Math Enlightened Genius Activation - MathsOne Mega

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MATHSONE MEGA

INFORMATION HANDBOOK2021

Math Enlightened Genius Activation

TRANSFORMATION GUARANTEED

P R E F A C E

The Information Handbook entitled ‘MathsOne’ is published by EdConcert Research and Technologies Pvt. Ltd., to provide comprehensive information on the key learning operations of the company in general and the unique skill-based learning programmes developed by the team of in-house researchers and academicians in particular. This handbook contains all information regarding our unique and ambitious programme MEGA.

This document throws light into the objectives of Math Enlightened Genius Activation (MEGA) and its desired modes of conduct, including course structure, certifications, fee structure, learning materials and many more. It also highlights key programme objectives, benefits, outlines based on Global Scenario - NGSS, PISA, National Education Policy 2020 and IMO. Further, it includes the benefits for Schools, Teachers, Learners, Parents and Society. This handbook also provides an exclusive FAQ section to clarify the general doubts and queries of the readers.

2│ MEGA – Math Enlightened Genius Activation

CONTENTS

Sl. No. Topic Page No.

1. INTRODUCTION 5

1.1 About MathsOne 6

1.2 Overview of the Company 6

1.3 Vision and Mission 7

1.4 Our Focus 9

1.5 What we do 9

1.5.1 Neuro-scientific Approach 10

2. GLOBAL SCENARIO IN MATH WORLD 16

2.1 Finnish Education System 17

2.2 PISA 17

2.3 IMO 19

2.4 NEP 2020 19

2.5 NGSS 20

2.6 Bloom’s Taxonomy 20

2.7 21st-Century Skills 20

3. INTRODUCING MEGA 25

3.1 Introduction 26

3.2 What is MEGA? 26

3.3 Why MEGA? 26

3.4 Objectives of MEGA 26

3.5 MEGA Accomplishment Process 27

3.6 Focus 29

3.6.1 PISA 29

3.6.2 NEP 2020 30

3.6.3 21st-Century Skills 31

3.6.4 MathsOne Pinnacles 32

MEGA – Math Enlightened Genius Activation │3

3.7 Process 33

3.7.1 NGSS 33

3.7.1 Bloom's Taxonomy 34

4. MEGA MODULES 36 4.1 Introduction 37

4.2 Module 1 : Skill Formation & Reinforcement 37

4.3 Module 2 : Skill Application 40

4.4 Module 3 : Skill Extension 42 5. MEGA HIGHLIGHTS 46

6. GENIUS HOUR 48

7. GRADING OF EXCELLENCE 50

8. BENEFITS TO STAKEHOLDERS 53 8.1 Schools 54

8.2 Teachers 54

8.3 Learners 55

8.4 Parents 55

8.5 Society 55 9. TALK MATH, TALK MAX 56

10. FAQ 58

"Creativity in children leads to a culture of excellence. Children have a hard-wired ability

to be creative, imaginative and innovative that often diminishes along the way. These inherent capabilities have to be identified and encouraged to have a new breed

of innovative thinkers who are prepared to solve future challenges of our world."

– Dr. APJ Abdul Kalam

INTRODUCTION


"Creativity in children leads to a culture of excellence. Children have a hard-wired ability to be creative, imaginative and innovative that often diminishes along the way.

These inherent capabilities have to be identified and encouraged to have a new breed of innovative thinkers who are prepared to solve future challenges of our world."

– Dr. APJ Abdul Kalam

INTRODUCTION


1.1 About MathsOne

MathsOne is a unique research organization in Mathematics that covers every aspect of learning Mathematics - Fun, Associated, Engaging, Interesting, Meaningful and Practical. MathsOne is a renaissance movement to promote mathematical quest in young learners. MathsOne compiles both innovative as well as application-based learning in learners. MathsOne makes the art of learning mathematics in an experiential way.

MathsOne is in the continuous path of expansion across the globe to cater to the educational needs of children worldwide. We uphold our vision to transform the next generation into responsible and competent global citizens.

MathsOne offers products and services spotlighted to innovations and entrepreneurship among learners. It helps to eliminate the learning gaps and explore the opportunities of Outcome-Based Education.

