Ch Apter Four

CHAPTER - IV

TEACHING AIDS AND TEACHER OF MATHEMATICS

IV- 1 TEACHING AIDS

A. INTRODUCTION

B. CATEGORIES OF TEACHING AIDS

C. IMPORTANCE OF TEACHING AIDS IN TEACHING

MATHEMATICS

D. TYPES OF TEACHING AIDS

a. BLACKBOARD
b. CONCRETE MATERIAL
c. NUMBER KIT
PLACE VALUE POCKETS
e. CHARTS
EXCURSIONS
COLLECTIONS
MAGIC LANTERN
1. EPIDIASCOPE

j. FILM STRIP
CINEMA
l. RADIO AND TELEVISION
m. NEWSPAPERS
n. MATHEMATICAL GAMES AND RIDDLES

IV-2 TEXTBOOK OF MATHEMATICS

A. THE NEED OF THE TEXT BOOK

cc THE QUALITIES OF A MODEL TEXT BOOK IN

MATHEMATICS

IV-3 MATHEMATICS LIBRARY

NEED AND IMPORTANCE OF LIBRARY Q
.

I MATHEMATICS
V LABORATORY
-
4
 78

A. INTRODUCTION

B. NEED AND IMPORTANCE OF MATHEMATICS

LABORATORY

C. WHAT SHOULD BE THERE IN A MATHEMATICS

LABORATORY

IV-5 MATHEMATICS TEACHER

A. QUALITIES OF A MATHEMATICS TEACHER

B. TRAINING AND SEMINARS FOR ORIENTATION OF

MATHEMATICS TEACHERS

REFERENCES
 79

CHAPTER - IV

TEACHING AIDS AND TEACHER OF MATHEMATICS

IV-1 TEACHING AIDS

IV-I-A INTRODUCTION

The teacher has an inherent desire that his teaching should be effective.

What he teaches should be clearly understood, grasped and fixed in the minds of his

students. In order to realise his objectives the teacher makes use of different types of

aids while teaching mathematics. So in this chapter teaching aids are considered.

Mathematics is a dry and difficult subject, also in it many things are abstract.

So the students take very little interest in it. For creating necessary interest teacher has

to use teaching aids.

IV-I-B CATEGORIES OF TEACHING AIDS

Teaching aids for mathematical instructions fall in to two categories.

i. That which the students need in order to pursue his own individual study,

e.g. text-books, writing equipment, simple drawing and measuring instruments in the

form of p geometry box and in some case equipment like slide rule. These personal

instruments are simple inexpensive and without which an affective work in

mathematics is impossible.

ii. That which can be used in common and has to be provided by the school
in mathematics laboratory. These are expensive and are available to mathematics

laboratory. The teaching aids like charts, model, etc. are resources which help the
 80

teacher of mathematics in realization of his objective of effective teaching can be

termed as aids in teaching of mathematics.

IV-I-C IMPORTANCE OF TEACHING AIDS IN TEACHING MATHEMATICS:

i. To clarify the subject many abstract concepts can be clarified with the
help of teaching aids.

ii. To make mathematics interesting. By using teaching aids mathematics

no longer remains as boring, dull and unreal subject.

iii. Teaching aids facilitate the mathematics teachers to follow the maxims
like simple to complex, concrete to abstract, known, to unknown, learning by doing,
etc.

iv. Psychological value : The satisfaction of various interest and innate

tendencies through aids help much in the task of learning.

Fixing up knowledge : With the help of teaching aids knowledge gained

by student can be fixed in their minds and hence remains for a longer period.

vi. Saving of time and energy : Most of the abstract concepts can be easily
clarified and understood through use of teaching aids.

vii. Use of maximum senses : Senses are the gate way of knowledge

teaching aids helps on the maxim utilization of sense organs and there by facilitate the

gaining of knowledge by the students.

IV-I-D TYPES OF TEACHING AIDS

a. Blackboard:

This is the first and foremost of all the items of mathematical equipment. It

must be there even if anything else is not there while describing importance of
 81

backboard. Kulbirsmg Sidhu in his book ‘Teaching of Mathematics’ rightly says

“Black board is called the second tongue of the mathematics teacher.”

The mathematics teacher should be good at blackboard writing and drawing.

He should write on it statements of problems, their solutions. Some points need special

emphasis and have to draw on it the relevant diagrams. But it should not be used in

the manner that the teacher goes on writing and drawing and student goes on copying.

