LABORATORY mathematics in schools
LABORATORY mathematics in schools
It is a place where:
1) Students experiment with numbers and shapes and try to generalize these models.
2) Students do most of their calculations the help of scientific calculators.
3) Students draw graphs of many functions with the help of scientific or graphic calculators and try to familiar with the graphs of all the functions usually deal.
4) Students solve real life problems with real data because the calculations complexes are more important.
5) The students express their answers to math problems and not decimal symbols and have a good idea of its magnitude.
6) Students will practice in the estimation of the magnitudes and approximate answers when exact answers are hard to find.
7) Students make charts and models to illustrate mathematical ideas.
Students will have almost all jobs, of course, under the direction of teachers, but students are active all the time and are involved in what they do.
9) Creativity Students can operate freely.
10) Students solve equations graphically the participation of all types of functions.
11) Students are free to discuss among other and with teachers, in fact, students and teachers in the form of joint investigation teams.
12) Students find the areas and volumes regular and irregular solids.
13) Students undertake projects in both mathematics and its applications.
14) The concepts and theorems not given to students; These arise naturally their research.
15) The interfaces of algebra, geometry, probability, calculus, etc are freely discussed and debated.
16) Attempts were made to interpret all the symbolic solutions.
17) The process of mathematics is much more stressed the product of mathematics.
18) Students are encouraged to find alternative solutions and alternative methods of solving problems.
19) Students enjoy learning mathematics.
Before continuing, let's explore the reasons that students are not fair and mathematics. The reasons are not hard to find.
This is not due to:
i) Students can not solve certain problems,
ii) However, students are not able to memorize formulas, etc.
But that is because there are weaknesses inherent in the teaching of mathematics today. It listed below:
1) Mathematics is taught as an abstract issue.
2) The mathematical education is far applications.
3) Mathematics is taught as a separate subject.
4) It puts too much emphasis on symbols and their manipulation relatively little troubleshooting.
5) Too much time is devoted to the monotonous routine of drilling arithmetic.
6) The purpose mathematics education seems to be passing the math tests and not understand mathematics and its applications or the development of the ability to think mathematically.
7) Instead of developing creativity, promotes the teaching of mathematics using standard methods.
The program teaches students to think that there should be a method to solve mathematical problems.
9) Students are trained to think that there can be only one solution to a problem.
10) Mathematical competence is often confused with the jurisdiction to do arithmetic.
11) The process by believe that mathematics is rarely taught said.
12) The mathematics is presented as a purely deductive science, but also as a science as experimental physics or biology.
13) geometric and physical displays are very low.
14) Even the geometric objects to be simply the relations between symbols and are not curves or surfaces.
15) He convinces students that the only law that matters is the linear law.
16) The student does not develop the idea of the magnitude of his achievements.
17) students are passive learners.
18) Students do not talk about mathematics, analyze the mathematical thinking and mathematics.
19) Mathematics is taught as a collection of songs.
20) The historical development of mathematics is not emphasized.
Thus, the goal of a math lab is as follows:
a) To eliminate the weaknesses of education today's mathematics mathematics laboratory and the laboratory of mathematics alone can do.
b) To develop the necessary confidence for students.
c) To stimulate interest in the subject.
d) For students divergent thinkers.
After seeing "what" and "why" a math lab, we will now discuss the "how" of it.
Re-programming calendar:
So lesson preparation schedule wise, NIDs, supply periods can be as practical mathematics follows:
Class VI to X, there is provision for a period of mathematical theories in each class every day working time table. Moreover, each classroom two periods of "art" are awarded each week. It is suggested that the theory of a period of mathematics can be combined with a period of art and combined periods may be re-named "periods of practical mathematics. In this way, five days of each class will have the opportunity to visit the laboratory. As for classes XI and XII are involved, students usually choose between mathematics and biology. Students who opt for mathematics can be taken to Laboratory for traineeships in biology.
Development of a math lab:
The laboratory sections ideal mathematics are:
1) Section of discussion and planning of the solution.
2) The article to make sketches, drawings for comment.
3) The section of the presentation of results.
4) The article for making arrangements Working according to job specifications.
5) the IT department to carry out computer experiments in mathematics.
The previous sections (Steps for students) should be reviewed by the teacher in charge, in the laboratory. Before children are invited for the execution, the teacher should explain party planning, as he / she has to help identify the right solution in terms of choosing the right tools and their use in performance. The teacher should also explain the use of computers to find the solution and the method of verifying the accuracy of the solution already found in the laboratory.
Mathematics Laboratory Furniture:
furniture is sufficiently in the laboratory for experiments and also to show working models and other ways to make observations, conduct experiments, and a clear understanding of the use of procedural tools in engineering projects. These models are toys and waste are disposed around us. This approach stimulates creativity, scientific development of the brains of children, and satisfied their zeal to do something new and unique.
Commodities:
To enable students to work in a mathematics laboratory, should be a very cupboard to store raw materials, which may be issued to students when they arrive at the laboratory to practice. A list of some essential ingredients such as:
I) circular plates: plates of different diameters can be cut from sheets of thermo Cole or may be metal, plastic discs bought in the market to determine the value of? or experiences.
II) should be square / rectangular plate of thermo Cole blades, different solids like the cone, the cylinder to draw shapes different and make observations of the different calculations.