1.2 Overview of the Company

The pioneering journey of MathsOne started with the vision of reincarnating the art of scientific & mathematical learning by offering multiple services and products for children in the domains of Math and Skill Development. The brand ‘MathsOne’ is promoted by EdConcert Research and Technologies Pvt. Ltd., which is the R&D wing of our establishments that performs the key development of all our educational services and products.

At MathsOne, time-tested methodologies, Products, Research-Based and Scientific and Evidence-Based teaching strategies are actively introduced to our young learners for their intellectual and holistic development. Children of today are the citizens of tomorrow, so we take care of the profound growth of logical and critical thinking abilities in each child through every learning process we impart. All the concepts of mathematics are introduced along with the feel of experiencing their real-life applications as well.

The idea behind MathsOne is to rectify the faults in the existing educational system and introduce advanced methodologies and ICT (Information and Communication Technology) to improve learner's learning experience. Our initial results are very promising, and the testimonials of the parents and learners vouch for the same.

Children benefit from specially and specifically developed unique course materials through extensive research. Our methodologies enable children to think and apply their knowledge effortlessly and encourage them to communicate and explain their ideas confidently.


1.3 Vision & Mission

1.4 Founders' Voice

SOCIAL CHANGE

We aim to equip the younger generation with an understanding of one's participation in the country's development, which starts at the root level, such as healthy human relationships, economic stability through a job or sustainable entrepreneurship and an environment-friendly mindset.

Our methodologies are designed to bring about a holistic development in children by re-engineering their thought process to ensure success in their impending personal, professional and social lives.

SOCIAL IMPACT

MathsOne will equip children with all the intellect, skills and moral values required to be better humans. Such holistic development will create a Nation with:

• Improved GDP • Gender equality and social upliftment • Congenial socio-political environment • Better physical and mental health • Better employment opportunities • Sustainable environment • Valuable social interaction

CORE OBJECTIVES

• Concept Visualisation

• Generates Passion and Interest in Mathematics Focuses on Active Learning

• Enhancement of Logical Thinking, Mental Ability, EQ and IQ

• Spiral development of mathematical knowledge without learning gaps

VISION

To create intellectually empowered and holistically transformed Students, Teachers and Society

MISSION

To provide unique, personalised and application-oriented innovative teaching-learning products and services that ensure Outcome-based Education and acts as a global catalyst to meet the upcoming technological and scientific demands

SOCIAL MISSION

To influence major sections of the society by creating a constructive ecosystem, wherein we nurture socially and culturally active, economically viable individuals, enriched with an appetite for eco-friendliness by practising green concepts like environment protection, reducing plastic usage, sustainable living, etc.


EVERY CHILD IS A GEM WAITING TO BE CHISELLED AND POLISHED TO PERFECTION

Education is all about learning to use our mind and body in harmony. This helps us to manage our emotions intelligently and develop innovative thoughts. Such harmony can be achieved effectively through creative and personalised experiential learning, which identifies and enlightens the inner genius in every child. MathsOne’s prestigious programme MEGA aims to achieve this through experiential learning and gadget-less approach. Schools being the second home to students are the best places to achieve this. Through MEGA schools can develop the overall competencies and skills of a child. Schools can also benefit from MEGA by way of enhancing teachers’ knowledge and skills in the subject, thereby improving the performance of learners. When learners perform well the ranking of schools will automatically improve and enables the learners to outperform in global competitive examinations.

Founder: Prof. Dr. Biji Kumar R MD: Prof. Shana L

MathsOne, as a unique venture is offering a nurturing environment for learning and has a refreshing modus operandi on child’s intellectual and holistic development. We succor young minds to learn with curiosity, making them lifelong learners and encourage them to transmute their innate abilities by inspiring and infusing them with innovative ideas, thereby improving their self-efficacy in contributing more to the society. We are delighted about our collection of revolutionary contents, based on human value-based approaches that enhance the employability and entrepreneurial skills in the upcoming generations.