The entire matter to be written on the black board should be developed with the active

co¬ operation of the students. If possible the students should also be given the

opportunity to write and draw on the black board.

A roller black board with four sheets will be most suitable from the point of

view of writing space and convenience one of these sheets may be P graphed one.

Chalk of different colours may be used to make the writing and drawing colourful and
attractive.

Most aspects of mathematics can be clarified only through writing verbal

explanation will not suffice in such cases.

b. Concrete material:

This type of material should include many concrete objects such as beads,

ball frames, number cards, sticks, coloured balls of solids, even pebbles, seeds, toy

money, weights other measures etc.

c. Number kit:

It consists of p set of wooden blocks etc. of the size(l 1/2“ X 1 1/4). In P

it

different coloured block is used for each digit from one to ten. Each block is tabled
 82

with the numeral and word it represents. The blocks vary in thickness to facilitate

comparison and recognition.

p- Place- value Pockets:

It is wooden box divided into three or four portions labeled as thousands,

hundreds, ten and units respectively. It can be used to demonstrate place value to

illustrate carrying in addition, multiplication and to illustrate borroring in subtraction.

e. Charts:

Charts can cover a vast range of mathematical topics such as coins weights

and measure prices of different articles, school and class pass percentage, different

geometrical figures and their qualities different kinds of angles different kinds of

geometric figures, different types of triangles, different kinds of quadrilateral or a

circle, different methods of purchase, different priced articles of a post office income

and expenditure of p person or his budget different types of bank drafts or cheques

arithmetical terminology such as fraction, averages, area, profit and loss interest ratio

etc. average daily attendance, average temparative in a week or in p month, average

expenditure of a family, life calendar of famous persons and their portraits.

Charts should be preferably multicoloured and artistic. The beauty and

colourfulness will certainly enhance their appeal.

Charts help save the time of the teacher because instead of drawing them

himself on the black board. He can depend upon the predrawn diagrams. Moreover it

is not always possible to draw a diagram on the black board with fair accuracy. Some

of the good charts should remain hanging on the wall of the classroom. It is better if the

charts of the topic being dealt with, one hung more prominently and in a fairly large
number. Charts should be changed with the topic. When p new topic is started its

relevant charts should replace the previous ones and as soon as the topic is over, its
charts should make room for the charts on the next topic. Some commercially prepared

charts are also available e.g. International metric system charts, p time chart, linear

measure chart, change for p dollar chart. Charts on kinds of subtraction, charts on

temperature weight decimals adding fractions long division etc. But locally prepared

charts are always preferred. Whenever they have been prepared by the teacher or by the

students provided they are adequate in quality and quantity.

Excursion:

Visits to places of mathematical interest can be of some use. There are a

few places which must be visited by every student of mathematics such as banks, post

offices, booking offices, insurance offices, market, auction places shopping business

concern, big industrial concerns etc. These visits can be more useful if they are

combined with some preparatory and follow up work.

This is not a laboratory aid because it takes the learner outside the four walls

of the laboratory. This can help laboratory work if the students form the habit of

collecting data and materials on these visits for later use in laboratory work.

g. Collections:

Students should be encouraged to collect data and materials of mathematical

interest. Some times there are data on percentage, averages, ratios, investments,

incomes, wastage, budgeting etc. The students should be on the lookout for these

things, so that such collection can add to the bulk of the laboratory material and

is 83

helpful to the student and in the present as well as in the future.

 h. Magic Lantern:

It is very useful for teaching mathematics. It helps the teacher to

demonstrate different types of figures, diagrams, pictures, related to various topics of

mathematics through the slides. For getting better results the teacher may also give

explanation of the things demonstrated on the magic lantern. The demonstration may

further be followed by group discussion for the classification of the various issues on

the topics.

i. Epidiascope:

This instrument is used for enlarging and then demonstrating the contents,

figures and diagrams of the printed or hand written pages. It has shown its value in

teaching of mathematics too specially at the time when the teacher finds difficulty in

drawing or giving things on the black board.

j Film Strip:

In it 15 to 20 slides concerning useful topics are photographed on a 35 to

16 mm films. These film strips are then projected on the screen through a projector,

the teacher may demonstrate the pictures for any period of time irrespective of speed as

the situation demands. These film strips give altogether a new colour and attraction

to different ideas in mathematics. The film strips may be easily obtained from the

market or borrowed from the central Library Department of N.C.E.R.T. and some

leading foreign embassies.

