PEDAGOGY OF MATHEMATICS.

UNIT V
INSTRUCTIONAL MEDIA
STYLES OF PROGRAMMING
- BRANCHING PROGRAMMING

VAISHIKA.G
21-EDM-07
2021-2023
 TIM E
FU N
Anna wrote all the numbers from
300 to 400 on a piece of paper.
How many times did she write the
digit 3?
 ANS : 120
HUNDRED’S DIGIT : 100
TEN’S DIGIT : 10
ONE’S DIGIT : 10
What number do you get
when you multiply all of the
numbers on a telephone’s number
pad?
ZERO
1.2.3.4.5.6.7.8.9.0 = 0
There are 12 kids in a
classroom. 6 kids are wearing
socks and 4 are wearing
shoes. 3 kids are wearing
both. How many are bare
feet?​​
 5 kids are in bare feet.
3 kids wearing only socks(6 - 3 = 3)
1 is wearing only shoes(4 - 3 = 1)
in total 3 + 3 + 1 = 7
so 12 - 7 = 5. 5 kids are in bare
feet.
 Two people in front of two
people, two people behind
two people, and two
people beside two people.
How many people are
there?
FOUR (4)
I am a number with a
couple of friends,
quarter a dozen, and
you'll find me again.
What am I?
A couple of Friends =
Two Numbers (1,2)

Quarter a Dozen = 12
Divided into 4 = 3
 BRANCHING

PROGRAMMIN
G
BRANCHING PROGRAMMING:
one among the styles of programming.
developed by NORMAN.A.CROWDER.
also known as CROWDERIAN MODEL.
Industrial efficiency theories human
training techniques.
Configuration theories based on
learning,
other name of branching programming
is INTRINSIC PROGRAMMING.
Crowder defines branching style of
programming as, “ It is a programme which
adapts to the needs of the students without the
medium of exxtrinsic device as a coumputer. It
is called INTRINSIC because the learner
within himself makes the decision, to adapt the
instructions to his/her needs.”
In simple words,
students are given a piece of
information,
provided with alternative answers to
questions,
and on the basis of their decision,
detoured,
if necessary, to remedial study or sent on
to the next section of the program.
An Example:
Fundamental Principles of
Branching Programming :

1. Principle of Exposition,
2. Principle of Diagnosis,
3. Principle of remediation.
1.Principle of Exposition:
The whole concept
is presented to the students so
that
he/she can learn the
complete information better
which is provided in the
home page.
2. Principle of Diagnosis:
Here the weakness of
the learner is identified after
exposition and it is assessed
whether the learner could learn
what the causes are.
3. Principle of remediation:
If a learner chooses a
wrong alternative, the learner has to
move to a wrong page where a
remedial instruction is provided.
Features of Branching programme
1)The frame is LARGER, informations is presented in
each step, a step may consist of one or two paragraph
or even upto 1 page.
2) Student has to make choice .If the learner selects
correct response, his response is confirmed and in case he
selects wrong response, then he routed to material which
explains as to why he is wrong.

3) Detection and concentration of errors is important.

Crowder holds that making error is basic to learning.
He permits 20 PERCENT ERRORS in his model.
4) ) Intrinsic programmed material when presented
in a book form, the book is called scrambled book
because the pages do not follow in a normal
sequence.

5) Frame Structure : Stimulus – Response –

Remedy - Reinforcement

6) The Frame is of TWO (2) types

a. Home page
b. Teaching and Diagnosis
TYPES OF BRANCHING
PROGRAMMING
A). BACKWARD BRANCHING

B). FORWARD BRANCHING

BACKWARD BRANCHING
If the learner makes an error, he has to take to
the remedial frame where; He is given some
more help in understanding the concept and
solving the problem.
He is then directed to the original frame
number one. So the learner goes through the
same frame twice, once before the remedial
material is refered by him.
BACKWARD BRANCHING
FORWARD BRANCHING
When the learner gives a correct or wrong
response, he goes to the next or new page.
If he makes a wrong choice, he is directed
to the remedial frame where his mistakes
are fully explained.

This is followed by another parallel

question from which he goes to the next
frame in the main stream. 
FORWARD BRANCHING
EDUCATIONAL IMPLICATIONS:
They boost interactivity and user engagement.
They make compliance training fun and
entertaining.
They allow learners to benefit from their
mistakes.
They can be customized to meet learner needs.
They can easily be modified to cut down on
development time.
They offer learners the opportunity to access
their knowledge base.
ASPECTS LINEAR BRANCHING
UNDER PROGRAMMING PROGRAMMING
COMPARISON
PROPOGATOR B.F.SKINNERD NORMAN.A.CROWDER
D
BACKGROUND PSYCHOLOGY INDUSTRIAL EFFICIENCY
LABORATORY THEORIES HUMAN TRAINING
EXPERIMENTS TECHNIQUES
D
LEARNING THEORIES D

THEORIES OPERANT CONFIGURATION THEORIES

BASED CONDITIONING
D BASED LEARNING
D

PRINCIPLES 5 FUNDAMENTAL 3 PRINCIPLES

PRINCIPLES D D

FRAME SIZE 15-25 WORDS / 1 OR 2 1 OR 2 PARAGRAPH / EVEN

SENENCES D 1 PAGE D