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    13 views9 pages

    EED 3116 - Math Edu Lecture 2

    Uploaded by

    Brian Mutethia

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    © All Rights Reserved
    Download as PDF or read online from Scribd
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    UNIT Aims, Objectives and Values of Teaching Mathematics Structure LA Introduetion 1.2 Objectives Definition of Mathematics Meaning of mathematics 15 Brief History of Mathematics 16 Nature and Char eteristics of Mathematics Mathematics and its relationship with other subjects 18. Values of Ma hematies 1.9 Need and importance of objective- based teaching of Mathematics 1.9.1 Aims in teaching mathematics 1.9.2 Stating Instru ional Objectives 1.9.3 General instructional objectives Lin LIL Unit End Activities 1.12 Answers to check your progeess 1.13 Suggested Reading 1.1 INTRODUCTION In this unit let us get acquainted with sarious definitions of mathematics and historical development of mathematics, The place of mathematics in other eusricular subjects such as al science, arts and fa later om the value of mathematics is phy sical science, biol also discussed, The teaching of mathematics with the aim of teaching mathematics is also introduced in the unit o is nothing hula siento and mathematical Gosciplion of aur earlh iy iis wiiverse 1) Mathematics b) Physics C) Geogeaphy dhlfistony 7 Three-dimensional topology and nvo-dimensional differential geometry are to additional areas of mathematics with aPhysies b) Chemistry e) Biology d) Bio Chemistry 18 Values of Mathematics Mathematics kas got many educational values which determine the need of teaching the subject in schools. These values ean be studied under the Following heads 1, Practical Value Mathematies feat practical value. Everyone uses some mathematics in every form of life, A common man sometimes can do without readin, or writing but he cannot do without countin orant of mathematics ean be easily cheated. we and calculating. Any person who is ig He will abvays be at the merey of others. We have 4 make purchases daily. We buy cloth ables, Food items fruit, veg grocery ete A house-wife also needs We have to caleulate how much we have to pay for everything mathematics for looking after her house, preparing family budgets and estimates, writing fowa various houschold wansactions. Mathematies is needed by various expenses and noi ers, bankers, accountants all of us whether rich or poor. high or low. No to speak of businessmen, planners ete. even petty shopkeepers, humble coolies, carpenters and labourers reed mathematies not only for cami their Livelihood but also to spend wisely and save for future. Whoever eamns and spends uses mathematies We are living ina world of measurements. We have © measure lengths, areas. volumes and weights. We have to fis timings. prices. w. rales, percentages. targets, exchanges ete, In the absence of these fixations, the life in the present complex society will come to a standstill ‘There will be utter confusion and chaos. Just think ia Fairy descends on earth and removes all mathematics ‘There will be no calendar, no maps. no accounts, no fixations or measurements, no industrial activity, no plans or projects, Thus we see that mathematies has tremendous value or application in our daily life. It is essential or leading a successful social lite. 2. Cultural Value Mathematics has a great cultural value which is steadily increasing day by day Mathematics has made a major contribution to our eultural adh ancement. The progress of our agriculture. civilisation has been mainly due to the progress of various o¢cupations such industry, medicine, nav engineer von, rail road building ete, These occupations build up culture. Mathematics makes divest or indirect ceutribution to the development of all cccupations. Hogben says, "Mathematics is the mirrer of civilisation’ The history of mathematics shows how mathematics has influenced civilisation and culture at 4 particular time, Progress in mathematics, of Grecks and Egyptians im the past led to their ccultural advancement and the progress of their civilisation, Mathematies isa pivot for cultural arts such as music, fine aris. poetry and painting, Perhaps that is why the Greeks. who were the greatest geometers oftheir times. were quite adept in fine ats 3. Disciplinary Value Mathematics trains or disciplines the mind also, It develops thinking and reasoning power According to Locke. "Mathematics is a way 10 settle in the mind a habit of reason Mathematies is ‘an exact and definite science’ Eyery student of mathematics has to reason properly without any prejudices or unnecessary biases, Reasoning in mathematics has the jaracteristics of simplicity, accuracy. objectivity. originality ete Besides reasoning, mathematics has the follow ing disciplinary values also (a) Development of the power of concentration, The faculty to concentrate one's mind can only be learnt by the study of mathematies. (b) Development of inventive faculty, The study of mathematics develops inventive faculty of the students. The solving of a difficult problem in mathematics is just like making a discovers (©) Will power, Mathematics develops patience and perseverance in the students. It strengths their will power In addition (0 practical, cultural and disciplinary values, mathematics has so many other values, Mathematics teaches the art of economical hv It teaches economy in time, speech thought and money. Thus we see that mathematics has many educational values which show the inereasing importance of the subject in schoolsand in social lite Mathematics has got its cultural value and it is steadily increasing day by day. It has been tuuly said that mathematies is the mitror of civilization On the other hand mathematics is a way to settle