Skip to main content

Mathematics and Life 62 12 cells of mathematics

 12 cells of mathematics


Background As discussed in one of recent posts My 2 cents of creativity, I have been exploring various ways to make mathematics teaching - learning interesting.


Today I will present a breakthrough way of looking at the mathematics curriculum till standard 10th. I am taking standard 10th because like it or hate it, in all Boards in India essentially mathematics is compulsory till standard 10th. There are some exceptions like the ICSE Board that allows mathematics as optional even from standard 6th. But I seen those kids who left maths way too early, shivering when they find maths till standard to be integral part of every competitive examination of repute.




Arithmetic

Geometry

Algebra

Reasoning

Elementary

I to V

I to V

Language sense

Verbal

Intermediate

VI to VIII

VI to VIII

VI to VIII

Non verbal

Advance

IX and X

IX and X

IX and X

Mifror, water image etc


Here, the entire content of mathematics up to standard 10th has been broken into 12 cells as shown above. 


The most important additions are the introduction of Elementary Algebra through developing language sense. Here, the attempt would be to develop a bridge for transition from Arithmetic to Algebra which is a real mystery for most students. 


Likewise, introduction of Reasoning skills throughout the curriculum from standard I through X will immensely help develop the ambitious goals of developing mathematical thinking, critical thinking, computational thinking….as envisaged in the National Education Policy 


This framework will be developed into an operational plan. All are invited to explore idea exchange, collaboration possibilities.


Dr Prakash Moghe

Beyond Abacus ™

8085906062, 7489447223

drpnmoghe@gmail.com


Comments

Post a Comment

Popular posts from this blog

Mathematics and Life 1 Introduction to the article series by Beyond Abacus

Purpose of the series is to explain various basic mathematics concepts in simple language connecting concepts to examples from life,business, science, day to day life. It will be our special emphasise to develop what Dr. Prakash Moghe calls the math - language interface. That is, showing similarity between the words used in daily language and mathematics like point, ray, interest and so on......     Audience This series of posts is for everyone who wants to understand, learn, revise, apply maths concepts, formulae, and wants to develop Problem Solving Approach, critical thinking, design thinking, and mathematical thinking. Agewise , from age 6 to the time one wants to learn / revise / teach basic maths will find these posts useful in their own ways. Frequency of posts At least one post a day has been planned. Length of posts Each post will be self content, so will be long enough to elaborate the point and short enough to keep the reader engaged. The reach Each post wil...
13 comments
Read more

Mathematics and Life 2 About me - Early Childhood to formating years

  Overview  Past   36 years I have been a maths classroom teacher by choice.  Childhood and family Born in a Maharashtrian Bramhin family in 1960, with father being a medical doctor, childhood was very blissfully ignorant of the ground realities of the world. Being a government doctor with zero PR activities, I continue the trend, transfer or long posting in tribal areas was a norm. We spent 6 years in Bastar district in early 1970s. One of the most interesting things to recall is we three brothers often used to sit and talk a lot in Hindi. In the presence of parents, we three used to interchangeably toggle Hindi - Marathi. Hindi with brothers, Marathi with parents. In 8th standard, the elder brother school fee was a whopping 30 paise per month, my huge fee was 15 paise per month and the third had to pay nothing in the Government Multi purpose school Bastar. Moving to Indore To reduce the stressful impact of transfers on our studies, in 1976 myself and elder bro...
14 comments
Read more

Mathematics and Life 4 Mathematics as just a computational tool

  The importance of definition  I would like to discuss how the policy makers', parent body, school administrators, investors', teachers' perception of what is it to be good at maths ? affects the students and ultimately the workforce, industry, economy in general. 1. Mathematics as a computational tool    This is the current, popular perception of knowing maths. Our classroom teachings, examination system, wide spread tutoring, coaching business all tend to develop, appreciate, the skill of reaching one unique answer as fast as possible. The Abacus or its various versions, as a training tool are classic examples of this. Students are expected to be too good at a skill in past 61 years of life I have not needed. I ask the readers, how often, if at all, you needed to find 5813 x 3876 infraction of a minute and that too accurately ? I bet never. But, just as a ritual, under peer pressure children go year after year to learn something which is first of all not needed at...
8 comments
Read more