**CONFERENCE FOR MATH TEACHERS, a report.**

**PURPOSE:** ENABLING MATHEMATICS LEARNING THROUGH TECHNOLOGY

**ORGANIZED BY: **RAMANUJAN FOUNDATION FOR INITIATIVES IN MATHEMATICS EDUCATION(RFIME)

**CHIEF GUEST: **SHRI VINEET JOSHI, CHAIRMAN, CBSE

**HELD ON: **2 AND 3JULY, 2012

**TIMINGS: **8:30AM – 4:30PM

**VENUE:** INDIA INTERNATIONAL CENTRE, NEW DELHI

**ATTENDED BY:** Ms. ALKA KANWAR AND Ms. SANDHYA BATHEJA from our School.

“Mathematics has traditionally been perceived as difficult. The primary reason for this state of mathematics learning today is the significant gap between content and pedagogy. In order to bridge this gap it is imperative to bring about a change in the way mathematics is taught “ **-** **Dr. Shyama Chona**

The purpose of RFIME is to reach out to students and teachers of schools across the country with a new paradigm of mathematics education, one driven by innovation, research, multi-dimensional methodology and the use of technology. Keeping this vision in view, a professional development programme, **‘Enabli****ng Mathematics Learning through Technology’** was planned at IIC on 2 and 3 July, 2012. The programme deliberated on various issues related to the integration of technology in mathematics instruction and provided participants with a hands-on experience in using technology tools for teaching mathematics. Approximately 150 teachers from middle, secondary and senior secondary levels of several reputed schools of Delhi attended the workshop. Some of the participating schools were Air Force Bal Bharti, Sanskriti

The resource people were from eminent mathematics backgrounds and represented highly esteemed institutes of the country. Highlights of their talks are as follows:

**Prof. R. Ramanujam, Institute of Mathematical Sciences, Chennai**

**Topic:** Mapping the school mathematics curriculum

“A mathematics curriculum has both a logical structure and a pedagogical structure. Analysis of the first is a mathematical task. Analysis of the second is a task of mathematics education. Performing these tasks separately is like choosing plants for a garden without knowing how they grow., then watering them without knowing anything about what flowers and fruits one may expect. We need an analysis of the curriculum that is simultaneously mathematical and pedagogical; this is not only essential but possible as well.”

**Dr. Shailesh Shirali, Director, Community Maths Centre, Rishi ****Valley School, AP**

**Topic:** Experimentation and discovery in mathematics: The role of Technology

“ One of the peculiarities of mathematics teaching handed down over the generations, is that we teach it in a strictly logical way, ignoring the fact that mathematics was not discovered in quite that way. That is , we tend to teach the subject according to its logical structure. The effect of this is to convey the impression that the subject has no past and that it has existed forever in a perfect, pristine state. This is obviously not true. The actual fact is that all through history, experimentation has been an integral part of the subject, and that it is through such experimentation that we make connections, spot patterns, form conjectures, test them and revise them, and finally prove them(or in some cases prove them to be false)

But if this is the case then why is such a perspective not made a regular part of mathematics pedagogy?”

**Mathematics, IIT, Mumbai.Prof. Inder K Rana****, Department of**

**Topic:** Mathematics from the Real World- Why and How?

“ Too often maths is taught on the abstract level of arbitrary numbers with examples that have no connection to the real world. It is a challenge to teach mathematics to the ‘mobile generation’. So we should make an effort to bring real life situations to mathematics in the classroom with the help of technology. The tools should be such that stimulate mathematical discussions in a small group settings and generates interest in problem solving.”

**Dr. Jonaki B Ghosh, RFIME**

**Topic:** **a.** Visualising and exploring mathematics using Casio teaching tools

**b.** Learning Mathematics in Secondary School: Some Pedagogical Affordances of Handheld Technology

**Prof. Geetha Venkatraman, Dean, School of Undergraduate Studies,Ambedkar University**

**Topic:** A powerpoint presentation on biography of Srinivasa Ramanujan

**Dr. Gaurav Bhatnagar, Sr. Vice President, DIPS, Educomp Solutions Limited**

**Topic :** Some lessons from Ramanujan’s Approach to Mathematics

**“5 Lessons to learn from Ramanujam:**

**1.**Perform numerical calculations to gain insight

**2.**Follow beauty in mathematical patterns

**3.**Develop your power to generalize

**4.**Increase your power to calculate

**5.**Develop a feeling for form in mathematical structures”

**Dr. Haneet Gandhi, RFIME**

**Topic:** Assessment for the learning of mathematics

**Ms. Rashmi Kathuria, Dept. of Mathematics, Kulachi Hansraj ****Model School, New Delhi**

**Topic:** Expanded classroom @ Technology

**Ms. Sangeeta Gulati, Head, Dept. of Mathematics, Sanskriti School, New Delhi.**

**Topic:** **a.** Exploring

**b.** Online Resources for Mathematics Classroom

**Ms.Himani Asija, Dept. of Mathematics, Delhi Public School, Vasant Kunj, ****New Delhi**

**Topic:** Enriching School Mathematics through Project based Learning

After listening to the speakers, we gained a huge advantage on how we can adapt to new technology based teaching-learning scenarios spite of our hectic schedules. We want to thank our School management for the platform and opportunitywhich we shall long cherish.

As filed by Ms. Sandhya Batheja and ms. Alka Kanwar, senior Maths teachers.