Aims and objective of teaching Mathematics

Aims and objective of teaching Mathematics                    

The aims of teaching and learning mathematics are to encourage and enable students to:

• recognize that mathematics permeates the world around us
• appreciate the usefulness, power and beauty of mathematics
• enjoy mathematics and develop patience and persistence when solving problems
• understand and be able to use the language, symbols and notation of mathematics
• develop mathematical curiosity and use inductive and deductive reasoning when solving problems
• become confident in using mathematics to analyze and solve problems both in school and in real-life situations
• develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
• develop abstract, logical and critical thinking and the ability to reflect critically upon their work and the work of others
• develop a critical appreciation of the use of information and communication technology in mathematics
• Appreciate the international dimension of mathematics and its multicultural and historical perspectives.

Aims of the Secondary School Mathematics Education:

The secondary school mathematics curriculum continues the development of the learning of mathematics in the primary school. To enable students to cope confidently with the mathematics needed in their future studies, workplaces or daily life in a technological and information-rich society, the curriculum aims at developing students: the ability to conceptualize, inquire, reason and communicate mathematically, and to use mathematics to formulate and solve problems in daily life as well as in mathematical contexts; the ability to manipulate numbers, symbols and other mathematical objects; the number sense, symbol sense, spatial sense and a sense of measurement as well as the capability in appreciating structures and patterns; a positive attitude towards mathematics and the capability in appreciating the aesthetic nature and cultural aspect of mathematics.

Objectives:                             
 

1.      Knowledge and understanding Domain :

Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop problem-solving skills. Through knowledge and understanding students develop mathematical reasoning to make deductions and solve problems.

To induce children to understand and grasp the knowledge of the following:

—the directed numbers and the real number system the algebraic symbols to describe relations among quantities and number patterns; the equations, inequalities, identities, formulas and functions; the measures for simple 2-D and 3-D figures; the intuitive, deductive and analytic approach to study geometric figures; the trigonometric ratios and functions; the statistical methods and statistical measures; the simple ideas of probability and laws of probability.

2.     Attitude Domain:

To foster the attitudes to: be interested in learning mathematics; be confident in their abilities to do mathematics; willingly apply mathematical knowledge; appreciate that mathematics is a dynamic field with its roots in many cultures; appreciate the precise and aesthetic aspect of mathematics; appreciate the role of mathematics in human affairs; be willing to persist in solving problems; be willing to work cooperatively with people and to value the contribution of others.

3.     Skill Domain:

To develop the following skills and capabilities in: basic computations in real numbers and symbols and an ability to judge reasonableness of results; using the mathematical language to communicate ideas; reasoning mathematically, i.e. they should conjecture, test and build arguments about the validity of a proposition; applying mathematical knowledge to solve a variety of problems; handling data and generating information; number sense and spatial sense; using modern technology appropriately to learn and do mathematics; learning mathematics independently and collaboratively for the whole life.

4.      Investigating patterns

Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery. Mathematical inquiry encourages students to become risk-takers, inquirers and critical thinkers. Through the use of mathematical investigations, students are given the opportunity to apply mathematical knowledge and problem-solving techniques to investigate a problem, generate and/or analyse information, find relationships and patterns, describe these mathematically as general rules, and justify or prove them.

5.      Communication in mathematics

Mathematics provides a powerful and universal language. Students are expected to use mathematical language appropriately when communicating mathematical ideas, reasoning and findings—both orally and in writing.

Students are encouraged to choose and use ICT tools as appropriate and, where available, to enhance communication of their mathematical ideas. ICT tools can include graphic display calculators, screenshots, graphing, spreadsheets, databases, and drawing and word-processing software.

6.     Reflection in mathematics

 Mathematics encourages students to reflect upon their findings and problem-solving processes. Students are encouraged to share their thinking with teachers and peers and to examine different problem-solving strategies. Critical reflection in mathematics helps students gain insight into their strengths and weaknesses as learners and to appreciate the value of errors as powerful motivators to enhance learning and understanding.

Achievement Test

Achievement Test

Meaning:- The objective of evaluation is to provide a clear reliable and valid description about the pupil’s achievement.

Types:- Teacher made tests (written , oral, objective, essay type.)

Standardized test:- Uniformity of procedure in scoring, administering and interpreting the test results. (To diagnose learning difficulties evaluation of curriculum)

Planning the test:

1)      What is to be measured?

2)      What content areas should be included ?

3)      What types of test items are to be included?

Therefore the 1^st step includes three major considerations.

1)      Determining the objectives of testing.

2)       Preparing test specifications in teaching and learning process

3)      Selecting appropriate item types.

