EDU0.
57:PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS:MATHEMATICS
ONLINE ASSIGNMENT
TOPIC : MATHEMATICAL SKILLS
Submitted to Submitted by
Meenu M Ameena Farsana F S
Assistant Professor Semester 1
Department of Mathematics Mathematics
INTRODUCTION
Mathematics plays an important role in our daily life. There is no doubt that we need
mathematics every day, from calculating our monthly budgets to managing time. Basic
knowledge of mathematics allows us to conduct everyday tasks more effectively. Having basic
math skills can be a great perk for your career as it allows you to understand and solve complex
problems, both at work and in everyday life.
Mathematical skills are conceptualized as a separate area that includes verbal
components (number knowledge, counting, computation, and reasoning) and nonverbal
components (math notation, reasoning in time and space, and computation).
Math skills help individuals deal with basic, everyday tasks— from getting to work on
time to paying bills. Students learn these skills in school, and as they get older and obtain a job,
they often use them more frequently. Math skills are important for both work and personal life.
Mathematical skills are important to improve if you want to increase your chances for
professional success, no matter what career path you pursue. Many jobs use mathematical skills
regularly, and even for the rare jobs that never directly deal with numbers and figures, you’ll
often need the same problem-solving and critical thinking abilities used in math to succeed.
MATHEMATICAL SKILLS
• ARITHMETIC SKILLS
• GEOMETRIC SKILLS
• DRAWING AND INTERPRETING GRAPHS AND CHARTS
• HOT SKILLS
ARITHMETIC SKILLS
Teaching of mathematics is means the teaching of a subject which is based on accuracy,
In mathematics, 2+2=4, always. This has to be arrived at quickly. The purpose of
mathematics shall be lost if accuracy is not arrived at speedily and quickly.
The combination of these two qualities can make students good
mathematicians and successful citizens in different walks of life. They can purchase
things quickly, find the area easily and save thousands of people in an event of some
natural disaster.
Role of accuracy in developing arithmetic skills
The following are the means of developing accuracy
in pupils:
1. Neat work, legible handwriting and proper posting
of figures should be encouraged in pupils.
2.Ability to copy out figures correctly should be
encouraged.
3.The blackboard work done by the teacher should
be neat and legible and should be a model to the
pupils.
4. Pupils should be asked to avoid overwriting and
wrong placing of numbers.
5. Pupils should be made to realise the practical
utility of accuracy in mathematical problems.
6.Pupils should be asked to verify the results
obtained while doing problems.
7. Pupils should be encouraged to develop the habit
of understanding and analysing problems before
trying to solve it.
8.Pupils should be trained in meaningful
memorisation of principles and formulae, so that
responses to any number situation become
automatic.
9.Oral questions can be asked to make method of
solving a problem clear before they are asked to
solve a problem in the writing form.
Role of speed in developing arithmetic skills
Some of the ways of developing speed are:
1.By developing accuracy.
2.By asking pupils to complete an assignment in a
limited time.
3.Discourage students to employ materials aids for
doing computational work, say, calculator.
4.Encourage to use short cut methods and train
them in the use of these methods.
5.Drill and practice help in fixation and memorisation
of facts, which, in turn, helps in increasing speed.
The following suggestions can be useful if adopted by
the pupils:
• Do independent work by planning beforehand
and giving plenty of time for scientific thinking
and by analysing difficulties.
• Learn fundamental concepts, formulae and
principles; but sure to understand the meaning
and can use them correctly.
• Develop the habit of expressing verbal
statements in symbolic form.
• Sketch graphs or diagrams, wherever possible.
This often makes it easier to understand the
problems.
GEOMETRIC SKILL
The aim of teaching geometry in secondary school is
not only to teach pupils some facts, concepts,
theorems but also to give them some idea of the
logical proof of theorems, to develop logical
reasoning, develop geometrical skill and to make
them appreciate the beauty and symmetry of
geometrical patterns.
One of the aims of teaching geometry
is the development of geometrical skills So every
teacher should see that his pupils develop skill in:
Handling mathematical instruments
Drawing geometrical figures and graphs
A Reading of tables, charts, graphs
Skill in handling mathematical instruments
The teacher should devote enough time and energy
for making each and every child capable of handling
the mathematical instruments with ease and speed.
The teacher should make the child understand that
necessary precautions should be taken in using
them. The teacher should also see that his pupils
acquire sufficient speed and accuracy in taking
measurements.
For example, the protractor has to be got
familiarised with respect to the zero points at the
end and in the middle, the compasses have to be
thoroughly familiarised with, by noting the
precautions for fixing up the pencil etc.
The use of these instruments during
appropriate situations also has to be learnt. For
example, placing the protractor so that the edge
connecting the zero points coincides exactly with the
base line from where angular measurements have to
be taken.