Cinema:

This popular means of entertainment may be successfully used for the 84

teaching of various principles, definitions and facts of mathematics. The life history of
mathematicians, their discoveries and the historical landmark of the development of

mathematics may also be successfully demonstrated through cinema films. In this

regard S.K.Mangal remarked in his book ‘Teaching of Mathematics

“Cinema may prove quite effective, stimulating and

useful for the teaching and learning of mathematics”1

Cinema is an audiovisual aid. The students at the same time may listen as

well as observe the facts and therefore it provides to them greater stimulating and

motivating value for learning something new. It can help students and teachers in
acquainting them with the growing knowledge and methods of teaching being adopted
in other countries.

In a big room or in a hall the teacher can demonstrate films by using film

projector. Films are available from state or central education departments and libraries.

The N.C.E.R.T. and similar state level bodies as well as foreign embassies may also

help in this direction.

1. Radio and Television:

Both these have established their due credit in the field of education. All

India Radio centres broadcast programmes concerning education for the programmes

on mathematics education either the regular classes on topics of mathematics are being

held or the important discussions and speeches concerning principles and laws of

mathematics. Life history and contributions of mathematics, historical development of

knowledge of mathematics the application of mathematics in practical life is broadcast.

Highly experienced teachers, teacher educators, mathematicians and

research scholars take part in such programmes. The radio as means of 85

communication takes their voices to the millions of students and teachers listening to
 86

their programmes. The students sitting for away from the TV station may be benefited

through the telecasting programmes almost in the same way as if it is happening just

before their eyes. A teacher of mathematics should try to take advantage of such

learning opportunities by making himself and his students fully conversant with such

programmes.

m. Newspapers:

It may be used as an effective aid for teaching and learning of mathematics.

The statistics given in news papers in the form of weather charts, the prices of various

commodities, budgets of State and Central Government agencies, stock and shares etc.

All provide good means for making the teaching of mathematics interesting, useful and

purposeful. The cutting of the newspapers may thus be employed to help the students

in learning the practical application of mathematics in daily life.

n. Mathematical Games and Riddles:

These may be effectively utilised for learning practicing and using various

principles and facts of mathematics. There are so many games which may be

successfully utilised for mathematics education. In such games and riddles,

competitions be usually organised by dividing the students in to groups. It will provide

learning opportunities while playing.

KjVsT •

Thus it may be seen that there is no dearth of aids for making the learning of

mathematics easy, interesting and useful. A resourceful teacher may choose the

appropriate aids suiting to his needs, time and occasion. It is also true that financial

resources put obstacle in the way of taking advantages from aids. If a teacher has the

courage he may get these aids prepared with the help of his students through indigenous
 87

and cheque up material. In this direction the services of the agencies like education

departments of central and state governments, teachers training institutions N.C.E.R.T.

and S.C.E.R.T. and extension services centres may also be received for collecting the

essential and useful teaching aids.

In this regard Albrecht Durer rightly remarked that “It is easier to believe

what you see than what you hear but if you both see and hear then you can understand

more readily and retain more lastingly.”

IV-2 TEXTBOOK OF MATHEMATICS:

Text book plays a dominant role in the present day teaching and learning of

mathematics. It is a tool which is used by teachers, students and examiners. The text¬

book decides for the teachers his teaching for student his learning and for the examiner

his examining task. There is nothing beyond the text-book which is taught and learnt.

In this way, the teacher the taught and the' examination system all have become slaves

in the hand of the text-book. In this regard Kulbirshingh sidhu writes in his book

Teaching of Mathematics.

“Few tools have been so misused as text books in

teaching.

This is not an exaggeration because text books

become ends in "Education. The teachers follow them
blindly.”2

IV-2-A THE NEED OF THE TEXTBOOKS:

In daily teaching teacher needs blackboard, chalk, charts but mathematics

text-book is more needed than all other things hence it is useful for:
 88

1. The teacher:

The relevant matter concerning the syllabus of that class is readily available

to teacher from text-book. It guides the teacher about the boundaries and limits of his
A

teaching in a particular class. Valuable knowledge and information collected form

various sources is ready and available in text-book in a well organised and systematic

form. The text-books help the teacher in planning his lesson deciding his method of

teaching and preparing suitable aids, text-books are written by experienced and subject

experts, teachers can make use of their services by using text-books.