MathsOne is the first company to introduce an innovative scientific and evidence based curriculum conforming to the recommendations of National Education Policy [NEP 2020] such as Math Literacy, Mental Ability, Logical Reasoning, Mathematical Thinking, Design Thinking and Vedic Math as well as 21st-Century Skills such as Critical Thinking & Problem Solving Skills, Creativity & Innovation, Collaboration & Communication with the help of 6 Es of Next Generation Science Standards & Bloom’s Taxonomy pedagogical methods in order to transform the children to be competent for the 21st-Century and to excel in global competitive examinations like PISA and IMO. I highly recommend schools to join our venture to create a brighter generation.

CEO: Dr. K C Chandrasekharan Nair


1.4 Our Focus

We focus on the intellectual, holistic and entrepreneurial development of children from age three by firmly giving importance to 21st-century skills. Our products are enriching, accessible and captivating for kids of all ages. We deliver meticulously engineered, child–centric, research based and neuro-scientific concepts, methodologies, aids and processes. Our products are multi-dimensional with lots of possibilities for kids to explore in order to equip them to be future ready.

Every piece of knowledge that we tend to disseminate through our services and products is delivered using appropriate practical illustrations and associated activities to arouse the creativity and imagination of the learners. The experiential mode of teaching-learning adapted at MathsOne ensures that education becomes creative, associated and meaningful in all respects.

Math is one of the vital skills we expect our children to master. Young learners’ future understanding of mathematics requires an early and strong foundation based on high quality, challenging and accessible mathematics education.

We, at MathsOne, are keen to cause and sustain the smiles of our beloved young learners. We understand the delicacies and fragilities of a child’s mind, thus, we are bound to care for our children.

1.5 What We Do

Mathematics helps children achieve a higher level of logical thinking, which enables students to observe various situations subconsciously and deduce solutions. However, learning Mathematics alone is not the key. It is how you master it. Scholars at MathsOne have thoroughly researched the various ways in which young children think and have developed our programmes accordingly.

We do emphasize that young learners shall be encouraged to explore their learning areas with freedom. Our curricula for all learning programmes are so designed, and we also guide and aid our children to explore productively. We, at MathsOne, believe that knowledge should be discovered and not memorized.

We also focus on Divergent Thinking, which helps learners learn how to generate creative ideas by exploring many possible solutions. It helps them to make quick decisions and solve problems in day-to-day life. Besides, we use the method trial and error to make learning effective.

The curriculum and methodology are developed by a team of veteran mathematicians and research consultants, which practically portray math and make it relevant to learners. Our research team has also developed quick learning mechanisms, association methods, mind mapping and tricks. It goes far beyond the syllabus or other institutions and makes MathsOne curriculum unique in its segment.


Education is not the learning of facts, but the training of the mind to think.Albert Einstein

1.5.1Neuro-scientificApproach

Knowledge building is a natural process. We provide deliberately built situations, which help learners to acquire knowledge on their own. We believe that learners must be active learners rather than passive recipients. Active learning takes advantage of processes that stimulate multiple neural connections in the brain and promotes memory.

Gadget-lessApproach The brain is one of the most complex organs in the human body. No part of the brain will change unless it is activated by stimulation from the environment. Training the brain during the first 12 years matters and lasts for a lifetime, which shapes perceptual and cognitive ability, physical and mental ability, behaviour and performance. The development of the brain during this time determines what they become and how they behave in the future. There are similarities between how the brain develops and the mechanisms responsible for altering the connections between nerve cells later on -a process called neuronal plasticity. The early years of a child’s life are critical for learning and development. Neuroscience provides evidence that brain development in the early years of life is more extensive, more vulnerable to environmental influences and has a long-term impact. The development of the brain is use/experience-dependent and use/experience expectant.

The best way is to engage a child actively through everyday activities like painting and craft activities. These activities encourage children to think ahead, recognise patterns and make decisions while all wrapped up in a package of fun! Multi-sensory learning is a powerful tool. Engaging multiple senses in the learning process engages multiple areas of the brain. When multiple senses "work" or “learn” simultaneously, children retain more and for a long period. Multisensory stimulation and input will be more


effective and should lead to multiple representations, which in theory should strengthen learning. Sensory stimulation, especially touch, is critical for the development of brain structure and function in very young children.

Social and emotional capacities are being recognised as equally as important as cognitive capacities, as indicators of healthy brain development and as predictors of academic achievement.

