PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS es Module — 1 | Fundamentals of Mathematics Education Basics of Academic Disciplines a) Meaning of Academic Disciplines, Relationship between Academic Disciplines and Mathematics b) Classification of Academic Disciplines : Becher-Biglan typology ( pure-hard, pure-soft, applied-hard, applied-soft types) with emphasis on nature of knowledge in each type c) Place of Mathematics in present school curriculum a) Meaning of Academic Disciplines, Relationship between Academic Disciplines and Mathematics:- 1) Meaning of Academic Disciplines :- (Gx academic discipline or field of study is a branch of knowledge that is taught and researched as part of higher education) A scholar's discipline is commonly defined and recognized by the university faculties and learned societies to which he or she belongs and the academic journals in which he or she publishes research. However, there exist no formal criteria for defining an academic discipline. *Shivansh Publication, Panvel 1Disciplines all universities and have and nascent ones supported There is no consensus classified (e.g, whether anthropol social sciences or fields within the | sh Dictionary as "a bra yi ine is defined by the Oxford lish Dictl Inch of Jearningor scholarly instruction” © According to Moti Nissani (1997), 2 defined as the study of “any comparativ@l ly self Ren cory ine can be conveniently contained isolated domain of human experience which experts” © As Morieson (2012) notes in her adaption #y form of specie and rigorous scientific of Krishan’'s work, disciplines are training’ (Krishnan, 2009) '* Arthur Dirks points out ‘discipline inan academic sense, pe} he practice of study of a certain category of exp thodologies, how it goes about its pursuit of truth. re is *Shivansh Publication, Panvel 2 *Shivansh Publication, Panvel ee PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS NNN fundamental theory and fact (one might call it doctrine) that informs the practice of that pursuit, but itis the pursuit that counts’ ‘An academic discipline is clearly defined by its expertise, people, projects, communities, challenges, studi are strongly associated with a given di Qn academic discipline is a branch of knowledge. It incorporates expertise, people, projects, communities, challenges, studies, inquiry, and research areas that are strongly associated with a given academic discipline. For example, the branches of science are commonly referred to as the scientific disciplines, eg. physics, mathematics, computer science) Gndividuals associated with academic disciplines are commonly referred to as experts or specialists. Others, who may have studied liberal arts or systems theory rather than concentrating in a specific academic discipline, are classified as generalists’) While academic disciplines in and of themselves are more or less Jarly approaches such as multidisciplinarity, focused practices, s interdisciplinarity, transdiseiplinarity, and crossdisciplinarity, integrate aspects from multiple academic disciplines, therefore addressing any prol at may arise from narrow concentration within specialized fields of study. For example, professionals may encounter trouble ‘communicating across academic ines because of differences in language and/or speci“Mathematics as a Discipline = “The origins of Mathematics 3 times when it flourished in_ ancient. Aristotle viewed Mathematics 2S ‘knowledge was divided: theolo§ Mathematics comes from the Gre Jowledge or learning. Mathematics #4 formulate new inferences. Math ns ends upon Mathematic Disciplinary knowledge in een at least three pha Inquiry. Mathematical inquiry proceeds USE ee a vrs of tings absaeny, 2) MANU the representing some aspects of things . ships between them, ang abstractions by rules of logic to find new Tl28 ve Me stae {G) seeing whether the new relationships 8y some" the original things. i Fal Sciences Mathematics as discipline Iasrelenmp immuenced Netra Science 7 is, manufacture an For example Material Sciences (which swaysyatiesis, manufacture ang modification of new materials) is developing rapidly due to the influence of Mathematics, Mathematical models, some whieh are based om st reliable in the synth } statistical m are emerging quite ers. Mathematical model ind how certain diseases resurface ai i manufacture of { have helped PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS er Information Technology, the future of the World Wide Web will depend on the development of new mathematical algorithms. Relationship between academic disciplines and subjects :- lines comprise of subjects. The specific characteristics of 15 make it easy to classify specific subjects (or sub lines) to specific disciplines. The broad outline of a discipline gives an idea of what one can expect to learn in a given subject. 