In text books of mathematics so many problems are readily available, so that

the teacher need not bother himself about setting of problems. Due to text-book

assigning of practice, drill and homework become quite easy. They provide treasures of

answers to all the problems and also give suggestion for correlated study, experimental

work, project activities, hints for the solution of different problems explanatory notes

for complicated puzzle and mathematical principles.

ii. Useful fo r the students:

By using text books students become acquainted with what is to be studied

in a particular class. The clarity of aims and objectives help in maintaining the desired

interest in the study with the help of text-book students get themselves prepared for the

study of the next day lesson at their home. Time and energy of the student are saved.

They need not copy the illustrative examples or problems written on black board. Text

books help the students in supplementing and correcting the class notes. They help in

doing extensive study of the subject by suggesting different procedures and methods of

solving the problems. It helps in fixing up the knowledge and skill taught in the class¬

room. Drill and homework both may be carried out properly only with the help of text-
books. It helps for self study and acquiring the habit of self study. They provide

opportunities for understanding. Practicing and using the learned facts, and thus help

the students in achieving the objectives set for the teaching of mathematics.

iii. Useful f o r Uniformity of Standard:

If a particular subject or branch is being taught by different teachers in a

school in such situation text-books helps in maintaining uniformity of the students.

The same uniformity may be maintained in different schools o <33 district or a state

having common curriculum and objectives and this serves the purpose of uniform and

common education throughout the state. The public examination and evaluation

processes become possible only due to such uniformity. It also helps the students to

seek migration from one school to another with least disturbances to their syllabus.

1V-2-B THE QUALITIES OF A MODEL TEXT-BOOK IN MATHEMATICS:

Donovan A. Johnson and Gerald R. Rising in their book “Guideline for

Teaching Mathematics” give the following qualities of good mathematics text-books.

a) Topics:

i. The topics are those that will attain the objectives of the course.

ii. They follow selection to fit the sequence building on the previous course
and fore shadow the course to follow.

iii. They are appropriate in terms of interest, difficulty and usefulness to the
students electing the course.

iv. They are in harmony with current curricular emphasis.

b. Mathematics:

i. The mathematics is correct. 89

ii. The structure of each topic is clear and concise.

 m. The level of the rigour and precision is appropriate for the course.

iv. The use of symbols is correct but reasonable, accurate and not overly
cumbersome.

c. Language:

i. The narration is reasonable and comprehensible.

ii. The obstructions and symbols are made meaningful.

iii. The language is interesting and thought provoking.

iv. The definitions and explanation use only those terms that the students are
expected to understand.

Pedagogy:

i. Material is included to create interest and motivate learning.

ii. Terminology and content is justified in terms such that the students
understand and they can see how it relates to them.

iii. Material is included to make it possible to meet the needs of different

levels of ability.

iv. The strategies used are based on sound learning principles.

v. Concepts are introduced by providing opportunity for the student to

discover ideas through reflective thinking, problem solving experimentation analysis

and generalization.

vi. Tests for the evaluation of achievement by student and teacher are
included.

e. Mastery:

i. Exercises emphasize reflective thinking and problem solving as well as 90

straight forward manipulation.

 n. Adequate exercises of different difficulty levels are included.

iii. Review and remedial materials are included.

iv. Some exercises require the student to generalize, others to consolidate

concepts and still other improve skills or to apply what is learned to new situations.

Enrichment:

l. Enrichment topics are included in the text book.

ii. Suggestions are given for independent study.

iii. Research topics projects and independent experiment are suggested.

iv. References for enrichment reading are included.

n Aids to learning: This includes

o

1 Teachers manual with suggestions for teaching.

ii. An answer key with worked solutions.

iii. Achievement.

iv. Overhead projectors.

v. Accompanying work books, laboratory, manuals, audiotapes film loops

and computer supplements.

p- Physical characteristics:

l. The format of the papers is attractive and inviting.

ii. The arrangement headings and type make the location of material

convenient.

iii. The use of colour and illustrations is functional in terms of text content. 91
3
iv. The size of the book is convenient.
 IV-3 MATHEMATICS LIBRARY

One of the important recommendation made by the secondary education

commission was that every school should have subject libraries which are under the

charge of subject teachers. It was felt that subject teachers can enrich their teaching

making use of small collections of books on their own subjects. The need for subject

library is utmost. A mathematics library should be essential part of each school that

undertakes mathematics teaching.

NEED AND IMPORTANCE OF LIBRARY:

In any scheme of education, library plays a key role, class room teaching has
its limitations. It is difficult for teachers to go beyond the prescribed text-book. In

mathematics students have to do lot of drill and practice work. So a particular set of

the text-book cannot serve the purpose and also does not serve the examination cause.

