Mathematical Supervision and Curriculum Development

Discuss about the Mathematical Supervision and Curriculum Development.

Introduction

Mathematics a mother subject is the basic need and almost like a threat to a medium level student. Without mathematics, one cannot deal even with his/her real life. Mathematical science refers to the problems solving mathematics and also the discipline to do mathematics.

Education is a light, that guide mankind towards the right direction. From the beginning of our education, who they help us to learn and understand new things, our teachers. So it is very important to decide that what will be the strategy by which student can understand and did not get bored or irritated towards the subject.

Mathematics which is considered as a tough one, so students should be familiar with this subject and that is not quite possible with the traditional teaching method (INTERNATIONAL EDUCATION 2005). To help students to be familiar and much more interested in this subject, some innovative and attractive ideas should be proposed.

Literature review:

Mathematics is not just an activity of solving problems and looking for problems but also finds the subject matter from the reality and within mathematics brings discipline. In order to satisfy a different kind of student development in mathematics, different objectives are needed (Bell and Bell 2007). In present days study seeks not only students to collaborate to learn with each other but also learned from each other. A psychologist has made a different assumption based on philosophy and about the nature of the learning process.  Mathematics is the main pillar of the almost all streams in our recent academic world. Today’s student think that mathematics is not an art their ideas about mathematics is that those who are good in mathematics and also they are intelligent .some of the students have like to solve mathematics problem by simple methods rather than understand a subject matter and neglect they require thinking about the problems (Ben-Hur 2006). Some students also have a trend to forget formulas, reluctance to think to make a weak foundation in mathematics (Bybee 2002). A major portion of students just pass their examinations through completing their short syllabus and just practicing more and more they just memorize it rather than understanding the meaning. 

 So here the difference comes with traditional teaching process and today’s innovative teaching process. All the narrow idea about mathematics, come from the old technique of teaching and students fear started to grow more widely. In previous time teacher-students interaction was only through chalk and talk. Teacher talks for hours and hour and writes some formulas about the particular topic. But mathematics is not just to write down the formulas and to solve through the proposed formulas.

So day by day the narrow idea “more practice more you learn” started reduced. And many innovative ideas like to use multimedia, group interactions, visualization project has started.

Contribution and impact of the knowledge:

Many times, traditional education result in a mismatch with the industry need and what is taught to the students. So this paper focused more on teaching using multimedia technologies and new innovative ideas. A problem-based teaching method should be proposed. And we have to pay attention to student’s every day’s experiences that enable them to involve personally in abstracting mathematical models from natural problems and also engage their explanation and application (Bishara 2015). Mathematical knowledge and skills and thinking method the students need a lifelong development to understand and use mathematics in advance and develop their thinking abilities, affects, and attitudes. Mathematics learning is not just imitation and memorization but also it is a process that is animating and self-directed. Along with students teacher professional model development is also required.

Development of applied mathematics and computational methodologies is also required to understand the key problems and find out the easiest logic to solve it (Leng, Paseau and Potter 2007).

Research question and Methodology:

When the narrow idea “more practice, more you learn “comes to an end, the difference of traditional teaching strategy and innovative teaching strategy come out. Every teaching method has some strengths and weakness. Some innovative ideas added to modify the improvement of the traditional method (Rowland and Ruthven 2011).

Traditional teaching method:

In previous teaching method, there was only one way existing between student and teacher, that is a teacher is the sender and student are the receivers. Teachers, then talk for hours and prescribes some mathematical formula to solve particular problems. But mathematics is not just to solve problems following the mathematical formulas, but to understand the logic behind the formula.

In previous one teacher controls the process of instruction, so what contain was delivered to the students was always not acceptable for all kind of students (Methodology, 2007). Some characteristics of traditional teaching methods are:

Very often teacher talks continuously without knowing the response of students.

The fate of the subject depends on upon the handwriting of the teacher.

Without any   practical, more emphasis has been given on theory (Machi and McEvoy  2009).

Students hesitation due to fear is another bad habit.

Another bad practice is memorization of the formulas than understanding the original logic (Hammersley 2000).

To ignore or giving less priority to poor students is another bad practice of teaching strategy.