Emotions, learning and memory are closely linked. Children need sound wellbeing, motivation and self-esteem to engage in the experience and become competent through attention and practice. Emotions influence a person’s capacity to attend, to be involved and to take action, all of which are essential for learning. All experience (cognitive, emotional, social, physical) allows the brain to create an internal representation of the external world and representations in particular areas of the brain depend on experience. The experience that is repetitive, patterned and consistent are represented by strong neural connections.

All learning (emotional, social, motor and cognitive) is accelerated by play. Children’s natural curiosity, a neurobiological feature, drives exploratory play, which expands children’s experience, stimulating neural activity and changes in the neural networks and their sophistication. Play is usually an enjoyable activity and hence encourages engagement and repetition leading to mastery and a sense of accomplishment and confidence, attention, providing challenge, observation and opportunities for practice and success in the development of skills, creativity, concepts and relationships.

Children need sound wellbeing, motivation and self-esteem to engage the experience and become competent through attention and practice. Neuroscientists assert that children learn skills through two main strategies: practice (trial and error) and observation (imitation). Learning through observation is made possible by an action observation/execution matching system or mirror neuron system, which is a neurophysiologic mechanism. A mirror neuron is a neuron that fires both when a person performs an action and when the person observes an action performed by another. Hence, it is asserted

that it is through the mirror neuron system that children develop the ability to understand the actions of others, to imitate and to teach others. Because mirror neurons are used to learn and feel from what is observed, and they allow learning through imitation, rather than having to use trial and error, meaning that demonstrations can be very effective in helping children learn.

Neuroscience is providing evidence that mathematical abilities are distributed in different parts of the brain and can be dissociable from other cognitive


domains with the implication that young children who may have deficits or talents in one domain may not have deficits or talents in other domains, so it is important that they are provided with multiple ways to experience and acquire mathematical understandings at the early stage.

The functions of number and space are intertwined and young children may have a biological predisposition to associate the two. Therefore, concrete experiences combining the two may lead to powerful learning. It has been found that young children’s fingers have a role in their mathematical development.Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity during the early stage. While learning through play, children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching, investigating and respond to diversity with respect.

ImpactsofTechnologyonChildren

Technology use is on the rise in other age groups as well, not just adolescents. Research suggests that preschoolers become familiar with digital devices before they are exposed to books. International trends are pointing to increases in use and younger ages of first access. The ubiquity of technology in today’s society and the importance of this issue for policy and practice, it is essential to understand the impacts of technology use on the developing brains and bodies of children in the 21st-century in order to guide policy delineating safe and effective use.

Parents and guardians should be discerning when it comes to guidelines and research, while governments and groups with policy influence should be cautious of prescribing policy without exploring the evidence base in a holistic and thorough nature. It is important to note, as scholars have done in recent years that effects of technology may depend on factors such as the type of technology being used and its purpose. Children might use computers during class time, cell phones to keep in contact with friends, a tablet to do school work in the evening and then will watch an hour television with their families to unwind. This can account for many hours over the course of the day. Therefore, it is important to understand how and why children use technology and with which tools, when evaluating these guidelines and to determine whether limits are useful and how these should be set.

Researchers found that wide-reaching health consequences of technology such as the implications for sleep and musculoskeletal concerns. Furthermore, overuse of technology more generally might be linked to poorer outcomes in adolescents, including physical, behavioural, attentional and psychological issues. “Neurons that fire together, wire together” – Donald Hebb, 1949. As mentioned above, the brain is plastic, which suggests that it changes based on our experiences. This is especially prominent in the earlier years, and researchers found rapid development and considerable plasticity in the brains of newborns


through the first few years of life. Certain regions of the brain are more plastic than others, such as the hippocampus for example, which is implicated in learning and memory.

Childhood and adolescence are periods of rapid development and maturation. During the first three years of life, a child’s brain may create over 1 million new connections per second, which is essential for the development of various functions such as hearing, language and cognition. These create the foundation for higher order functions, especially those formed in adolescence, as many neural networks underlying things such as decision making mature during this time.

