Mathematics outside the Classroom

Mathematics in school curriculum

Mathematics outside the Classroom
• Children learn not only from the teacher, but also from
interaction with other children, environment around
them.
• Children learn through their senses such as, smell,
touch, taste, hearing and vision. Activities involving
more than one sense will help children learn better:
• Children learn easily if the teaching learning process is
interesting, activity based, allows for active
participation and thinking at their level, joyful and
relevant to the child immediate environment
• More over children learn at all time, every- where, in
class and out- side the class i.e. home, play ground,
market etc.
• So our aim is to make learning in school a happy
experience breaking the boundary between learning
within classrooms and learing outside the classroom.
 Mathematics in school curriculum
Needs and Importance
• Social aspects
• Mathematical aspects
• Application of mathematics
 Vision of Mathematics in school curriculum

• National Curriculum Framework (NCF)-2005, stated

that the main goal of Mathematics education in
schools is the mathematisation of the child's
thought processes.
• Basically, it means that children should learn to
think about any situation using the language of
Mathematics.
Aims and objectives of Mathematics in school curriculum

• The narrower aim of teaching Mathematics at school

is to develop useful capabilities. Particularly those
related to -number, number operations,
measurement, decimal and percentage.
• The broader aim is to develop the child to think and
reason mathematically, to pursue assumptions to
their logical conclusions and to handle abstractions.
School Mathematics curriculum should help the
children learn to enjoy Mathematics.
The following objectives will help us in realising the vision of school
Mathematics curriculum:

• Attain pro ciency in fundamental mathematical skills;

• Comprehend basic mathematical concepts;
• Develop desirable attitudes to think, reason, analyse and articulate
logically;

• Acquire e ciency in sound mathematical applications within

Mathematics and in other subject areas;

• Attain con dence in making intelligent and independent

interpretations; and

• Appreciate the power and beauty of Mathematics for its application

in science, social sciences, humanities, arts,
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Principle of formulating Mathematics in school curriculum
• Curriculum can be considered as the sum total of all the
experiences gained by a child as a result of various formal
as well as informal activities at school, at home and in the
society. Curriculum is the formal and informal content and
process by which child gains knowledge, develops skills,
and modi es attitudes, appreciates the values.

• The basic component while designing a curriculum is

nothing but the pre determined objectives. The next aspect
is the curricular activities to be provided to the students for
realising these objectives. The activities need to be planned
for all content areas.
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• While constructing the Mathematics curriculum we need to
consider those topics or themes, which would help children to
succeed in their everyday life. The topics like interest, percentage,
ratio, data interpretation, graphs etc are some of those topics.

• child's needs, interests and capabilities should be considered as

the base for curriculum construction. As the whole process of
education is now going to be child-centred that means a
curriculum must be child-centric.

• The curriculum must provide an environment conducive to

learning where children feel secure, free from fear and
compulsion. The curriculum must be helpful in developing an
initiative, cooperation, healthy competition and social
responsibilities among the children.
• The content and various activities provided in the
curriculum should help the students to understand the
social and civic responsibilities.
• Conservation of our cultural heritage is an important
aspect that needs to be taken care of while framing
curriculum.
• The curriculum should be framed in such a way that
di erent types of children can have opportunity for self-
expression and development.
• The development of mathematical concepts is not static.
The most modern and latest development in
mathematical ideas should be included in the curriculum.
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As per NCF 2005, the narrow aim of teaching
Mathematics at schools is to
A. teach daily life problems related to linear algebra
B. develop numeracy related skills
C. teach algebra
D. teach calculation and measurements
While teaching 'geometrical shapes' a teacher thinks of planning a
trip to historical places. It re ects:
A. Field trips have been recommended by CBSE, so they must be
done
B. A good break from routine mathematics class and an opportunity
to visit the historical places.
C. Shapes are an integral part of any architecture and such trips
encourage mathematics beyond classroom.
D. Teacher has completed most of the syllabus well in time and now
needs to provide leisure.

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