 Preparing test specification :

   Weightage  for the instructional objectives:

  Knowledge – 30%     Understanding - 30%   Application – 30%  Skill-   10%

Weightage to different topics = (total no. of items (marks)/ total no. of pages in the book)

×no.  of pages in topics

Selecting appropriate items types:

To decided appropriate item types. (objective type, essay type etc.)

SU – SUPPLY TYPE

MC – MULTIPLE CHOICE

MT – MATCHING TYPE ITEMS

TF – TRUE FALSE ITEMS.

Preparing the test :

Preparing the test items : Learning out come to be measured  , all types of instructional objectives and the whole content area,

The test item should be free from ambiguity  i.e should be clear

 Examlpe: poor items-  How many sides in polygon?

Better – How many sides in  Triangle?

Appropriate difficulty level free from Technical error.

2.Preparing instruction for the test: Direction ( time, marks, steps etc)

3. Preparing the scoring key : Marking Scheme

Try out of the test ( validity, Reliability, usability) of test.

a)      Functions- Administration of the test: Sitting arrangement, light, infrastructures, ventilation

b)      Scoring of The  Test

Score = R – (W/N-1)

R – No. of right response

W -  No. of wrong response

N –No. of alternative

Evaluating the test: Quality of the test, quality of the responses

Functions:-

a)Item Analysis – ( appropriate difficulty level)  Multiple choice type items are effective.

Item analysis data also help us

Efficient class discussion

The remedial  works.

To increase skill in test  construction.

To improve class room  discussion.

Item Analysis Procedure :–

27% from highest, 27% from lowest out of 60 ( 16 – h, 16 – L )

Item difficulty: (R/T )× 100

          R – No. of students response correct (right)

          T – No. of students tried the item

Out of 32 students , R – 20, T – 30

Find. I.D =(20/30) × 100.

If value comes < 25%  Too difficult,  25 %<I.D<75% difficult    > 75% - Too easy item.

Discriminating power  = (R_U – R_L) /T/2

R_U – No. of students response the right answer from upper group.

R_L – No. of students response the right answer from lower group

      T –  Total no. of students

Example:  If  R_U  = 15 , R_{L =} 5  T= 32

Discriminating power  (D.P)  = (15-5)/16 = .63

.63 – average discriminating power

If R_U = R_L   i.e  0 discriminating power

If R_U =  All correct, R_L = all incorrect

i.e  1 it means  maximum positive discriminating power.

b) Determining Validity of the test

c) Determining Reliability  of the test

CORO NA ( Do Something)

CORONA  se Daro na kuchh CORONA( Means do something).  Make the plan to  learn & teach. We have to find alternate to achieve our goals. Online study/ teaching  is the best way in present scenario.We may use Whatsapp group, Blog & other social media.We may share experiences and knowledge with friends and provide materials. We may utilise our time for positive work with full strength.

Feeling of Responsibility.

Responsibility is the ability to act independently and take decisions with authority. Human responsibilities are the universal responsibilities of human beings regardless of jurisdiction or other factors, such as ethnicity, nationality, religion or gender. The idea of human responsibilities arises as a natural counterbalance to the philosophical idea of human rights. Whenever any incident occurs a single thought comes in our mind, it is good if people are responsible throughout incident related to family, Society or working Institute.
Whenever we try to find the cause of any incidents like violence, riots, family break ups, suicide, murder, breaking and crashing of bridges and buildings, pollution, corruption in educational institutions etc. we find that lack of responsibility on the part of concerned person are the cause
Feeling of Doctors for patient in Hospital, feeling of teachers for problematic students, feeling of clerks and officers for common people who fight for genuine work, feeling of Employers for their workers who demands their right, feeling of Builders to make bridge and flats, feeling of son to care his parents as well as feeling of parents to make their future, feeling of Government for their citizens, feeling of manager about their hotel and keeping clean the house by house wife. If all of them fulfill their responsibility the life of people will become happy and society will be healthy.
“Evil wins when good man walks away” – E. W. Emerson
Having the potential to do good and not doing it, is doing evil. If we ignore the people around you, ignore our planet, and view our-self as a victim rather than a hero, our actions won’t benefit anyone. What’s the point of being a human being if we only worry about our-self all the time? Like it or not, we’re all on this planet together. We’re all fighting the same battles and we’re all on the same path of life no matter how different we all may seem. The best way to get through this life is by working together. We have to do our part. The work won’t get done unless we step-up and do it our-self. We are a superhero in our own way. It’s our job to save the day every day and take care of the people around us. The harder we work to make this life worth living for everyone, the better this life will be.

Good job with Pain.

If We want to do good job in our life then get ready to take hard pain. we can bear to  take pain and keep patience in Life. Surely success comes in our life. We may get money as well as honour.

Right person

If a person say only positivity about you and you feel buttering me be alert. If a person say only about you person may be not good. Both category of people harm you but if a person say about you all positivity and negatively. That is right person for you.