MATHEMATICS ASSIGNMENT

Topic :national carriculum  frame work&kerala curriculum  frame work                     

           INDEX

INTRODUCTION	1
NCF 1)    FIVE GUIDING PRINCIPLES OF NCF FOR CURRICULUM DEVELOPMENT 2)    OBJECTIVS OF TEACHING MATHEMATICS AS ENUMERATED BY NCF	2 3-4
KCF 1)    GENERAL OBJECTIVES OF CURRICULUM  DEVELOPMENT BY KCF 2)    OBJECTIVES OF TEACHING MATHEMATICS AS ENUMARATED BY KCF	5-7 8-10
CONCLUSION	11
REFERENCES	12

       

    

     INTRODUTION

The term curriculum is derived from the latin word,currere,which means path.In this sense curriculum is the path through which the student to go forward in order to reach the goal envisaged by education.Usually the term curriculum is understood as a group of subject prescribed for study in a particular course.

According to author Cunningham” curriculum is a tool in the hands of an artist (teacher)to mould his material pupils according to his ideals (objectives)in his studio (school)”.

             NCF

The full form of ncf is National curriculum frame work.there are 5 guiding principles in NCF for curriculum development.They are,

1.Connecting knowledge to life outside the school.

2.Ensuring that learning shifts away from the roll method.

3.Enriching the curriculam so thatit goes beyond text book.

4.Making examination more flexible and integrating them with clas room life.

5.Nurturing an overriding identity informed by carrying and concerns with the omestic policy of the contry.

OBJECTIVES OF TEACHING MATHEMATICS AS ENUMARATED BY N.C.F

1.Developing childrern’s ability for mathematics is the main goal of mathematics education.

2.The narrow aim of school mathematics is to develop useful capabilities,particularly those relating to numbers,number operations,measurements,decimels and percentage.

3.The higher aim is to develop the child resources to think and reason mathematically, to pursure assumptions to their logical conclusion and to handle abstraction.

4.It gives importance how achild do things,and the ability and the attitude to formulate and solve problem.

5.Children learn to enjoy mathematics rather than fear it.

6.Children learn importance of mathematics.Mathematics is more than formulas and mechanical procedure.

7.Children see mathematics as something to talk about ,to communicate through,to discus among themselves,to work together on .

8.Children use abstraction to precise relationship to see structure,to reason out thing to argue the truth falsity of statement.

9.Children understand basic structure of mathematics,arithmetic,algebra,geometry and trigonometry.The basic content area of school mathematics all offers a methodology for abstraction,substraction and generalistion.

10.Teacher engage every child in class with the conviction that everyone can learn mathematics.

11.The teaching of mathematics should enhance childrens ability to think and reason,to visualise and handle abstraction to formulate and solve problem.

KCF

The full form of KCF is Kerala Curriculum Framework.

GENERAL OBJECTIVES OF CURRICULUM DEVELOPMENT BY KCF

The structure of general education in kerala spreads from pre primary to higher secondary.the various stages such as pre school,primary,secondary and higher secondary functions as separate entities today.

Objectives of pre school education

1)    By nature children are active and inclined towards learning.

2)    Natural and effective learning takes place while they play.

3)    Control imposed by elders curtail the natural tendency to learn.

4)    Both at school and at home,the child need to get exposed to collecture experiences.

5)    Pre-school are to be designed according to the need and interests of children.

Objectives of primary education

1)    The child who grows by interacting with his /her surroundings should get ample opportunity empower him/her self ensuring period of learning.

2)    Effective engagement of social atmosphere for strengthening the process of learning.

3)    The range of knowledge that the child acquires should go beyond the boundaries of text book.

Objectives of secondary level education

1)    Awareness about the physical changes they undergo.

2)    Inclination for higher imagination.

3)    Readiness to engage an activities that require leadership.

4)    Inclination towards group learning.

5)    Commitment to principles.

6)    Tendency to establish one’s individuality.

7)    Willingness to engaging adventurous  activities.

 OBJECTIVES OF TEACHING MATHEMATICS AS ENUMARATED BY  KCF

1)    The basic characteristics mathematics is to analyse  and interpret the world on the basis of mathematics.