Because examiners are not supposed to set the problems from the prescribed text-books.

So the students have to prepare themselves for all sorts of problems and exercises. The

different types of books available in mathematics library help them in this task.

Class-room reaching has its limitations. A good libraiy provides

opportunities for filling up these gaps and removing all sorts of doubts. A well-

organised library is the source of attraction for its students. The various types of books

and literature help in meeting the various interests of the students of mathematics.

The realisation of the different aims and objectives of mathematics teaching

is a difficult task. Development of various types of abilities and skill as well as

inculcation of proper attitudes, interests and appreciation is only possible through CO

good mathematics library. In this regard while explaining the importance of 92

mathematics library. S.K.Mangal wrote in his book teaching of mathematicsas follows-

 burning lamp. It sets burning the ambitions of learning
more and more in teachers and inspires the students to
imitate the ideals to their teachers.”5

IV-4 MATHEMATICS LABORATORY:

IV-4-A INTRODUCTION:

Mathematics is a practical oriented subject and practical work forms an

important part of mathematics education. For proper understanding of the subject,

mathematics should be taught using a large number of examples based on our daily

lives so that mathematics laboratory is a must for every school.

IV-4-B NEED AND IMPORTANCE OF MATHEMATICS LABORATORY:

Chadha and Aggarwal in their book “Teaching of Mathematics”

giving importance of mathematics laboratory says- /UM- ’’ f /&■

h
im
selfabr learning. Whenever itstud student can handle or work with
easto ents,al
f so
' 5-
S
.
 94

which assists in cultivating space perception and a more

accurate formulation of space concepts. Construction and
demonstration of working model in Geometry help in
grasping of geometrical facts easily. Manual verification of
mathematical facts makes them easily applicable in new
situations and of course all of these activities serve another
important function of arousing and maintaining pupil
interest. This why laboratory in mathematics is
is considered to p must efficient teachers just as in any
be
other branch of science.” ‘

In our schools generally laboratories are established for science subjects.

Therefore the idea of setting mathematics laboratory in the school looks unusual and

impracticable. But the feeling is rapidly growing that elementary mathematics can

profit greatly by introduction of mathematics laboratory. In this regard while

explaining the need and importance of mathematics laboratory S.K.. Mangal says-

“Laboratory is a place which serves two fold

purposes. Firstly it provides safe and proper place for
placing all the essential material and equipment concerning
the learning activities in a subject. Secondly it gives proper
facilities and opportunities for the essential practical work
and lively learning experiences.” 7

p good platform for the

In this way the mathematics laboratory provides
integration of theory with practices in a subject.

Previously mathematics was treated as a purely theoretical subject to be

discussed only on blackboard or on slates. But now it is realised that its nature is as

practical as other sciences and technical subjects. Like science laboratory mathematics

laboratory may also play a significant role. So it will be sound and usual to set up a

mathematics laboratory in the school. This will prove useful to p mathematics teacher

in the following ways?

1. It will help in creating interest of the students in the learning of

mathematics.
 95

ii. It will help in making use of all the progressive methods like inductive

analytic, laboratory, heuristic and project methods in the teaching and learning of
mathematics.

iii. It will help in the inculcation of scientific problem solving and heuristic
attitude among the students.

iv. The theoretical concepts may be easily clarified through practical

demonstration, in this way laboratory would definitely save the time and energy of the
teachers and students also.

v. It will help in training the students for the practical application of

mathematics facts and principles in their life.

vi. It will help in satisfying the creative and constructive urges of the
students. It will definitely give the life and blood to the activities of science and
mathematics clubs.

The varying needs and interest of the gifted children in mathematics

may also be properly satisfied through mathematical laboratory and in this way it will
prove a fertile ground for the germination of future mathematicians and scientists.

IV-4-C WHAT SHOULD BE THERE IN A MATHEMATICS LABORATORY:

Mathematics laboratory may contain the following types of materials and

equipment.

i. Different types of pictures and charts:

Charts of developmental history of mathematics, contribution of

mathematicians, application of mathematics in life and other fields of knowledge. A

 96

few pictures and photographs of great mathematicians also be hanged on walls of

laboratory.

