A PREVIEW. Instead of making kids love the Math they hate, Make the Math they would love!

A PREVIEW

Instead of making kids love the Math they

hate, Make the Math

they would love!

OBJECTIVETo generate interest by innovative way of teaching

To make Maths a delight to learnRemove the fear for the subjectImprove the Performance and develop Confidence in the students

Reasons for the need to changeIncrease in the fail percentageGeneral dislike for the subject after

middle school levelNo syllabus breakup or guidelines

given directly from the I.C.S.E. board due to which syllabus varies from publication to publication. (Only guidelines from Anglo-Indian school syllabii is available)

Special Features of the Syllabus

Syllabus framed for Std. I to VII keeping the NCF-2005 guidelines & ICSE Scope and Syllabus (IX & X) in mind.

Syllabus divided into smaller units month wise

Multiple concepts in a month

Benefits of the SyllabusFor studentsNo boredomCo-relation & integrationBetter understanding and practicabilityPositive vocabulary and reinforcement

For teachersWell researched syllabus with sequential

arrangement of topics More time for content planningNo fear of missing out conceptsScope for creativity

Salient Features of the BookTheme : “A flight to the world of Mathematics”Concepts spread throughout the AYMultiple concepts dealt on a pageAge appropriate terminologyEmphasis on Building Mathematical VocabularyWord Stories instead of Word problemsBrain teasers, Logical Reasoning, On board fun

with multiple choice questionsScroll at the end or beginning of pageMaths in nature

Financial Benefits :

Increase income for school through sale of books. Students need not buy any other text book and workbooks for practice as all this is incorporated in the book designed

Sustainability :To maintain the standard certain measures were undertaken, Information about the book was dispensed to parents during the PTA meetings, and parent orientations. A teacher’s manual is also available for guiding the teachers to plan their teaching. Workshops for teachers from other schools was also conducted to introduce the book. Feedback is taken from the teachers and other users to incorporate positive changes if required.

Asset Result Analysis – Graphical Representation

Year III IV V VI VII 2008 - 09 111.00% 2009 - 10 124.00% 118% 2010 - 11 122% 134% 122% 2011 - 12 115% 119% 120% 112% 2012 - 13 106% 124% 122% 124% 114%2013 - 14 121% 111% 125% 121% 125%

2008 -2009

2012 - 2013

2010 - 2011

2009 - 2010

2009 - 2010

2010 - 2011

2010 - 2011

2011 - 2012

2011 - 2012

2011 - 2012

2011 - 2012

2012 - 2013

2012 - 2013

2012 - 2013

2012 - 2013

2013 - 2014

2013 - 2014

2013 - 2014

2013 - 2014

2013 - 2014

Red bars in the graph shown in the previous slide represent the result of the same batch of the students in academic year 2009-10, 2010-11, 2011-12, 2012-13 & 2013-14.This batch started using the book designed by the school from std II. The result Shows the steady progress in the Asset Examination over the years. The performance has always been above the national average.In the academic year 2011-12 no appreciable change can be noted. This can be attributed to the fact that new admissions in std V are not familiar with exam format and some concepts have not been taught in the previous school. the difficulty level of concepts introduced in std V is higher, e.g. decimal fractions, ratio, area & volume, percentage etc. there are learning disabled children.

To conclude, this is an ongoing dynamic process where the effort to maximize the effectiveness will continue. We are thinking of intensifying the teacher training programmes in the coming years. We are sure that our hypothesis of making mathematics fun for all will surely come true.

How you teach is more

important than what you teach