2)    Mathematics is a language that presence facts through figures

3)    It help the child to develop logical reasoning.

4)    Teachers should ask open ended questions.(ie,there  should be chances to generate many conclusions which can be directly or indirectly connected to the concept).

5)    Teachers should promote divergent thinking of children.(ie,we move away from the conventional method of finding a single answer to a question).

6)    It is a language in which children communicate and translate  among themselves.

7)    Children communicate with mathematics through figures, table  and  graphs.

8)    Children come to conclusion by realizing the cause and effects of a problem.

9)    Children do not learn definition or a formula by heart.In order to reach certain general ideas,the learner has to go through phases like guesswork,analysis interpretation and generalistion.

10) It gives children the ability to expand or given problem according to one’s own level of understanding and that of giving a new dimension to mathematical poses are instances of problem solving.

11) Study of the subject should help the learners raise sensible issues,the solutions for which should be arrived at.

CONCLUSION

Curriculum  is the  crux of the whole educational process.With out curriculum,we cannot conceive any education endeavour.School curriculum of a country,like its constitution reflects the ethos of that country.So NCF and  KCF have very importance in educational system.NCF and KCF have unique characteristics.

REFERENCE

1)    Teaching of mathematics-Anice James.

2)    Teaching of mathematics-S.K.Mangal.

3)    Wikipedia.com.

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ONLINE teaching manual - 1

 

Name of the Teacher :    Anju. J.L                                Standard :   IX

Name of the School   :                                                   Division  :

Subject          :    Mathematics                           Strength  :

Unit               :    hr¯-§Ä                              Duration :   45 m                                    

Topic            :    hr¯-¯nsâ Npä-fhv               Date        :  

 

CURRICULAR STATEMENT

\nco-£-Ww, \nK-a-\w, Bibw {Kln-¡Â, NÀ¨-sN-¿Â F¶n-h-bn-eqsS hr¯-¯nsâ Npä-fhv F¶ Bibw a\-Ên-em-¡p-¶p.

Content analysis

Term:-         hr¯-¯nsâ Npä-fhv.

fact:-          hr¯-¯nsâ Npä-fhv F¶Xv hymk-¯n-sâbpw Hcp Ønc kwJy-bp-sSbpw KpW-\-^-e-am-bn-cn-¡pw.

concept:-   Hcp hr¯-¯nsâ Npä-fhv F¶Xv hymk-¯n-sâbpw Hcp Ønc kwJy-bp-sSbpw KpW-\-^-e-am-bn-cn-¡pw F¶ Bibw.

learning outcome:-   The student will be able to,

(1)            recall related knowledge about the circle.

(2)            Describe about the pecularities of circle.

(3)            Interpret about the concept of circles.

(4)            Exemplify different situation of circles.

(5)            Execute the above concept in familiar situation.

(6)            Organize different elements fit in a situation.

(7)             Judge the appropriateness of the above concept in a given problem.

(8)             Generate with alternate method of finding the peremeter of circles.

(9)             Perform arithmetic and geometric skills.

Pre requisites:-

hr¯w, Bcw, hymkw F¶n-h-sb-¡p-dn¨v Ip«n¡v ap¶-dn-hp-­v.

teaching learning resources:-

hr¯mIrXnbn-epÅ ImÀUv t_mÀUv I«nw-Kv, \qev, hr¯-¯nsâ Npä-fhv ImWn-¡p¶ NmÀ«v.