A mathematics laboratory should contain different types of charts and

pictures conserving various topics and sub-topics of mathematics. This makes the
learning of mathematics interesting and useful.

ii. Weighing and measuring instruments:

These are very important aspects of mathematics so mathematics laboratory

should have all the essential equipments for weighing and measuring purposes like,
different types of balances, weights, measuring tapes and graduated cylinders.

iii. Models:

In mathematics education models prove very effective as source of teaching

and learning. Mathematics teacher should try to have all such models in his laboratory
which he thinks helpful in arranging the learning activities of the students of various
classes of mathematics in the school.

iv. Drawing Instruments:

Generally there are two types of drawing instruments, one helps the teacher

for using black boards that are of big size and are made up of wood and another

category is of small size. They are available within a small Geometry box and can be

purchased by every student of mathematics.

v. The Useful Material Concerning Other Subjects.

Modem teaching follows the principles of integration and correlation. So

mathematics text concepts and problems are sometimes linked with the experience
 97

areas of other subjects. So, care should be taken to have useful material concerning

other subjects like thermometer, barometer, hygrometer, hydrometer, rain gauge

pendulum, inclined plane, pulleys, Vernier Calipers, Screw gauge, wheel and axle clock

fuses, magnetic needle and bar magnet.

vi. Surveying instruments:

For surveying purposes besides various types of measuring tapes, the

following types of scientific instruments should be kept in mathematics laboratory.

a. Angle Mirror: It is used for laying out right angle in the field.

b. Sextant: It is a sophisticated instrument for measuring the angular

distance. It is used to find out angles of elevation and depression. The altitude o 03

body and the width of a river etc. may easily be calculated through this apparatus.

c. Plane table: Used for elementary mapping and surveying.

d. Level: Used in leveling the surfaces by finding differences in elevation.

vii. Other useful material:

Like beads, balls, sticks, match boxes, seeds, different types of coins,

stencils, for geometrical figures, different type of wooden or card board pieces,

demonstrating various geometrical figures, place value pockets (wooden box to

demonstrate place value) and dices for teaching fractional parts etc. may be kept in

mathematics laboratory. In addition to this the material and equipments needed for

wood or cardboard work like scissors, pins, hammers, nails, thread, bills, ropes etc.

should be maintained in the laboratory.

 viii. Some o t h e r modern equipment:

a. Proportional Dividers:

It is based on the principle of proportionality in similar triangles and used

for enlarging or reducing the pictures, maps or diagrams.

b. Slide Rule:

In principle it consists of two or more logarithmic scales sliding on each

other. It provides a rapid means of multiplying and dividing numbers of taking certain

powers and roots and of solving proportions. It is like a mini computer in the class¬

room computation.

c) Calculating Machine:

It is a sophisticated device for making the computation work a joy. It can

calculate, in no time with great precision and accuracy. A simple calculating machine

resembles type writer. Its working is also very simple.

There is not an end to the above list of materials and equipments for

mathematics laboratory. It is an ever expanding task. The needs and requirements of

the learning experiences are always flexible. A resourceful teacher should always take

these things into account and accordingly try to enrich his laboratory. He should not

look for finances but try to encourage students for the improvisation and self collection.

In this regard S.K. Mangal remarked “For a teacher of mathematics the world outside

the walls of the class room is an open laboratory where he can find ample opportunities

for his students to experiment and taste the fruits of learning in mathematics.”

Primary functions of mathematics laboratory can be enumerated as follows- 98

1. To make mathematics teaching concrete and purposeful.

 ii. To provide activities to interest student in mathematics.

iii. To develop in students proper skill to enable them to handle mechanical

gadgets to make their work quick easy and accurate.

iv. To develop the powers of observation analysis and conclusion among the

students as under-

“If laboratory subscribes to these aims it is

successful irrespective of the equipment it possesses. A
laboratory which has cheap and simple pieces of apparent
but provides a large number of activities is definitely better
than a laboratory equipped with costly and complicated
apparatus but opened only at the time of school
inspection.” 8

In short we can conclude that mathematics laboratory is necessary for

developing many concepts among the students and for developing skill among the
teachers of mathematics.

IV-5 MATHEMATICS TEACHER:

Everything in education is planned and set for the benefit of the students.

They are given varied learning experiences for the modification of their behaviour and
development of their personalities.

Like other subjects in teaching of mathematics things are planned and set in

advance. Curriculum and syllabi are framed, new techniques and devices are explored.

Varieties of audio visual aids are collected, appropriate textbooks are written, various

equipments are purchased and suitable facilities for the effective learning are provided.