III) A sheet of thick cardboard, capable of folding, preparing boxes for packing, packaging, small items etc. or otherwise.
IV) Students are required to use the drawings, graphic materials, cutting tools, wire, beads of different materials scales of the lending section cube, calculators, etc.
Measuring Equipment:
1) Measuring tape 30m, 10m, 2m, 1m lengths short arrows (iron wire nails 20 to 30 cm long, 2.5 mm in diameter) – act as pegs to score points on the ground; hole 1 m of pipe length 10 mm in diameter, pointed at one end, painted red and white strips are used to make solar observations and the determination of the NS to a place and discover the elevation angle of the sun at any time.
2) ordinary mirror, Bob plum hanging from a hook, drawing board, mini editor, clamps, templates verification of the law of parallelogram of forces, the triangle of forces, etc.
Model:
1) Children are affected task to imagine an ideal design to model data and keep them for display in the laboratory. This includes various types of packing boxes, pyramid-shaped tent, etc. and the circular dome
2) typical of the cans or packages of paper storage as a tetrahedron, prism, cylindrical shape that are available on the market for packing of milk or juice. Children are affected imagine task appropriate design data to prepare attractive packages for the liquid content.
3) Some models have been developed to demonstrate the principles used in the manufacture of scientific instruments, for example, optical square, the staff of the Cross periscope, kaleidoscope, etc. Students learn to study the use of scientific equipment.
Models of work:
1) Ordinatographe co-Plane: A model developed in the laboratory and used for observation of the different coordinates of points on a plane. This is a great help to explain the concepts basic analytic geometry in two dimensions. Students are invited to comment on the points and write the equations of the incident light is reflected rays; equations of circles, parabola, the plane, straight lines, etc. tangent lengths on the basis of the coordinates observed in the cast. Students may understand the transformation of a coordinate system in the trigonometric ratios and other applications, etc.
2) co-Ordinatographe Airspace: This is a model developed in the laboratory and used for observing the coordinates of several points in the space above the surface. This a big help to explain the concepts basic analytic geometry in three dimensions. Students are invited to comment on the points in space, write the equations of straight lines in space and locate points in space. Students may include processing a coordinate system in the other. With these experiences, children come to learn how to determine the distances of the clouds, the sun, moon spacecraft at the time of photography Arial etc.
3) immersion measurement model: This is a clear plastic cylinder model to represent Railroad tank. This shows how easily the liquid content or volume can be determined in the case of tank Cylindrical make some considerations.
4) Water analog model: A model for observation for filling the pool by different tube with different discharge rate. These observations allow students to formulate quadratic equations and find solutions. This analogy working models can be applied to solve various problems related to the formation of quadratic equations on the basis of conditions. Also comments can be used to address problems based on the theory of dispersion and determining the most probable value a set of observations.
5) Model comment periods of time: A pendulum is suspended in the laboratory and the period of the oscillations are observed. This leads to the value of g, the acceleration of gravity.
6) analog balance Forces Model: This model is used to formulate the equilibrium equations.
The concept
On the lines of laboratory science, the concept of mathematics laboratory can be viewed and developed. It is a place where everyone should have the opportunity to relate an issue with their subject allies.
The linear equation satisfies the basic needs of mathematics laboratory:
Ml = bi + + Ym Aixi Cizo, where:
Ml refers to activities in the math lab.
Xi means necessary infrastructure.
The coefficients are following:
A1: the library and reference books.
A2: the supply of furniture.
A3 is a laboratory equipment, computers, calculators, geometry box cutter, template letters, drawing equipment, math graphs, tables, etc Logarithm
Ym means the way the work and management tools.
Coefficients are:
Calculations b1 means leading to desirable outcomes.
B2 means the drawings and sketches to explain the procedure.
B3 Analysis, indicating the decision set of observations.
B4 indicates a readiness on the ground and manufacture of models to meet the targets.
Zo is the number of objectives related to the activity.
For example, an activity to determine nature? may have the following objectives:
C1: What's this?
C2 is: What is the value?
C3 means: What? is rational or irrational?
Now, finally, I propose that the activities that can be done in the laboratory of mathematics:
1) Laboratory of Mathematical definition.
2) Activity 1: Laboratory of Mathematics-Introduction.
3) Activity 2: Half Life.
4) Activity 3: A-Minus.
5) Lesson 4: double.
6) Activity 5: Span.
7) Activity 6: Roller.
7 Activity: midpoint.
9) Activity 8: Bigger.
10) Activity 9: Same.
11) Activity 10: side by side.
12) Activity 11: art paper.
13) Lesson 12: Cut Away
14) Activity 13: Challenging impossible.
15) Lesson 14: Get Triangle area equivalent to a parallelogram.
16) Activities 15, 16: quick calculations.
This is not an exhaustive list of activities conducted in the laboratory. Many other activities can be designed and constructed in the laboratory.
The details of the activities mentioned above are available on the enclosed CD. These can be seen the use of Microsoft Power Point and click to see the slideshow.
About the Author
PRABHAT MARWAHA
M.SC MATHS, B.ED.
15 YEARS TEACHING EXPERIENCE TO SENIOR CLASSES.
PRESENTLY WORKING AS VICE PRINCIPAL IN JNV
LONGOWAL, SANGRUR, PUNJAB (INDIA).
EMAIL-ID:prabhat.marwaha@gmail.com
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