Trends in technology use have shown that children and adolescents use screens differently than they did in the past. Computers are more often used in the classroom, especially with the proliferation of “Bring Your Own Device” (BYOD) programmes, and by 2015 91% of 15-year olds who took the PISA assessment reported having access to a smart phone (OECD, 2017). As these digital trends are on the rise, more nuanced recommendations that are strongly rooted in evidence and take into account the quality of the existing evidence are essential. The recently published guidelines from the RCPCH in the United Kingdom that incorporate these notions, and accounts for individual differences in children, may be a big step in the right direction in this regard.

TheRoleofParentinMonitoringSmartphone/GadgetsUsage

Srinahyanti, Yasaratodo Wau, Imelda Free Unita Manurung, Nur Arjani’ s paper “Influence of Gadget: A Positive and Negative Impact of Smartphone Usage for Early Child” & Influence of Gadget Usage on Children’s Social-Emotional Development by Mildayani Suhana

1. Make sure parents have enough time to assist children in using gadgets (smart phones) in a relatively short time. The ideal time or children to use gadgets at an early age is 5-30 minutes with an intensity of 1-2 times per day.

2. Facilitating outdoor play activities for children, playing outside can divert children from gadgets and playing outdoors with a pet or other kids is more fun than watching video or gaming.

3. Giving attunement or attention and response to children from birth

4. Accompanying and not letting young children play with gadget freely

5. Giving knowledge to children on how to use gadget responsibly


NegativeImpactsofgadgetsonChildren

a.ObesityandPhysicalDamage

b.Addiction c.LessConcentration

d.SocialDisability e.RadiationExposure

f.AttentionDeficitHyperactivityDisorderProblem

g.ChildhoodDepression

h.NegativeImpactonCharacter

Research on the brain-health consequences of digital technology is beginning to elucidate how these novel devices and programs can both help and harm brain function. Their frequent use heightens ADHD symptoms, interferes with emotional and social intelligence can lead to addictive behaviours, increases social isolation and interferes with brain development and sleep. Future research needs to elucidate underlying mechanisms and causal relationships between technology use and brain health, focusing on both the positive and negative impact of digital technology use.

Studies say that excessive use of gadgets during the elementary school education can lead to various psychological disorders like Attention Deficit Disorders, Hyper Anxiety Disorders, Dyslexia, Dementia, Violence, Tremors, Spasms, etc. The best learning happens in nurturing relationships. The active ingredient for brain development is the nature of children’s engagement in relationships with nurturing teachers, parents and society. Children exposed to consistent, predictable, nurturing and rich experiences will develop neurobiological capabilities that will increase their chances for good, long term health, happiness, productivity and creativity. Hence, we focus on creating a vibrant and creative classroom experience through math, which can develop the left and right brain effectively.


Experts state that 7 billion jobs will be cutback by 2030. Therefore, tomorrow is the world of entrepreneurs. 21st-century skills such as critical thinking and problem-solving skills, creativity and innovation, collaboration and communication are essential for entrepreneurs irrespective of context and application area.

We specially focus on these skills through the perfect blend of 6 Es of NGSS and Bloom’s Taxonomy focusing on NEP 2020. It is our firm conviction that students should learn through experiential learning and giving importance to AIR [Association, Imagination and Ridiculous Thinking], which helps to enhance memory.


GLOBAL SCENARIO IN

MATH WORLD


2.1 Finnish Education System

Finnish Education System provides a holistic teaching environment that strives for equity over excellence. The teaching community is highly educated, empowered and strongly committed. All these features help them to excel in global competitive exams and outrank the United States and East Asian countries.

2.2 PISA (Programme for International Student Assessment)

PISA (Programme for International Student Assessment) is organised by OECD's (Organisation for Economic Co-operation and Development) to measure 15-year-olds’ ability to use their Mathematics, Science and Reading knowledge and skills to meet real-life challenges.

2.2.1MathematicalLiteracyinPISA

Mathematical Literacy is an individual’s capacity to reason mathematically and to formulate, employ and interpret mathematics to solve problems in a variety of real-world contexts. The PISA mathematical literacy domain is concerned with the capacities of students to analyse, reason and communicate ideas effectively as they pose, formulate, solve and interpret mathematical problems in a variety of situations.

