V.

Suresh Kumar
Assistant Professor In Mathematics
Rajalakshmi College Of Education
Tuticorin
TRADITIONAL TEACHING:
1. Teacher – dominated.
2. Highly structured.
3. Memorise the facts and rules.
TRADITIONAL LARNING:
1. Understand by lot of doing exercise.
2. Learn without understanding.
3. Learner is the listener.
 1. Account the needs, interest, and
abilities of the students.
2. Promotes intelligent learning.
3. Deep understanding of concept.
4. Opportunity to discover new
knowledge.
New Methods.
1. Activity based learning (ABL).
2. Active learning method (ALM).
 1. For lower classes.
2. Introduced by TamilNadu government in
government schools.
3. Solution to two major problems,
1. Multi- grade classes.
2. Inadequate staffing.
4. Student learns in self – directed way.
5. Students constructing his own learning.
6. Fun for both children &teacher. New folder
(3)\Activity based learning methods.mp4
1. Skill are divided into units.
2. Units are converted into activities.
3. Each units is called is ‘milestone’
4. Appropriate milestones are grouped to form
a chain – called ‘ladder’.
5. Different milestones have different learning
process.
6. Each step is represented by a logo.
7. Logo denoted by animal and insect for
different aspect of curriculum.
 8. Each milestone has different types of activities like
introduction, reinforcement, practice, evaluation, remedial.
9. Enrichment activities represented by different
logos.
10. Activity of each milestone are arranged in a logical
sequence.
11. Group card – organize children in groups.
12. For reinforcement activities worksheet ,
worksheet provided.
13. Progress of the child is recorded using annual
assessment chart.
14. Achievement chart shows the level students in
each area.
1. Clarity of lesson

2. Classroom management

3. Children's involvement in process.

4. Teacher role.

5. Scope for creativity.

learning ladders planned in a systematic way.
1. Games and activities are modified for school.

2. Children understand and enjoy the games.

Engaged in the act of learning.
Authority to facilitator
Not a pre – determined set of facts.
 1. Learner is an active problem – solver.
2. Knowledge construct by the learner.
3. Students involved in higher order thinking (
analysis, synthesis, evaluation).
4. Engaged in activities (eg. Reading, discussing,
writing).
5. For higher classes.
New folder (3)\Active Learning Methodology 1
YouTube.mp4
Based on four assumption
1. Learner.
2. Teacher.
3. Learning task.
4. Interaction in mathematical
classroom.
1. Key - person
2. Mathematics should be learner –
centered.
1. Manager of learning environment.
2. Guidance and support to students from a
non- threatening
Rich cognitive and understanding of
mathematical concepts.
Support small group, individual and whole –
class interaction
1. Situation.
2. Groupings.
3. Bridge.
4. Questions.
5. Exhibit.
6. Reflection.
1. Designed based on students, learning
approaches, interest and needs.
2. Include teacher expectation and students make
its own learning.
 TWO TYPES

Grouping of students Groupings of materials

students used

* Design a process for groupings and

material available to use.
 Bridge between what they already known and
what they might learn by the situation.
1. Integral part of teaching learning design.
2. Teacher anticipate question from students
and frame questions to encourage the
students.
1. Teacher ask the exhibit to record what they
thought.
2. Including writing a description, making a
graph, chart, making a video tape,
photographs etc.
 Student self assessment what they have learnt,
what they want to know and extent of learning.
1. Leading question.
2. Brainstorming.
3. Mind mapping.
4. Visual web.
5. Cognitive analogies.
6. Instructor – created chart.
7. Student – created chart.
8. Simulations.
9. Role playing.
10. Student debate.
11. Problem based learning.
12. Work at the blackboard.
13. Concept mapping.
14. Panel discussions.
The active learning culture is established as
1. The teacher creates a problematic situation and
stimulate the students to find the solution, students
work on the problem independently and try out
different hypothesis and various method.

