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About This Course
This course will provide participants opportunities to develop their understanding of mathematics pedagogy by engaging in practice-based tasks and reflecting on their practice through participation in mathematics teacher communities. The course facilitates practitioners’ use of technology-enabled student modules in classroom instruction. Participats will also explore mathematics ideas and concepts.
On the completion of S-02a: Reflective Mathematics Teaching (Geometric Reasoning) course, learners will be able to:
- Articulate and understand the core ideas in school mathematics and its processes
- Plan, execute and reflect on ICT based teaching plan
- Develop a critical understanding of ICT based tools, tips and solutions
- Deeply engage with student thinking
- Engage, showcase, learn and contribute to an online Community of Practitioners
Overview of the course - This is a warm up, non-evaluative component of the course where participants get information on the syllabus, course outline, essential requirements, types of activities and sessions they can expect, and assessments. Participants are introduced to the Connected Learning Initiative (CLIx) student modules which need to be implemented and reflected upon in unit 2.
Unit 1: Student Learning - Participants will broadly understand ways and mechanisms to support student and teacher learning. Pedagogic pillars and values, role of objectives and standards in teaching-learning Mathematics, encouraging and analysing student thinking, responses and mistakes, are some of the key topics discussed in this unit. Participants will use teaching videos, students’ work, and evidence from their own practice to connect with research-based theoretical ideas about Math education.
Unit 2: Exploring CLIx Geometric Reasoning - Learners will engage with CLIx technology-enabled student modules on Geometric Reasoning (GR). You will get hands-on experience of these modules, either during a face to face workshop or through online workshops. The rationale of module design, use of research-based evidence, integration of pedagogic pillars and values, and its connection with the school curriculum will be discussed. Important ideas in GR, like making conjectures, developing proofs, hierarchical class inclusion, definitions, use of Dynamic Geometry Softwares for explorations are also dealt in this unit.
Implementation: This is a compulsory practice component of the course wherein the participants will get the opportunity to implement, reflect and critically evaluate the Game based learning design of the CLIx Geometric reasoning modules.
Unit 3: Understanding key ideas for teaching mathematics - Learners will engage in problem-solving activities and use the experience to reflect on the nature of Mathematics, its key concepts and ideas, the relationship between concepts, procedures, and mathematical processes. The unit also discusses the need for proofs, types of proofs, reasoning and argumentation in the classroom.