Skill in drawing geometrical figures and graphs
The only thing is that the principles involved in what is
being drawn should be known, especially when the
drawing is complex. For example, while drawing the
circumcircle of a triangle a number of principles have to
be remembered. Otherwise the circumcircle may not be
a real circumcircle, which includes very precisely the
corners of the triangle.
Along with this, the skill for handling the instruments
properly also may be required. Model performance by
the teacher to be imitated is a must as already shown in
the case of arithmetic skills. Some of the skills to be
developed here are:
Skill in drawing free hand figures
Designing and drawing of beautiful geometrical
patterns
Pattern drawing and tessellations
Teaching of certain mathematical concepts through
patterns
Symmetry
Lw free hand drawings. The more precise the drawing, it
will be easier to get an insight into the procedure for
arriving at the result. Imagine that a right angle drawn is
extremely obtuse or acute. Misconceptions may arise and
the learner may find difficulty in learning. This subskill
can be improved only by guided imitation and practice
through reinforced repetition.
Designing and drawing of beautiful geometrical patterns
In order to give facility for appreciating the beauty of
mathematics, geometrical patterns play a significant role.
By combining parts of various shapes fascinating patterns
could be designed. This will help in fostering creativity as
well as in creating a sense of appreciation of the so called
'dry' subject.
Pattern drawing
An element of enjoyment is attached through drawing
and colouring patterns. especially for the less able
children. The teacher should give training in the drawing
of different beautiful shapes or patterns, Rectangles and
squares of coloured papers can be folded in different
ways to give different shapes.
Tessellations
Some works of patterns can yield to the study of space
filling curves known as tessellations. Through this teacher
can create interest and motivation in the child to learn
the subject. We often use tessellations of rectangles,
equilateral triangles, squares, regular hexagons, regular
octagons etc.
Tessellations may be formed either by taking a single
geometrical figure as the basic unit or a combination of
different geometrical shapes as one unit.
The practical problem of tile shapes to cover the
floor shows that besides square or rectangle, tiles can
take the shape of equilateral triangle also. By combining
triangles in various base we can fill the space with tiles of
shapes such as rhombus, trapezium etc.
Teaching of certain mathematical concepts through
patterns
Here we can find numerous examples where the concept
of pattern drawing can be used to teach mathematical
concepts as it is hidden in them. Some of them are:
To teach the fact that the sum of the angles of a triangle
is 180°, we have to cut out the triangles from which take
the angle corners and place them on a straight line so
that the sum of these three angles is 180°.
To teach Pythagoras theorem, draw a triangle, with base
and altitude 3&4 units respectively. Then automatically
the other side will be 5. Now draw squares on each side
of the right angled triangle, with length equal to the
length of the respective side. Pythagoras theorem can be
taught with the help of this drawing.
Draw three diagonals for a regular hexagon. Then, six
triangles are formed. From the figure so obtained it can
be understood that the six triangles formed are
equilateral triangles. We know the formula for finding the
area of an equilateral triangle. From the figure, it can be
seen that, the area of the regular hexagon is equal to 6
times the area of an equilateral triangle.
Symmetry
Beauty of symmetry in geometry
Pupils should be trained to enjoy the beauty of symmetry,
in geometrical shapes. They may be instructed to find the
basis of symmetry. If we fold a paper and then cut a
shape from one point on the fold to another point the
resulting shape has one axis of symmetry. If two
perpendicular folds are made and shapes cut the
resulting figure has 2 axis of symmetry.
For an equilateral triangle, there are 3 axes of symmetry.
A square has 4 axes of symmetry. A rectangle has 2 axes
of symmetry. For an ellipse there are 2 axes of symmetry.
A leaf has only one axis of symmetry. A circle has infinite
number of axes of symmetry. A parallelogram has no axes
of symmetry.
DRAWING AND INTERPRETING GRAPHS AND CHARTS
In today's world, an increasing amount of importance has
been attached to the study of charts and graphs in
secondary schools. The reason for this may be:
1.The interesting character and practical importance of
graphical devices.
2.The simplicity and power of graphs for representing
data in a condensed and understandable manner, and
3.The prominence of graphical devices in newspapers,
magazines, research journals and other current
publications.
Types of graphs
There are two fundamentally distinct types of graphs:
o Mathematical graphs o
Statistical graph
Mathematical graphs
(Functional graph)
This type of graph is used to picture the relationship that
exists between two or more variables, whose values are
so related that they are dependent on each other. The
nature of the graphs or charts is a function of the
distribution of the data to be represented. Among the
most frequently used basis for classifying the functional
graphs are:
1.Type of relation: E.g., linear, quadratic etc
2.Type of curve: E.g., Straight line, circle, parabola, ellipse,
hyperbola, tangents etc.
3.Continuity
4. Multiplicity of values from either point of view
Graph is an effective means of presenting data, making
comparison and showing relations. It offers opportunity
for imagination and the application of simple and
constructive abilities. It creates enthusiasm and interest
in mathematical methods and ensures an intelligent
understanding of fundamental procedures.