Mathematical Literacy is expressed through using and engaging with mathematics, making informed judgments and understanding the usefulness of mathematics in relation to the demands of life.

2.2.2HowisMathematicalLiteracyMeasuredinPISA? The PISA framework for Mathematical Literacy is organised into three broad components:

1. The situations and contexts in which problems are located and that are used as a source of stimulus materials

2. The mathematical content to which different problems and questions relate and which are organised by certain overarching ideas

3. The mathematical competencies/processes must be activated to connect the real world with mathematics and then used to solve the problem

SituationsandContext

An important aspect of Mathematical Literacy is engagement with mathematics: using and doing mathematics in a variety of situations. Four situations are


defined in the PISA Mathematical Literacy framework: personal, educational/ occupational, public and scientific. The situations differ how directly each problem affects students’ lives; that is, the proximity of the connection between the student and the problem context.

MathematicalContent

The PISA framework defines mathematical content in terms of four broad knowledge domains, referred to as ‘overarching ideas,’ which reflect historically established branches of mathematical thinking and underpin mathematical curricula in education systems throughout the world.

a.SpaceandShape It draws on the curriculum of geometry. Looking for similarities and differences, recognising shapes in different representations and different dimensions, understanding the properties of objects and their relative positions and the relationship between visual representations (both two- and three-dimensional) and real objects.

b.ChangeandRelationships

It relates most closely to the curriculum area of algebra and recognising relationships between variables and thinking about relationships in a variety of forms, including symbolic, algebraic, graphical, tabular and geometric.

c.Quantity

It helps to understand the relative size, recognition of numerical patterns, and the use of numbers to represent quantities and quantifiable attributes of real-world objects (counting and measuring).

d.Uncertainty It helps solve problems related to data and chance, which generally correspond to data handling and probability in school curricula.

MathematicalProcesses

The PISA mathematics framework uses the term mathematisation to define the cycle of activity for investigating and solving real-world problems. Beginning with a problem situated in reality, students must organise it according to mathematical concepts.


2.3 IMO (International Mathematical Olympiad)

The International Mathematical Olympiad (IMO) is the World Championship Mathematics Competition for High School students and is held annually in a different country. The content ranges from extremely difficult algebra and pre-calculus problems to problems on branches of mathematics not conventionally covered at school.

2.4 NEP 2020 (National Education Policy)

Education is fundamental for achieving full human potential, developing an equitable and value-based society and promoting national development. Providing universal access to quality education is the key to India’s continued ascent and leadership on the global stage in terms of economic growth, social justice and equality, scientific advancement, national integration and cultural preservation. Universal high-quality education is the best way forward for developing and maximizing our rich talents and resources for the good of the individual, the society, the country and the world. India will have the highest population of young people in the world over the next decade. The ability to provide high-quality educational opportunities to them will determine the future of our country.

The world is undergoing rapid changes in the knowledge landscape. With various dramatic scientific and technological advances, such as the rise of big data, machine learning, and artificial intelligence, many unskilled jobs worldwide may be taken over by machines, while the need for a skilled workforce, particularly involving mathematics in conjunction with multidisciplinary abilities across the sciences, social sciences and humanities, will be increasingly in greater demand.

Indeed, with the quickly changing employment landscape and global ecosystem, it is becoming increasingly critical that children not only learn, but more importantly learn how to learn. Education thus, moves towards less content, and more towards learning about how to think critically and solve problems, how to be creative and multidisciplinary, and how to innovate, adapt and absorb new material in novel and changing fields. Pedagogy must evolve to make education more experiential, holistic, learner-centred, discussion-based, flexible and enjoyable. To make learning more interesting curriculum must include Arts, Crafts, Games, Sports and Values.

The gap between the current state of learning outcomes and what is required must be bridged through undertaking major reforms that bring the highest quality, equity and integrity into the system, from early childhood care and education through higher education.

According to National Education Policy 2020, Mathematics and Mathematical Thinking are relevant for India’s future and India’s leadership role in the


numerous upcoming fields and professions that involve artificial intelligence, machine learning and data science, etc. Thus, Mathematics, Mathematical Thinking and Computational Thinking will be given increased emphasis throughout the school years, starting with the foundational stage, through various innovative methods, including the regular use of puzzles and games that make mathematical thinking more enjoyable and engaging.