Innovative teaching process:

To reduce the traditional methods some innovative ideas has been proposed-

Multimedia:

Now a day’s teaching students with image, audio, and video are more useful than the previous method to attract the student’s mind towards the subject content and concentration of a student can be easily drawn (Kauliņa and Zīriņa, 2010). Multimedia project is also an exciting and challenging to students.

Some new process suggested for innovative teaching ideas are-

To divide the classroom into many groups and to collect the group work reports is a good practice.

Also not to do only theoretical work, some practical project also required.

The teacher needs more interaction with the poor students and solved out their respective problems.

Experience and qualification: 

Actually, after starting with mathematics and attracted by its logic, I have a keen interest to find out the modified way of teaching mathematics as a core subject to our new generation. I collected many articles, read many books from the library and I also find out a lot of information about this topic through the internet (Multimedia 2002). But in many countries, an advanced system to the educational strategy for mathematics already engaged. But most of those are not fully satisfied the students so I am trying to point some modified way to attract the student’s mind so they can get lots of interest in mathematics. In my student life I also experienced that normal student takes mathematics just for the grant, so a lot of improvement needs to grow the interest in students mind. I think it is the right time to take a proper care about this issue.

Self-information:

Being a teacher it always hurts me that students always count mathematics as a tough one than an interesting one. So I started thinking about the solution. Basically, it is the perfect time to find a remedy because with the increasing time technology our daily needs everything depends on upon the core mathematics. Many types of research in this topic have already done. But every project has some limitations. I started to work on this project to reduce the drawbacks.  I also make a survey in many colleges and school to get a clear picture of this, and in most of the cases, i found the same psychological problem. I also consulted with some psychologist that how it affects in students mind and what insecurity student can face due to fear in the subject. So I started doing my research on this topic.

Recommendation:

Basically, I started working on this project under Dr. Avijit Gupta, who is a former professor and also a psychologist. He suggested me so many books and also some research paper on this topic. I also take some reference from some journal articles. Every article suggested about the new strategy of teaching. In many American articles, they described the new strategy and how it affects student’s brain.

Conclusion:

Being the core subject of our education system, mathematics is a subject of fear to a major portion of our new generation. And most of the narrow ideas grow from the old teaching technique. Success in mathematics was seen as a key for the future. According to the limited studies research on mathematics education, it is found that technology-enhanced lesson or courses are the major strategy to develop studies in mathematics.

Nowadays most of the young generation is very friendly and attracted to multimedia like mobile phones, computers etc. So it will be exciting for students if their education is also upgraded with multimedia. Students will not lose their interest if they found mathematics as like a puzzle game.

The research recommends that it will be highly acceptable for students if multimedia is engaged in the education world. This research also suggests the divided group works and good teacher-student interaction.

References

Bell, J. and Bell, M. (2007). Everyday mathematics. Chicago, Ill.: Wright Group/McGraw-Hill.

Ben-Hur, M. (2006). Concept-rich mathematics instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

Bishara, S. (2015). Active and Traditional Teaching of Mathematics in Special Education. Creative Education, 06(22), pp.2313-2324.

Bybee, L. (2002). Math formulas for everyday living. Hayward, CA: Uptime Publications.

Hammersley, M. (2000). Varieties of social research: A typology. International Journal of Social Research Methodology, 3(3), pp.221-229.

INTERNATIONAL EDUCATION. (2005). Higher Education Abstracts, 40(4), pp.339-341.

Kauliņa, A. and Zīriņa, T. (2010). Creative Teaching Methods for Developing Reading Literacy in Teaching Process. Ad verba liberorum, 2(1).

Leng, M., Paseau, A. and Potter, M. (2007). Mathematical knowledge. Oxford: Oxford University Press.

Machi, L. and McEvoy, B. (2009). The literature review. Thousand Oaks, Calif.: Corwin Press.

Methodology. (2007). Geneva: International Labour Office.

Multimedia. (2002). Ottawa: Minister of Public Works and Government Services Canada.

Rowland, T. and Ruthven, K. (2011). Mathematical knowledge in teaching. Dordrecht: Springer.

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