But all these preparations and planning are not useful, if there is no efficient and

competent teacher. No machine and no other source however sophisticated it may be

replaces the teacher. The teacher always holds the key position. An American 99

Commission on Teacher Education has also analysed the some as follows-

 100

“Quality of nation depends not exclusively, but in

critical measure, upon the quality of their education and
the quality of their education depend, more than any other
single factor upon the quality of their teacher.” ’

While explaining the importance of teacher Chadha and Aggrawal remarked

in their book “Teaching of Mathematics”-

“A teacher is more like a gardener who tends each

plant, gives water and sees that plenty of plant food is
available in soil so that the plant may take its own
nourishment.” He further says- “The teacher should be a
guide, a helper and a friend. The teacher must study the
child, must know the effect of the environment on the child
and should know the laws of learning for which a study of
psychology is necessary.” 10

For that purpose therefore it is rightly said-

The quality of mathematics education to a great extent will definitely be

determined by the quality of mathematics teacher. So what type of mathematics

teachers should be there in school for the effective realisation of the aims and

objectives of mathematics teaching, What should be the qualities of a mathematics

teacher and what may be expected from mathematics teacher for being a good

mathematics teacher. These few aspects are discussed as under.

IV-5-A QUALITIES OF A MATHEMATICS TEACHER:

i. Command over the subject mathematics:

He should be academically well equipped. His knowledge of mathematics

must be more current than that of his co-workers. A fresh, open and accepting attitude,

enthusiasm and idealism are the basic ingredients of success. Curiosity and willingness

to try new thing’s add to his special aspect of personality. He must have a sense of
 101

humor, rational stability does affect and more impoerant than these are industry and
responsibility. He can decide to short change the first and lodge the second quality.

He may not have the following things?

i. In-experience in working with young people lacks of judgment:

ii. Unfamiliarity, with school regulations personnel, students and programme.

iii. A tendency to copy what they see others do without evaluation and

modification to suit their own style, lack of patience and concern for students and

coworkers, inability to separate themselves from their students, uncertainty about

goals of instruction, inability to sense or diagnose learning difficulties, other physical

limitations like having small, weak or high pitched voice, that will require extra effort

to make it audible. These are also the short commings of a teacher.

Alexander Pope of poet with gifted insight into human nature, said that the

best way to win a friend is let him do you a favour. This twist on the usual form of

avuncular advice should be remembered by all novice mathematics teachers within

reasonable limits, people enjoy helping others.

He should try to acquire this enriched knowledge through formal education,

self education or other opportunities provided from time to time. Reading of good

books, journals and research contributions, attending of seminars, workshops and

orientation courses etc. He should try to have essential knowledge of the history of

mathematics and contribution and life history of great mathematicians.

ii. He should know the school mathematics curriculum:

He must obtain the copies of text books currently in use at all levels. He
must be familiar with the aims and objectives of teaching mathematics at all levels of
education.
 No mathematics teacher can succeed without enthusiasm. He must know
child psychology and also must know how to create enthusiasm for improving child. In
this regard Bagley says-

“Enthusiasm for own work and devotion to the

interest of the learner are qualities of the artist teacher and
for which there are no substitutes and these qualities are
not taught to the novice. They are rather caught from his
instructors if his instructors exemplify them in a striking
way. The ideal preparation of the teacher, then would
include the privilege of working with such instructors. 11

iii. He must know school routine:

The teacher should know the map of the school locations, not only of

rooms but also of administrative departmental and guidance offices teacher lounges

cafeteria and other facilities. Hence teacher will gain in confidence when he knows his

way around the building.

A listing of key personnel, principal's guidance, counselor’s department,

chairman faculty and often student leaders. Bell schedules - initial familiarity with
modules, luncheon routines, and assembly modifications. Such awareness is essential

to the teacher.

Bad grooming, exotic dress, poor personal hygiene these can make

difficult role and sometimes impossible to live with. He may not talk about the
standard of the school.

iv. He should know his fellow s t a f f members:

He does not always wait for his co-operating teacher to assign his tasks. He
may take the initiative when it is appropriate. He must take responsibility for the class 102

if the senior teacher is called from the room. He must support his co-operating teacher
 103

with his student even if he has differences. With that teacher he must see that whether

his planning is okay? Did he execute his plan well? Is he involving students enough?

How can be make this part of the lesson go smoother? Does he speak clearly? How can

he motivate the student? He must participate in school routine in addition to his

assigned classes.

v- He should know his students:

He seeks to gain his student's respect, not their friendship. He must be

serious about his instruction, especially at first. Then he may be able to relax later.