2.5 NGSS (Next Generation Science Standards)

The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve math and science education for all students.

The NGSS incorporates the Common Core Standards in Mathematics by focusing on how math practices line up with what you need to know to perform work in each scientific discipline. The crossovers listed for each NGSS performance expectation are taken from these Common Core mathematical practices. Mathematical understanding and procedural skill are equally important and both are assessable using mathematical tasks of sufficient richness.

2.6 BLOOM’S TAXONOMY

Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective and sensory domains.

Bloom’s Taxonomy was developed to promote higher forms of thinking in education, such as analysing and evaluating concepts, processes, procedures and principles, rather than simply memorizing facts. It is a framework for educational achievement in which each level depends on the one below, often drawn as a pyramid. The model is used in instructional design primarily for creating effective learning objectives.

2.7 21st-Century Skills

There are certain skills that today's students must possess to succeed in their careers and personal life in this technology era. Therefore, as educators, it is our ardent belief that we must give priority to these skills. These skills are intended to help the students keep up with the lightning pace of today's technological world.


The skills have been grouped into three main areas:

Learning and Innovation Skills:

Digital Literacy Skills:

Critical thinking

Citizenship

Cha

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er B

uild

ing

Collaboration

Comm

unicat

ion

Cre

ativity

Figure 2.1: Learning and Innovation Skills

Figure 2.2: Digital Literacy Skills

Info

rmat

ion

Med

ia

Technology


Career and Life Skills:

Figure 2.3: Career and Life Skills

Flexibility

Leadership

Init

iati

ve

ProductivityS

ocia

l S

kills


One School One PISA Participant

We aim to empower the students to excel in PISA Examination and to gain new pride for India in the educational arena. We envision developing a future generation, which naturally builds a fruitful country.

Math should be learned out of the classroom. That is what we aim to do with our new learning programme, MEGA. We equip them to apply the mathematics they learn at school in real-life situations.

One Nation One CurriculumEducation is the most powerful weapon to produce desirable changes in our society, and in order to drive the nation towards greater accomplishments, it is important to furnish quality education to all of its citizens. The education system in India is one of the world’s largest sectors. Now the syllabus and curriculum of all state boards place a common syllabus for all school-going children aged between six and fourteen years across the county. The "10 + 2 +3" structure will be replaced with "5+3+3+4" model.

It is believed that having a standard uniform curriculum and a basic Uniform Education System with the syllabus will reduce disparity among students and make students equal. The Uniform Education System would achieve the code of common culture, removal of disparity, depletion of discriminatory values in human relations. It would enhance the virtues and improve the quality of human life, elevate the thoughts, which advance our constitutional philosophy of equal society. The education system in India needs uniformity in terms of


INTRODUCING MEGA

syllabus, schooling type, instructional materials and teaching pedagogies to ensure quality learning. Different boards create unequal status among learners and also induce rural-urban and rich-poor dichotomies and cause unequal learning contexts in schools. As each individual has an equal right to access learning opportunity, providing an equal pattern of learning to its all kid citizens is imperative. One nation-one education has the potentiality to exterminate socio-economic inequality in education realms.

India is developing in all the sectors. The world is looking at India’s growth. However, have we reached that height in the realm of education? Unfortunately, the answer is NO since we still follow the conventional methods of teaching and learning. We fill our children with lot of theoretical knowledge rather than the application of it. We should restructure our educational system to overcome this. For this, we should empower the teachers. The pedagogy has to improve hand in hand with the curriculum.

PISA is a worldwide examination conducted by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring 15-year-old school pupils' scholastic performance on mathematics, science and reading.

73 countries participated in the PISA exam in 2011, India was outperformed by the other 72 countries. Let’s retrospect the reason behind it. The most significant issue that arises is the poor quality of mathematics teaching. This is in no way condemning the math teachers. Many students have an underwhelming experience with math, which needs to be wiped out and we should teach math through the “learningbydoing” method, thereby making math teaching interesting and enthralling, and moreover, it equips the learners to apply it in real-life applications especially in their future careers.