2.The teacher provides minimum help, however

the teacher has to direct the activities and channelize
the thinking process by asking constructive and
stimulating questions.

3. The students reach the solution on their own.

 Learning can be made easier and effective if
teaching with the use of teaching aids.

Teaching abstract and mathematical fact

through multi- sensory facilities easily to
understand
1. Provide intrinsic motivation for learning.
2. Promote self – activity.
3. Provide variety and reality to learning.
4. Cater to individual needs and abilities.
5. Widen the range of experiences.
6. Encourage original thinking.
7. Stimulate mental activity.
8. Long impressions on the mind.
9. Understanding of mathematical concepts.
 Teaching aids

Projected aids
Non Projected aids

Films and projector. Activity Aids

Film strip projector.
Slide projector.
Epidiascope.
Over head project.
LCD projector.
 Teaching aids based on senses

Visual aids
(aids though auditory aids
eye) (aids though ear)

audio – visual Aids

(aids though ear and eye)
1. Projecting film strips on the screen.
2. 35mm film in individual frames.
3. Full sized 36mm 24mm.
4. Half sized 22mm 18mm.
5. Pictures, painting, written and printed matter,
photographs used for making frames.
6. 24 - 48 frames to be presented.
1. Slide carries and storage trays available now.
2. Manual and automatic available.
3. 36mm 24mm film mounded on glass, plastic or
cardboard mounts of size of 2 inches square.
4. Number of slides can be prepared according to
the topics.
1. Project opaque material such as pictures,
diagrams, maps, small objects etc.
2. Used to produce enlargement of diagrams, maps
or illustrations.
3. Reproduce the original colours of the diagrams.
1. Projecting transparent imager on to a screen
under normal light condition.
2. Size 25mm square transparent acetate sheets.
3. Prepared by drawing or writing on transparent
acetate sheets with felt tip pens or special
OHP pens.
1. LCD [ liquid crystal display] is a sophisticated
projecting aid.
2. Demonstrate in a theatre like atmosphere.
3. Present using computer made slides, pictures,
graphics video clips and movies.
4. Input resources are multimedia computer
system, VCD and DVD players etc.
VID-20140417-WA0009.mp4
VID-20140714-WA0000.mp4
VID-20140718-WA0028.mp4
Graphic Aids Display Board 3D -Aids Audio Aids

1. Graphs 1. Blackboard 1.Models 1. Radio

2. Photographs 2. Magnetic board 2.Objects 2. Television
3. Pictures 3.Flannel board 3.Specimen 3.Tap recorder
4. Flash chard 4. Bulletin board 4.Puppets
5. Posters 5. Peg Board
6. Charts
7. Diagrams
8. Maps
9. Cartoons
10. Comics ,etc
1. Experiments
2. Demonstrations
3. Dramatics
4. Field trips
5. Field works
6. Exhibitions
7. CAI
Paper Folding and Paper cutting:
1. Encourage conjecture.
2. Reflect the meaning of proof.
3. Accessibility to students.
4. Simple and interesting to build their
learning experience.
5. Involve both physical and mentally in
learning process.
6. Stimulate and enjoy
mathematical concept.
1. Activation of the right and left hemisphere.
2. Development of fine Motor Skills of the
hands.
3. Development of Intelligence.
4. Activation of creative thinking.
5. Development of spatial imagination and
visual accuracy
1. Paper.
2.Waxed paper has a number of advantages.
3. Felt pen.
4. Straightedge.
5. Scissors.
 1. Effective communication of mathematical
idea. use variety of teaching aids

2. Teacher planned and designed to use the

aids to support a lesson.
The teacher require to,
1. Select the concepts to be concretised.
2. Translate the ideas into a visual form.
3. Select the appropriate medium of
presentation.
4. Design the layout and choose
effective colour combination.
5. Prepare the aids.
6. Evaluate its effective colour
combination.
1. Based on age, intelligence and
experience of the students.
2. Provide multi – sensory experience.
3. Help in achieving the desirable outcome.
4. Make effective use of aid.
5. Cost be responsible and within limits.
6. Prepare out of available, inexpensive
materials.
7. Appropriate and accurate in contents,
measurement, clarity of concept etc.
1. Arousing curiosity.
2. Maintaining interest.
3. Motivating the students.
4. Introducing a lesson.
5. Development of a lesson.
6. Interpreting mathematical ideas and
principles.
7. Correlating mathematical ideas with life
and other fields.
8. Summary and review.
9. Follow up a lesson.
1. Mathematics teaching and learning more
effective and interesting using mass media.

