Math for me has always been about numbers and operations. I was of the opinion that there is no need for higher Math as part of the curriculum as I failed to understand it’s application and how it is relevant in the real world. I am not going to go to the supermarket and calculate sin by cos neither am I going to do a multi-digit multiplication while calculating the price of apples. So why study Math? Then Professor Subramaniam happened. He is from the Homi Bhabha Centre for Science Education. The way he explained the concepts of Math and its applications in real life and relevance to day-to-day activities has made me fall in love with Math. He has brought a whole new perspective towards Math to me.
He started ‘Teaching Of Math’ by asking us about our understanding and applicability of Math. Then, he introduced us to the world of Liping Ma, the author of ‘Knowing and Teaching Elementary Mathematics’. The way the author has penned the importance of conceptual understanding along with procedural understanding, the What, Why and How of Profound Understanding Of Fundamental Mathematics (PUFM) and the characteristics of a teacher with PUFM has stayed with me from then. If the child sees the passion of the teacher for the subject being taught, the likelihood of the child to fall in love with the subject increases. We have gone through various experiential ways of introducing Math to the class by being a student ourselves and experiencing the same.
We also had a session by Shaji from Jodo Gyan, a non-funded, not-for-profit social enterprise. He explained to us the meaningful and joyful way of learning Math and the approaches to introduce Math that fulfills the needs of the children. He demonstrated the use of resources like cubes for operations, and shapes for storytelling and imaginary play. It was a very creative way of moving from free play to colors to patterns. I learned, that it is very essential for a teacher to pose a question in a way that prompts the children to think and solve.
Another interesting term that was coined as part of Math was ‘Lesson study’. It is a teaching improvement process that has origins in Japanese elementary education, where it is a widespread professional development practice. Working in a small group, teachers collaborate with one another, meeting to discuss learning goals, planning an actual classroom lesson, observing how their ideas work in a live lesson with students, and then reporting on the results so that other teachers can benefit from it. We also implemented the concept in our practice teaching at ASB and here is a small excerpt from the reflection -
I believe, after this exercise that to receive concrete feedback on the lesson plan and teaching, the observer should be someone who understands the topic in and out, understands the age group I am teaching and their needs. It should be a person who understands the maths curriculum and students as well. I teach Grade 1 and the observer is with Grade 3. This creates a vacuum in the ways of teaching, content and understanding students as well. Students in Grade 1 are not fully developed with reading and writing skills whereas students in Grade 3 have developed that capability. It goes back to my understanding of Profound Understanding Of Mathematics where a teacher with PUFM should have taught in all elementary grades and understand the breadth, depth, and thoroughness of mathematics. It comes with years of experience and learning from colleagues and students. I was also observing and learning different ways of solving a problem. With all due respect, I appreciate the feedback from the observer because it helps me understand what went well, challenges I faced and what I can continue doing and what can be changed, but I still feel this exercise is more relevant in real life with teachers observing colleagues from the same grade because they know the students, the language and the content.
I remember asking my CT during the lesson plan discussion, what should I do if I go blank in front of the students. She replied, just go back one step from where you are and that should give you time to get your thought process back. I did not go blank during my session but it does help me going forward if I face such a situation.
This exercise is definitely helpful and with many such lessons and experience across grades, will help me develop a profound understanding of mathematics.
He started ‘Teaching Of Math’ by asking us about our understanding and applicability of Math. Then, he introduced us to the world of Liping Ma, the author of ‘Knowing and Teaching Elementary Mathematics’. The way the author has penned the importance of conceptual understanding along with procedural understanding, the What, Why and How of Profound Understanding Of Fundamental Mathematics (PUFM) and the characteristics of a teacher with PUFM has stayed with me from then. If the child sees the passion of the teacher for the subject being taught, the likelihood of the child to fall in love with the subject increases. We have gone through various experiential ways of introducing Math to the class by being a student ourselves and experiencing the same.
We also had a session by Shaji from Jodo Gyan, a non-funded, not-for-profit social enterprise. He explained to us the meaningful and joyful way of learning Math and the approaches to introduce Math that fulfills the needs of the children. He demonstrated the use of resources like cubes for operations, and shapes for storytelling and imaginary play. It was a very creative way of moving from free play to colors to patterns. I learned, that it is very essential for a teacher to pose a question in a way that prompts the children to think and solve.
Another interesting term that was coined as part of Math was ‘Lesson study’. It is a teaching improvement process that has origins in Japanese elementary education, where it is a widespread professional development practice. Working in a small group, teachers collaborate with one another, meeting to discuss learning goals, planning an actual classroom lesson, observing how their ideas work in a live lesson with students, and then reporting on the results so that other teachers can benefit from it. We also implemented the concept in our practice teaching at ASB and here is a small excerpt from the reflection -
I believe, after this exercise that to receive concrete feedback on the lesson plan and teaching, the observer should be someone who understands the topic in and out, understands the age group I am teaching and their needs. It should be a person who understands the maths curriculum and students as well. I teach Grade 1 and the observer is with Grade 3. This creates a vacuum in the ways of teaching, content and understanding students as well. Students in Grade 1 are not fully developed with reading and writing skills whereas students in Grade 3 have developed that capability. It goes back to my understanding of Profound Understanding Of Mathematics where a teacher with PUFM should have taught in all elementary grades and understand the breadth, depth, and thoroughness of mathematics. It comes with years of experience and learning from colleagues and students. I was also observing and learning different ways of solving a problem. With all due respect, I appreciate the feedback from the observer because it helps me understand what went well, challenges I faced and what I can continue doing and what can be changed, but I still feel this exercise is more relevant in real life with teachers observing colleagues from the same grade because they know the students, the language and the content.
I remember asking my CT during the lesson plan discussion, what should I do if I go blank in front of the students. She replied, just go back one step from where you are and that should give you time to get your thought process back. I did not go blank during my session but it does help me going forward if I face such a situation.
This exercise is definitely helpful and with many such lessons and experience across grades, will help me develop a profound understanding of mathematics.
Ami Mistry.Lesson Study and Reflection.pdf | |
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