Difference between revisions of "Resources for mathematics"
Jump to navigation
Jump to search
| (25 intermediate revisions by 2 users not shown) | |||
| Line 3: | Line 3: | ||
Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is. | Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is. | ||
| − | + | The learning loss in mathematics could be due to a variety of reasons including: | |
* lack of opportunities to practice the skill as well as acquire new skills | * lack of opportunities to practice the skill as well as acquire new skills | ||
* lack of conceptual understanding and sufficient mastery of the skill in the first place | * lack of conceptual understanding and sufficient mastery of the skill in the first place | ||
| Line 10: | Line 10: | ||
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards. | While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards. | ||
| − | === | + | === Teacher Resources === |
| + | [[CEQUE Teacher Pages Mathematics|CEQUE Teacher Pages: Mathematics]] | ||
| − | ==== Playing with numbers | + | [https://www.youtube.com/playlist?list=PLQ8TGYRvvycmeq7Gw0mvpjdqaYWnP2-xg Kaathadi: Mathematics] |
| + | |||
| + | === Playing with numbers === | ||
<nowiki>#</nowiki>1 and #2 will have to be done iteratively | <nowiki>#</nowiki>1 and #2 will have to be done iteratively | ||
| − | # Number sense | + | # [[Number Sense|Number sense]] |
## Number quantity association | ## Number quantity association | ||
## Familiarity with numbers | ## Familiarity with numbers | ||
## Comparison and estimating | ## Comparison and estimating | ||
## Counting , grouping and place value | ## Counting , grouping and place value | ||
| − | # Operations on numbers | + | # [[Number Operations|Operations on numbers]] |
## Addition and subtraction | ## Addition and subtraction | ||
## Addition and subtraction with number lines | ## Addition and subtraction with number lines | ||
| Line 30: | Line 33: | ||
## Equal measure model of fractions | ## Equal measure model of fractions | ||
## Multiplication and division of fractions | ## Multiplication and division of fractions | ||
| − | # Decimals | + | # Decimals |
# Introduction to the idea of sets | # Introduction to the idea of sets | ||
| − | + | === Geometry === | |
| − | + | ==== Lines and Angles ==== | |
| − | ==== | + | [[Introduction to GeoGebra: Points, lines and segments|Lesson Plan: Introduction to Geogebra, Points, Lines and Segments]] |
| − | |||
| − | |||
| − | |||
| − | |||
| − | + | [[Intersection of lines and Angle Formation|Lesson plan: Intersection of Lines and Angle Formation]] | |
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | ===== | + | ==== Triangles ==== |
| − | + | [[Angle sum property of triangles]] | |
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
| − | |||
Latest revision as of 10:25, 28 October 2021
What are these resources
Students have been out of school for now almost 18 months and many studies have shown that children have suffered learning losses at various levels. The access to various forms of digital interventions have been at best unequal and a recent survey by UNICEF shows that a majority of students have not met a teacher in a 30-day period. The loss of mathematics (foundational skills) will pose a huge challenge to students, with the high load of mathematics syllabus as it is.
The learning loss in mathematics could be due to a variety of reasons including:
- lack of opportunities to practice the skill as well as acquire new skills
- lack of conceptual understanding and sufficient mastery of the skill in the first place
- loss of language skills
- emotional and psychological stresses in the child's life due to the pandemic
While there is a push for schools to reopen and there is talk of accelerated learning, it cannot be emphasized enough that lack of sufficient time to rebuild skills will be sure to adversely impact students' attainments in mathematics. It is not meaningful to think of a bridge course and try to deliver all the lessons of an entire academic year and expect students to catch up on the grade-level mathematics. It is necessary to develop resources a sequence of lessons for the core areas of school mathematics - focusing on Classes 1-6. Fluency in these areas, it is expected, will help children meet the requirements of the mathematics syllabus from Class 7 onwards.
Teacher Resources
CEQUE Teacher Pages: Mathematics
Playing with numbers
#1 and #2 will have to be done iteratively
- Number sense
- Number quantity association
- Familiarity with numbers
- Comparison and estimating
- Counting , grouping and place value
- Operations on numbers
- Addition and subtraction
- Addition and subtraction with number lines
- Multiplication and division (with manipulatives as necessary)
- Games for reinforcing operations
- Worksheets for self-learning
- Fractions
- Using manipulatives for introducing fractions
- Worksheets for practice (addition, equivalent fractions)
- Equal measure model of fractions
- Multiplication and division of fractions
- Decimals
- Introduction to the idea of sets
Geometry
Lines and Angles
Lesson Plan: Introduction to Geogebra, Points, Lines and Segments
Lesson plan: Intersection of Lines and Angle Formation