2. Helps in breaking the monotony of the

classroom.

3. Learning takes place through multi – sensory

experiences like listening, seeing, touching, feeling
and so on is effective.
The teacher require to
1. Select the concepts to be concretised.
2. Translate the idea into a visual form.
3. Select the most appropriate medium of
presentation.
4. Design the layout and choose effective
colour combination.
5. Prepare the aid.
6. Evaluate its effectiveness for future
revision.
1. Radio.
2. Tape recorder.
3. Television.
4. Educational films.
5. Computer and compact disc (CD).
6. Internet.
7. Newspaper.
8. EDUSAT.
1. All India Ratio (AIR) broadcast mathematics
programmes for high school and higher
secondary school.
2. The programmes are given by highly competent
and experts in mathematics.
3. Teacher of mathematics make use of the
programmes and make aware of the students.
4. Teacher put up the list of mathematics radio
programmes on the classroom notice board.
5. Ask the students to take notice and discuss on
the following day.
1. Aid used effectively for teaching
mathematics.
2. Experts speeches recorded and used for
introducing a lesson, motivating the
students etc.
3. The recorded message should be clear and
easily understood by the students.
` 1. Portability.
2. Versatility.
3. Performance.
4. Simplicity.
5. Construction.
6. Price.
7. Company and dealer.
1. Greater advantage than other media.
2. Make use of the educational programmes
telecast by doordarshan in the regular class.
3. Before looking the programmes, the teacher
motivate, what to look for, how to pick up the
key points etc.
4. After viewing the programme the teacher
discuss with the student about the important for
clarification and summarisation.
5. Teacher record the programme, view with
students, interacting and clarifying when it
required.
 1. Use of educational film prepared by expert.
2. The accuracy of the content presented, its
relevance for clarifying, enriching mathematical
ideas and principles, appropriateness of visual used
and length of the film be checked by the teacher.
1. Computers have been the important aids for
teaching mathematics.
2. Use computer for tutorial sessions, drill &
practice, simulation, gaming, mathematical
modeling and problem solving.
3. Compact disc (CDs) are document storage
device used in computer information system.
4. CD made of optical fiber disc (optical disc) or
plastic disc coated with thin photo sensitive
metallic layer.
5. Information record on it by laser beam of
fluctuating intensity.
6. Store all sorts of data such as text, graphics,
voice (audio), images and movies.
7. Data stored as digital information.
8. A low powerful laser is used to read digital
information which is converted into audio – video
or data.
9. Two types of CDs are
1. CD – ROM (Read only memory)
2. CD – Worm (write one read many).
1. Comprises innumerable features.
technological advancements in the field of 2D &
3D animation make the mathematics teaching
easy.
2. Audio, audio visual and text all under one
umbrella.
3. Multi – benefit interest a new dimension in the
present world.
1. Economical ,effective and exciting teaching aid.
it provides supplemental, supportive teaching
materials.
2. Bridges the gap between classroom learning and
real world living.
3. Offers examples of conflict, resolution and
faster reading, thinking and writing skills.
4. Using newspapers in class, encourage the
positive students attitudes towards reading and
improve mathematics skills.
Providing quality instruction through video
programmes to students.
1. Visuals shown, maintain long retention &
better understanding of content.
2. Viewing the visuals, experiences as he/she
is part of it.
3. Stories & plays will attract students
attention.
4. Helps in learning difficult topic with ease.
5. Curiosity of learning increases.
6. Conceptualization is possible.
7. Enhance quality of learning.
8. Enhances students abilities to visualiz
1. Effective and efficient media of instruction.
2. Used in formal and non – formal education at all
the levels.
3. No computer can match a persons versatility and
the emotional aspect.CAI mechanises human
brain.
1. First commercial computer was operate on 1951
in census bureau.
2. First CAI attempt was made around 1961 when
the university of Illinois produced programmed
logic for automatic teaching operation(PLATO)
1. CAI has proved powerful tool for the teacher in
the instructional process.
2. CAI directly interacts with the students
individually and with the teacher.
3. CAI provides the teacher some chance to use
new tools.

