Maths Modual For 6 to 8 Teachere Second Phase Training
Students need rational bases to clarify and use mathematical concepts so that they can understand abstract concepts.
Will use hypotheses and be able to create new formulas.
The central idea of NCF-2005 is to avoid complex calculations in order to develop a child's comprehensive aptitude with the help of mathematics.
Understands universal methods of calculation, develops understanding of solving problems and patterns. Mathematical concepts do not develop just by saying.
Merely describing does not make these concepts clear.
Each child needs their own content structure and a classroom where they discuss their ideas, solve questions and determine new questions and present their solutions in their own way.
Since math at the upper primary level is abstract, it should be linked to the children's experience and the surrounding environment.
The simplicity of the subject and the model linking his experiences need to move forward to work on his ideas.
An understanding of abstract facts is required for formulas and rational argument.
The ability to see the interrelationships between concepts helps to understand the concepts of other subjects.
Not only sound education but his alertness and dedication too are most required. Learn how to solve a riddle and how to create an interesting situation.
Teaching through group work, teaching through communication, desire and ability to learn from each other and this conversation is no noise and counseling is not a fraud.
This function should also be identified and noted in the evaluation method. In addition, the class should be divided into groups so that all the students stay with each other and contribute with joy. Different groups use different strategies. When they refer to their own model or ideas. Some of his ideas are not as influential as those of others. It is very important to analyze what is right out of all this against children.
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The performance of different strategies takes the mathematical relationship to a much deeper level.
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Each group from one position Starts and needs to give him a chance for such a thing.
Doing so will help the child learn mathematics happily and instill confidence in him to get acquainted with his concepts.
For this, one-time study findings have been decided in the context of the need keeping in view the syllabus included in the mathematics curriculum.
The goals of education are vast, they can be achieved in the long run.
The goal of mathematics is for students to think accurately, logically. Mathematics learning experiences and actions develop a person's judgment and reasoning.
Thought and reasoning can be mastered. These goals of mathematics are currently presented in the form of study conclusions. Whose understanding we shall now obtain.
2.1 Learning Outcomes in Mathematics:
2.1.1 Understanding of Learning Outcomes Included in the Mathematics Curriculum
2.1.1.1 What is Outcome of Learning Outcomes?
The basic purpose of education is the holistic development of students.
For that, various subjects are taught at school level. Each subject has its own significance.
Courses tailored to the subject have specific objectives. The curriculum is designed keeping in view the current situation of the country, its need as well as the need for personality development of the individual.
From that the curriculum of mathematics subject is determined.
In view of this syllabus the one-time study findings of the subject are determined in terms of need.
The process of learning is the process of bringing about the expected change in a student’s behavior.
What matters is what kind of changes we expect in student behavior through education. This is why the study conclusions have been determined.
Learning Outcome is a statement of what behavioral changes are expected in a student after teaching in the classroom, taking into account any subject matter and related objectives.
Analyzing the study outcomes clarifies the experience of giving to the student in the classroom.
The following information is obtained by analyzing any study findings;
1. What skills are to be developed in the student.
2. The father of the subject matter comes from the subject matter which is to be relied upon to develop the skill.
3. Study experiences given to the student.
4. Educational tools
5. Method of teaching
6. Evaluation process Hence, learning outcomes are not what the teacher does, but what the student does after learning.
Let us understand by the example given below.
Example - Study Conclusion:
M605,9 subtracts the sum of fractions. Analysis of study conclusions: Summarizes the sum of fractional fractions.
Dissociation is the sum of fractions.
Sum of mixed fractions.
Subtraction subtracts fractions. Dissociative minus subtraction.
Subtract mixed fractions.
Thus, it becomes necessary to analyze the study conclusions keeping in view the content.
We will now take a closer look at how the teaching-learning process in the classroom should be based on study outcomes.
Writing - Shri. V. V. Surelia, Professor, District Education and Training Bhavan, Jamnagar (respectively)