2) A subj tha best understood against the background of the discipline Jassified under. If one understands the basic characteristics of Natural sciences then one can understand its specific subjects like Chemistry and Physics. 3), Subjects form a di line. The scope of the discipline widens due to “subjects. New subjects or sub disciplines may emerge with changing times. This can bring better understanding of subjects that pre-exist in 4) Inter relationships exist between subjects clubbed under one discipline. Hence for better clarity of a subject one may need to refer to other ie share commen goals, common content \dology. Hence they should be aware of the “Shivansh Publication, Panvel 5: vs those not concerned with ife ‘sof Pare Disciplines = | # Pure disciplines refer to those disciplines that tend towards - fundamental research,Re career PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS en cae cae RL Ae ener * For example: That draws hoavity from pure Als Sociotogy: ‘+ Engineering is an applied scien Mathematicsand Phystes, ce dapendent on 8 PRTE Stones op 1 objects. Examples of for type are Phystes, ed to use quantitative daa, ten 10 aassified asa hard and use experimental methods are | + Bag: Physi neering, Computing # hard aiseipines as they dea They use experimental methods to build: thelr knowledge. Braxton (1995) represents the characterized by greater concern for career dew cognitive goals (such as the Soft Disciplines “shivansh Publicati a tage OT! 8 “Shivansh Publication, PanvelPEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS gla Becher typony Hard-Pare Disciplin Hard-Pure disciplines involve general arca: 1d imited number of problems. cumulative 1s of human understanding and are clustered aroun ‘The nature of knowledge in these disciplines is ith universal phenomena. discovery of s f such knowledge ing, knowledge, Just “Shivansh Publication, Panvel 10 PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS Saletan ade research on the atom progressed, our knowledge about atoms made incremental progress. + The relationship between the knowledge seeker and knowledge is unbiased and very objective. « There are very definite criteria to verify knowledge in such disciplines. «There is a high degree of consensus over significant questions. For example if two scientists are studying the effect of temperature on the states of matter, their results will be similar no matter which parts of the world they perform their experiments « Academic communities in hard-pure disciplines are well organized, their work is quite competitive and publication rates are high. Hard- Applied Disciplines :- + Hard-Applied Disciplines are involved in purposive work. * The emphasis is on application of theories resulting in creating techniques and products. Shivansh Publication, Panvel ii= logy and Philosophy. Publication rates in these disciplines are ‘Thus the understat ees Becher typology gives an overview cof how different disciplines are similar and how they differ: One also sees how a particular group of ee has somewhat similar characteristics h respect to research carried out or publications made. 42 Shivansh Publication, PanvelF ences cinn acacia PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS Cone nee era 0) Place of Mathematics in Present Sehool Curriculum :- Mathematics = Mathematics (from Greek word mathéma, is “knowledge, study, learning”) Is the study of toples such as quantity (numbers), structure, space, and change. Definition 1) “Mathematics (functioning Including algebra, geometry, and calculus, concerned ‘of number, quantity, shape, and space and their interrelationships by ‘usinga specialized notation” Dictionary 2) “Mathematics is the science that deals with the logic of shape, 1 singular) a group of related sciences, he study ‘quantity and arrangement.” Mathis all around us, in everything we do. Itis the building block for everything in our dally lives, including mobile devices, architecture (ancient and modern), art, money, engineering, and even sports, Since the beginning of recorde been at the forefront of every civilized so ‘ory, mathematic discovery has and in use in even the most Primitive of cultures. The needs of math arose based on the wants of hunting. Mathemat conjectures. Mal ‘Shivansh Publication, Panvel ee eee Tene TE PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS: mathematical proof, When mathematical structures are good models of real phenomena, then mathematical reasoning can provide insight or predictions about nature, Through the use of abstraction and. logic, mathematics developed from counting, calculation, measurement, and the systematic study of the shapes and motions of physical objects. Practical mathematics has been a human activity, for as far back as written records exist, The research required to solve mathematical problems can take years or even centuries of