4. Computer accurate and rapidly amounts of data.

5. It can product elaborate graphs and drawings.
6. The teacher can devote his time for more
activities.
1. It is the main sources of receiving facts and
information for the teacher and pupils.
2. Drill and practice opportunities are provided to
the pupils.
3. It is useful in the form of learning laboratory.
4. It is important in solving administrative
problem.
5. It is helpful in framing timetable.
6. It is useful in preparing pay – bills.
7. It is used in developing various skills.
1. E-Leaning may be defined as learning with the
help of IT tools.
2. The other term of e-learning is online learning.
describe the use of online, personalized,
interactive or virtual education.
3. Eric parks suggested that the “e” should refers to
“everything, everyone, engaging, easy”.
4. Both formal and non-formal, e-learning uses an
information network – the internet, an intranet
(LAN)or extranet(WAN)
1. Introduction of elements of e-leaning into
traditional teaching, such as using presentation
software to replace overhead projection (OHP)
slides.
2. Blending programmes using elements of e-
learning combined with traditional delivery
technique.
3. Delivering courses entirely or partially through
online.
1. PC with internet access
2. Web browsers (internet, explorer, Firefox,
chrome etc).
3. E-Mail account.
4. Web documentation tools (e.g. HTML - editor).
5. Web communication tools (MS Net Meeting)
audio/video facilities for conferencing.
1. Learning across multiple contexts through social
and content interactions using personal
electronic devices.
2. Focuses on the mobility of the learner,
interacting with portable technologies.
3. Delivering of learning, education or learning
support on mobile phones, PDAs or tablets.
4. Mobile learning is in its infancy and as of
september 2011, 9.35% of apps from the iTunes
app store were in the education category.
5. New mobile technology such as hand-held
based devices, is redefining how we receiving
information.
6. Numerous agencies including the department of
defense (DOD),department of homeland security
(DHS), intelligence community and law
enforcement are utilizing mobile technology for
information management.
TECHNICAL CHALLENGES INCLUDE:
1. Connectivity & battery life.
2. Screen size & key size.
3. Limited memory.
4. Security.
5. Work/life balance.
6. Cost of investment.
SOCIAL & EDUCAITONAL CHALLENGES
INCLUDE:

1. No restriction on learning timetable.

2. No demographic boundary.
3. Risk of distraction.
4. Conceptual differences between
e-learning & m - learning.
5. Content’s security.
1. Provide education through direct experiences.
field trips may arranged to study history,
2. Nature, geography, architecture, manufacturing
process, scientific phenomena or to study any
event or place.
3. After each field trip, students asked to prepare a
report on the study and group discussions to
analyse the experience.
 FIELD TRIP

Local school trip Community trips Educational

trips
Trip within the school.

1. To acquaint the students with the learning

potential of the immediate environment.
2. Taking students to the school library, to
known the rules and regulation of drawing books
and library etiquettes.
 1. Nearest place of educational interest, eg.,
zoo, park, garden, museum, poultry form, factory
or railway station.
2. Few hour or single day.
1. Distance place taking more than a day.
Eg: historical city , Dam or power house.
2. Reviewing a class lesson by relating to a real
situation.
3. Provides accurate information about objects,
processes and places.
4. During field trips, students interact with people
it improves social skill and attitudes of the
students.