angles,Multiple and Sub multiple angles, Heights and Distances.
Unit-2: Language and Aesthetic sense of Mathematics
2.1 Aesthetic Sense in Mathematics; three aesthetic experience variables identified by Brikhoof and their relation.
2.2 Co-existence of Precision and beauty in Mathematics- order pattern, structure and symmetry
2.3 Recreational Mathematics – Mathematical games, puzzles, and riddles.
2.4 Language of Mathematics
Unit-III: Assessment and Evaluation
3.1 Testing of Mathematical abilities of children
3.2 Meaning of Assessment, measurement and evaluation in mathematics
3.3 Achievement test in mathematic- Arithmetic, Algebra, and Geometry.
3.4 Speed test in Mathematics - Arithmetic, Algebra, and Geometry.
3.5 Preparation of test items – Precautions to be taken while preparing test items in different branches of mathematics
3.6 Concept of CCE and measurement of different behavioral changes like interest attitude, and aptitude in learning mathematics.
Unit-IV: Mathematics for all
4.1 Speed and accuracy in Mathematics
4.2 Understanding Learners – Gifted slow, backwardness and dyscalculia
4.3 Activities enriching Mathematics learning- Mathematical Clubs, fairs and its activities, Olympiad, Recreational activities
4.4 Mathematics Laboratory and its effective use
4.5 Teaching learners with special needs - Co-operative learning, Peer learning,Reciprocal learning – Breur, using technology to meet diverse needs of learners.
Unit-V: Professional Development in Mathematics Teacher
5.1 In-service programmes for Mathematics Teacher
5.2 Mathematics Teachers Associations – Role, and Uses
5.3 Journals and other resource material in Mathematics Education
5.4 Professional Growth – Participation in conferences/Seminars/ Workshops and
E-Learning