Classroom interaction procedure	Expected pupil’s response
Introduction:- A[ym-]nI ¢mÊn {]th-in¨v Ip«n-I-tfmSv Ipi-em-t\z-jWw \S-¯p-¶p.
XpSÀ¶v ap¶-dnhv ]cn-tim-[n-¡p-¶-Xn-\mbn hr¯m-Ir-Xn-bn-epÅ hkvXp-¡-fpsS t]cv ]d-bm³ Bh-iy-s¸-Sp-¶p.	]¸-Sw, SbÀ, ]qÀ®-N-{µ³ F¶n-§s\ Ip«n-IÄ ]d-bp-¶p.
hr¯mIrXnbn-epÅ Hcp ]pc-bn-S-¯n\v then sI«m³ F{X aoäÀ I¼n thW-sa¶v F§s\ Is­-¯p-sa¶v tNmZn-¡p¶p.	Npä-fhv Is­-¯n-bm aXn-sb¶v Ip«n-IÄ ]d-bp-¶p.
F´mWv Npä-f-sh¶v A[ym-]nI tNmZn-¡p-¶p.	hi-§-fpsS \of-§Ä X½n Iq«Ww F¶v Ip«n-IÄ ]d-bp-¶p.
Activity - 1 A[ym]nI Ip«n-Isf hnhn[ {Kq¸p-I-fmbn Xncn-¡p-¶p. XpSÀ¶v Hmtcm {Kq¸n\pw hnhn[ Bc-§-fn-epÅ Hmtcm ImÀUvt_mÀUv I«nwKvkpw Hmtcm \qepw \ÂIp-¶p.
C\n CXp-]-tbm-Kn¨v hr¯-¯nsâ Npä-fhv ImWm-tam-sb¶v tNmZn-¡p-¶p.	Ip«n-IÄ \q hr¯-¯n\p Npäpw hbv¡p-¶p. tijw \qensâ \ofw kvsIbn-en Af-¡p-¶p.
C\n Hmtcm {Kq¸n-t\mSpw kvsIbn-ep-]-tbm-Kn¨v hr¯-¯nsâ hymkw ImWm³ ]d-bp-¶p.	Ip«n-IÄ hymkw ImWp-¶p.
C\n Hmtcm {Kq¸n-sebpw Hmtcm Ip«n-tbmSv X§Ä¡v In«nb Npä-f-hns\ hymkw sIm­v `mKn¨v B.B.  Fgp-Xm³ ]d-bp-¶p.	Ip«n-IÄ Fgp-Xp-¶p.
Classroom interaction procedure	Expected pupil’s response
CXn \n¶pw F´v {]tXy-I-X-bmWv \n§Ä a\-Ên-em-¡p-¶Xv?	D¯cw FÃmw Hcp kwJy, 3.14 BsW¶v Ip«n-IÄ ]d-bp-¶p.
AsX. Npä-f-hns\ hymkw sIm­v `mKn-¨Mâ In«p-¶Xv Hcp Øncw kwJy-bm-Wv. Cu Øncw kwJysb π (ss]) F¶v ]d-bp-¶p-sh¶v Ip«n-Isf a\-Ên-em-¡p-¶p.	Ip«n-IÄ π F´msW¶v a\-Ên-em-¡p-¶p.
Activity - 2 A[ym]nI hr¯-¯nsâ Npä-fhv hyà-am-¡p¶ NmÀ«v {]ZÀin-¸n-¡p¶p. hr¯-¯nsâ Npä-fhv hr¯-¯nsâ Npä-fhv              o    r       hymkw                       = Hcp Ønc kwJy hr¯-¯nsâ Npä-fhv                                =    π              2 × r (hymkw = 2 × Bcw) \ hr¯-¯nsâ Npä-fhv = 2 × π × r NmÀ«v hmbn-¸n¨ tijw t\m«v _p¡n Fgp-Xn-sb-Sp-¡m³ Bh-iy-s¸-Sp¶p.	Ip«n-IÄ {i²-tbmsS ho£n-¡p¶p.

Classroom interaction procedure	Expected pupil’s response
Activity – 3 Bcw 3 cm Bb hr¯-¯nsâ Npäfsh{Xb	Npä-fhv = 2 π r   r = 3 cm   π = 3.14   = 2 × 3.14 × 3   = 6 × 3.14   = 18.84 cm

 REVIEW AND APPLICATION

1)    Npä-fsh-¶m-se´v?

2)   hr¯-¯nsâ Npä-fhv ImWp-¶-sX-§s\?

FOLLOW UP ACTIVITY

Bcw 5 cm Bb hr¯-¯nsâ Npä-fhv ImWp-I.