the habit of reasoning in the human mind It uains or diseiphnes the mind Mathematical truths are definite and exact, So that mathematical correctness of @ human mind es along with Insiher accurate decision making ability, Modem civilization is the result of the correct decision making ability of human beit that is analogous to the decision maker's ‘quantitative ability Study of mathematies helps in developing thinking, reasoning in diction analysis, synthesis, generalization, discovery subject and it helps in creating international understanding also for a sound and productive vocational lie, mathematical ability and know ledge is an essential requirement, Mathematies demands hard work from the leamer so the learner of mathematies learns to be hard working in every aspect of hisiher li. Since the entire aspeet of our lite is intevtelated with mathematics, there is no escape from mathematics of life and livelihood 1,9 NEED AND IMPORTANCE OF OBJECTIVE: BASED TEACHING OF MATHEMATICS, Teaching isa career that guides the thoughts of the next generation and training the students to think clearly. It calls for a combination of skills demanded by few other professions demi the objectives of teaching of mathematics provide a tested, sound, structured methodology for overcoming a great number of the issues idet ified as current problems in ‘ondary an higher education today. Hence an objective based teachi s imperative is a reflective exercise that addresses the question: What do students need to know in order to derive maximum benefit from the educational eaperience of how Ic is a systematic sharing of knowledge (learning content) and an understanding knowledge can be comprehended and shared in different ways. It is also a change inf that affects the students’ role epling responsibility for their own learning Some of the common objectives of teaching of mathematics are Teaching and learning of basic numeracy skills to all pupils © Teaching of p atics (arithmetic, elementary algebra, plane and solid geometry. jonuometry) 10 most pupils. to equip them to Follow a trade or era Teaching of abstract mathematical concepts (such as set and function) at an early age * Teaching of selected areas of mathematics (such as Euclidean geometry) as an example of an asiomatic system and a model of deductive reasoning Teaching of selected are is of mathematies (such as ealeulus) as an example of the intellectual achievements of the mexlern world * Teaching of adva aced mathematics 0 those pupils who wish 0 follow a career in Science, Technology, En: and Mathematies (STEM) fields ¢ Teaching of heuristics and other problem-solving strategies to solve non-routine problems 1.9.1 AIMS IN TEACHING MATHEMATICS, Develop a good understanding of numbers and the number system 1. Maximising their counting ability 2. Achieving a sound grasp of the properties of numbers and number sequences ineludin gative numbers g reading and writin f place value and ordering. ineludl numbers 4. Understanding the principles and practice of estimating rounding Improving speed 1 Achieving a good understanding of number operations and relationships 2. Achieving rapid mental recall of numbers facts 3. Maximizing the ability to undertake calculation using pencil and paper methods To develop a good ability solve problem 1 Developing the ability to make decisions. E-g deciding which operation and method of calculation to use 2. Improving the ability to solve problems involving numbers in context ‘Check your progress Note :2) Choose the Comrect Answer bb) Check your answers with the answers given atthe end of the unit 8) Mathematics isthe mirror of civilisation was sid by a) Hogen biLocke ©) Newton &) Pascal 9) An example of the intellectual achievements of the modem world ajelementary geometry calculus ¢} Euclidean geometry d) Trigonometry 1.9.2 STATING INSTRUCTIONAL OBJECTIVES ‘The insiructional objectives are based on the Blooms Taxonomy of objectives. Bloom's ‘Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order t@ promote higher forms of thinking in education, such as analyzing and evaluating concepls, processes, procedures, and principles, rather than just remembering facts (rote Teaming). It is most often used whem designi educational. training, and learn processes. ‘The Tiree Domains of Learw Cognitive: mental skills (knowledge) Asctive: growth in feelings or emotional areas (atitude or sel) Psvcliomotor: manual or phy sical skills (shills) Objectives should be SMART. Specific The teacher should state clearly what the student should know/be able to do, and at what level Mecsur The teacher must be able to conceive of how theirattainment might be assessed Anruinable- by the students Realistic Could be seen as similar to attainabslity, but refers to their appropriateness to the overall tash. "Valid" in a sment-spea. Tine: appropriate or achievable within the time-span ofthe session/lesson/course 1.9.3 GENERAL INSTRUCTIONAL OBJECTIVES An instructional objective is an intended outcome of instruction that has been stated in appropriate general terms fo encompass a domain of student performance. It must be further dofined by a set of specific Leami icomes. Objectives ean be helpful in insirwetional planning, during the teachin auning process. and when assessing student progress Instructional objectives are often either ignored thy both teachers and students) or are, at best ccasionally referred to. The specification of instructional objectives using Blooms Taxonomy Cognitive domain is as follows Kiowledge the pupil acquites knowledge of terms, concepts. symbols, definitions principles. processes and formulae of mathematics atthe secondary Specification: To demonstrate the achievement of above objectives the pupil 1 Recalls or reproduces Understanding

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