He may establish classroom routine and stay as close to them as possible.

Avoid letting students disrupt these routines e.g. He must provide equal treatment to all

students, call and refer students by their names. He must’give his attention to all
students. He may try to reward positive behaviour.

vi. Mathematics teaching as a job:

Teaching like many other tasks, gives extra rewards to those who work
harder at the beginning. A useful analogy here is learning it self. Homework patterns
are established early and should be checked carefully.

Vli. HE MAY ENJOY MANY FUNNY THINGS :

Things that happen in school even when the joke is on him, should make

him enjoy. A close examination of even the most disruptive or antagonistic of his

students will show them to have may be good qualities. He may enjoy the respect that

most people in the community feel for the difficult work he is doing. And enjoy to the

feeling of renewal that young people give.

 104

He should show his proper interest in learning through inservice training

like mathematics seminars, radio and television lessons and visits to good schools and
educational research centres.

In this way a good mathematics teacher should have competency and ability
of realising the aims and objectives of teaching mathematics through his knowledge,
understanding skills, interest and aptitude.

In this regard Johnson and Rising remark¬

dome teachers are bom, some good, some weak,

some lazy and some who fail for one reason or another. The
range of teaching achievement is failure, average or
outstanding. Teachers responsibility is to move as rapidly as
possible towards the upper limit of that range.” 12

IV-5-B TRAINING AND SEMINARS FOR ORIENTATION OF

MATHEMATICS TEACHERS:

To teach the subject effectively and successfully mathematics teacher should

be graduate offering mathematics as main subject. He should prepare himself

pedagogical as well. He should offer mathematics as one of the special methods for

professional degree. He needs a through knowledge of the subject matter to be

imported to the students as well as command over the techniques and methods of

teaching.

Methods of teaching and techniques of teaching mathematics are changing.

Text books of mathematics are changing, so mathematics teacher should keep his
knowledge of mathematics up to date for effective teaching. He should join refresher
courses sponsored by the agencies or institutions like N.C.E.R.T., S.C.E.R.T etc. to

keep abreast of the subject.

 105

The education and training help in professional development of a teacher.

So orientation of handling teaching aids, orientation of curriculum construction, current

developments and recent techniques of teaching mathematics is necessary for the
mathematics teacher.

P. Samuel says that-

“The education and training received by teacher in

various courses increase not only his personal development
but also his ability to teach the subject. Teachers who want
to maintain their prestige and increase their effective
teaching must study continuously.”13

Hence chapter IV gnumerated the necessities of mathematics teaching like

teaching aids, textbooks of mathematics, mathematics library , laboratory, and
mathematics teacher.
 REFERENCES:

1 S.K. Mangal, A Text book on Teaching o fMathematics, Prakash Brothers and

Educational Publications, Ludhiyana,, 1990, P. 112.

Kulbirshingh Sidhu, Teaching o f Mathematics, Revised and Enlarged Edition, 1984,

P. 150.

Donovan A. Johnson, Gerald R. Rising, Guidelines for Teaching Mathematics 2nd

Edition, Wordswarth Publishing Company Inc. Belment California, 1972, P. 373.

4. S.K. Mangal, A Text book on Teaching of Mathematics, Prakash Brothers and

Educational Publications, Ludhiyana,, 1990, P. 125.

5. Ibid., P. 126.

Chadha and Aggarwal, Teaching o f Mathematics, Dhanpat Rai and Sons, Jallundur,
1990, Delhi, P. 305.

7 S.K. Mangal, A Text book on Teaching of Mathematics, Prakash Brothers,

Educational Publishers, Ludhiyana, 1990, P. 293.

Chadha and Aggarwal, Teaching o f Mathematics, Dhanpat Rai and Sons, Jallundur,
1990, Delhi, P. 311.

'Teacher for our times - A statement o f purposes, the Commission on Teacher

Education. American Council on Education, Washington DC 1944, P. 2.

10. Chadha and Aggarwal, Teaching o f Mathematics, Dhanpat Rai and Sons, Jallundur,
1990, Delhi, P. 293.

1 1 Donovan A. Johnson & Gerald R. Rising, Guidelines f or Teaching Mathematics 2nd

Edition, Wordsworth Publishing CO, Belmont California, P. 56.

12. Ibid., P. 58.

13. P. Samuel, Professional Growth Through inservice Education Teaching, Vol.

XXXVII number 4, (June 1965), P. 115. 106