The study of graphs at the secondary school level should
develop the following abilities:
1. To construct and interpret bar diagram, broken line,
curved line and circle graph in the presentation of
statistical data.
2.To make comparison between various statistical graphs.
3.To recognise the characteristics of data to be
represented by each of the above four graphs, as well as
certain fundamental precautions to be observed in their
construction and interpretation
4.To construct and interpret a functional graph as referred
to a reference frame of co- ordinates.
5. To use functional graphs in solving algebraic equations
and to understand simpler geometrical implications.
HOT SKILLS
Problem solving, seeking and identifying strategies and
reasoning. Comprehension and interpretation of
statistics. Flexibility of thinking. Using and understanding
appropriate mathematical vocabulary. Identifying the
steps and using a number of operations.
FIVE FUNDAMENTAL HOTS 1) Problem solving Skills
Problem solving is an integral part of all mathematics
learning and it involves identifying obstacles, constraints
or unexpected patterns, trying different procedures and
evaluating or justifying the solution. The National Council
of Teachers of Mathematics (NCTM) considers problem
solving as a process of applying previously acquired
knowledge to new and unfamiliar (or unforeseen)
situations.
Teachers should note that problem solving is more than
solving problems. The latter involves strategy of writing
down the rule (or formula), demonstrating how to use
the rule and providing exercises to students for practising
the rule. The former, on the other hand, emphasizes
on heuristic processes, developing flexibility and
creativity in applying mathematical ideas and skills to
unfamiliar questions. Students can acquire opportunities
to develop their interest in mathematics and foster their
capability of independent thinking through problem
solving.
2) Inquiring Skills
Inquiring involves discovering or constructing knowledge
through questioning or testing a hypothesis. Observation,
analysis, summarizing and verification are the essential
elements in carrying out inquiring activities. Inquiring
activities mainly involve self-learning processes, but
suitable guidance from teachers are sometimes
necessary depending on the abilities of students and the
complexity of the activities. Posing questions is one
popularly adopted means to guide students to make
exploration. In fact, well-designed questions are useful to
stimulate students to discover similarities, differences,
patterns and trends. Students may also be asked to test
mathematical conjectures, which enable them to
participate in a more active role in the learning process
3) Communicating Skills
Communication involves receiving and sharing ideas and
can be expressed in the forms of numbers, symbols,
diagrams, graphs, charts, models and simulations. It is
viewed as an integral part of mathematics instruction as
it helps clarify concepts and build meaning for ideas.
Through the communication process, students learn to
be clear and convincing in presenting their mathematical
ideas, which definitely help develop their logical thinking.
Since mathematics is very often conveyed in symbols,
oral and written communication about mathematical
ideas are often overlooked by teachers. However, it
should be noted that both oral and written language are
needed to describe, explain and justify mathematical
ideas. These abilities can help students clarify their
thinking and sharpen their understanding of concepts
and procedures. Furthermore, during the process of
communicating, students may construct, refine and
consolidate their mathematical understandings.
4)Reasoning Skills
Reasoning is drawing conclusions from evidence, grounds
or assumptions. It involves developing logical arguments
to deduce or infer conclusions. Reasoning may be
classified into inductive reasoning and deductive
reasoning. Inductive reasoning works from specific
observations to broader generalizations and theories
while deductive reasoning moves from the other way
round, that is, from the more general to the more
specific. By its very nature, the inductive reasoning
method is more openended and exploratory and the
deductive one is narrower in nature and is usually
concerned with testing or verifying hypotheses and
theories. Therefore, finding the general term of a
sequence like 1, 3, 5, 7, 9, …… involves inductive
reasoning while doing a geometric proof by applying a
geometrical theorem (say, the corresponding angles of
two similar triangles are equal) involves deductive
reasoning.
5)Conceptualizing Skills
Conceptualizing involves organizing and reorganizing of
knowledge through perceiving and thinking about
particular experiences in order to abstract patterns and
ideas and generalize from the particular experiences. The
formation of concepts involves classifying and abstracting
of previous experiences.
The particular problem of mathematics lies in its
abstractness and generality. Abstract concepts cannot be
communicated to students by a definition but only by
arranging for him/her to encounter a suitable collection
of examples. It follows that abstract concepts should be
backed up by an abundance of mathematical and dailylife
examples. Teachers need to provide students with a clear
guidance to construct mathematical concepts from the
examples and use these concepts to solve problems in
unfamiliar situations.
To improve student's HOTS
1) Try game based learning
2) Bring math into the daily life
3) Implement daily practice
4) Set realistic goals
CONCLUSION
Math helps strengthen reasoning skills and critical thinking. It
helps us think analytically about the world and reason logically.
The same steps you take to understand a problem, identify the
knows and unknows and then solve it, can be applied to other
areas of your life.
REFERENCES
www.sciencedirect.com
Wikipedia