sustained inquiry. \4~ Compulsory subject from class Ito Secondary level. lcance due to its relation to several vocations, its correlation to other subjects and life. \LA® per NCF-2005, the main goal of math education is the Gevelopment of children’s ability of mathematicia] © {e. Children should learn to think about any situation using the language of mathematics so that the tools and techniques of ‘mathematics can be used. This typically involves drawing pictures (representations), choosing variables, framing equations and arriving ata conclusion logically. * The narrow aim of school mathematics is to develop ‘useful’ ly those numeracy-related skills such as the arithmetic operations, ability to compute factor polynomials ete, ies daily life business along with socialfo pursue assimiptions to ther logical conclusion sto handle abstraction. {9 Itincudes a ay of doing things, and the a7 and the attitude to formulate and solve problems. F ets ie inornioemcminee lex technological world. it and Yo NCF-2005 talks about teaching ambitious, ‘coherent and important mathematics: er aim rather o” fn ambitious mathemaves seeks to aenleve the high ath than only the narrower aim. z ges of mathematies with other subjects. \ coherent means inka i . that it is not merely Teaching Important mathematics means textbook material bt something both children and teachers consider worth spending their time and energy 0", consider significant for mathematics. «An important consequence of such requirement and mathematicians ts is that school mathematics must be activity oriented Discipline of Math in Present School Curriculum == © ‘The sequential enrriculum is followed in math across the school years. ‘« Sequence is the presentation of the mater sequence could be determined. mplexity , *Shivansh Publication, Panvel 16 nna PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS NSS ypically (begins with immediate interests and proceeds remote ones) © Any curriculum for mathematics must + incorporate the progression from the concrete to © the abstract anv sequently a need to appreciate © the importance of abstraction in mathematics. Math Education at Primary & Upper Primary Schoo! = + Inthe lowest classes, ~ Activities with concrete objects form the first step in the classroom to enable the child to understand the connections between the logical functioning of their everyday lives to that ‘of mathematical thinking. = Operations on natural numbers usually form a ‘+ Major part of primary mathematics syllabi = However, the standard algorithms of addition, subtraction, led to occupy a dominant role in these. This tends to at the expense of development of number sense and ‘oximation. “Shivansh Publication, Panvel 7{MATHEMATICS eee ree PEDAGOGY OF SCHOOL SUBJECT PEDAGOGY OF SCHOOL SUBJECT : MATHEMATICS SS ee eS eee ‘+ Mathematical games, puzzles and stories = Involving number are useful to enable children to make these ‘connections and to build upon their everyday understandings. ‘symbols to represent them, precisely stated propositions, and proofs justifying propositions. ‘+ Topics covered ~ Concept of IR and R numbers and their operations Math Education: Exponential numbers, Quadratic equations, Simultaneous equations at Upper Primary School = ‘= Atthe upper primary stage, students start the application of powerfu| Logarithms, sry ete. abstract concepts. BE ose in xi ‘© At this stage, integrate the many concepts and skills that = Sudents are introduced to algebraic notation a] they have lear lem-solving ability. ‘problems and in generalization, to the systematic study of space and shapes, and for consolidating their knowledge of measurement. © Date handling. representation and interpretation form 2 significant part of the ability of dealing with information in general, which is an ‘* Mathematical modelling, data analysis and interpretation taught at essential life skal. + The learning at this stage also offers an opportunity t students’ spatial reasoning and visualization skalls. +. Involves Set theory, Operations on W, 1, Q Ratio & proporto: planar Geometry concepts, basic algebraic Concepts, lis “Shivansh Publication, Panvel 46 “Shivansh Publication, Panvel 19PEDAGOGY OF SCHOOL SUBJECT : MATH! Math Education at Higher Secondary School © * The aim of the Mathematics curriculum at ts with an appreciatio! 1 is to provide studen' application of Ma enable such application. © A careful choice between the often con versus bi © Topics-Sequences/Series, Arithmetic/' Calculus, Higher algebra, (2d Geometry), Trigonometry etc. “Shivansh Publication, Panvel thematics, and equip them Co-ordinate |EMATICS the higher secondary stag, nol fthe wide variety of the 1 with the basic tools thay ficting demands of depth readth needs to be made at this stage Geometric Progression, geometry, — Conics 20 Galile unive Locke Benja conch Dictic Ancie ‘Shiva