Students find math as a difficult subject. We must not teach math as if each and everything has to be proved with complete rigour while the larger picture gets lost. This happens when the kids make use of their hands and put math into action through real-world applications.

Motive behind M E G A


INTRODUCING MEGA


3.1 INTRODUCTION

MEGA (Math Enlightened Genius Activation), a programme attributed to Mathematics Domain, is indigenously designed to accomplish 21st-century skills and to excel in global competitive exams like PISA (Programme for International Student Assessment) and IMO (International Mathematical Olympiad) through the perfect blend of 6 Es (Engage, Explore, Explain, Elaborate, Evaluate & Extend) of NGSS and Bloom’s Taxonomy focusing on NEP 2020(National Education Policy).

3.2 What is MEGA?

MEGA is a gap-filling research-based curriculum that aims to trigger the inherent and innate competency of the learners through cross-cutting concepts, thereby achieving math literacy and 21st-century skills.

MEGA is a neuro-scientific and scientific & evidence based learning programme enabling the learners to achieve their full potential and prepare them for life. This pedagogy is designed to scale up learner's intelligence levels from local competency to global competency.

3.3 Why MEGA?

MathsOne is the first company in India to come up with a unique and innovative programme for mathematics as per NEP 2020. MEGA is based on experiential learning, which helps in bridging mathematical thinking to the real-world context using cross-cutting methods aiming to develop 21st-century skills.

⦾ Upskill children to be self-sufficient and elicit their brain at the right

age

⦾ Inspire and promote to apply various concepts effectively

⦾ An indigenous and specifically designed sequence of activities

3.4 How is MEGA Unique?

MEGA, a syllabus based learning programme, which is the perfect blend of 6 Es of NGSS and Bloom’s Taxonomy aiming to equip the child to achieve 21st- century skills and global competitive exams like PISA and IMO focusing on NEP 2020.

We have intelligently integrated Arts, Sports, Crafts, Storytelling, Games, Puzzles and Reading in the curriculum in order to make the learning process multi-sensual and experiential. The activities stimulate both the right and left brain and help to gain mastery over a wide range of concepts.


MEGA allows educators to stimulate classroom learning experiences that equip children with skills to excel in the global educational attainment assessment examinations, which would prepare them for their future careers.

3.4 Objectives of MEGA

The following are the key objectives of MEGA

⦾ To stimulate the innate skills and competencies through concept

building and reinforcement

⦾ To apply the reinforced concepts in day-to-day life through curious

and fun oriented activities

⦾ To trigger the arithmetic, problem solving skills and mould learners

to be globally competent

⦾ To train the learners to face Industry 5.0 and equip them with

21st-century skills

⦾ To solve problems quickly using appropriate techniques

⦾ To quickly analyse a situation and bring accuracy in solutions


3.5 MEGA Accomplishment Process

Every learning activity in MEGA ensures the development of essential 21st-century skills. According to a study on Mind, Brain and Education by Harvard University, People build knowledge by using it actively to do things in the world.

Figure 3.1: MEGA Accomplished Process

Engage

NGSS BLOOM’S TAXONOMY

Explore

Create

Evaluate

Explain

Elaborate

Evaluate

Extend

Analyse

Apply

Understand

RememberLo

wer

Ord

er T

hink

ing

Skill

sH

ighe

r Ord

er T

hink

ing

Skill

s

Engage

Explain

Elabor ate

Evaluate

Extend

Hig

her

Ord

er T

hin

kin

g Sk

ills

Low

er O

rder

Thi

nki

ng

Skill

s

Explor e

Cr eate

Evaluate

Anal yse

Appl y

Understand

Remember

FOCUS PR OCESS

I AP S

IMO

nMathsOe nalin

ce

Skill Stimulating

ActivityEveryday

Math

Arts/ Crafts Integrated

Activity

Arithmetic Ability

Reasoning/Mental AbilityVedic Math

Puzzles

Concept Building Activity

Tessellation

Game

Math Fun

Story

Math Reading

Project

PISA

FOCUS PROCESS GOAL

PISA

IMO

NEP 2020

MathsOnePinnacles

21st-Century

Skills

&

Ski

ll Fo

rmation

Rein

force

ment Skill Application

Skill Extension


3.6 FOCUS

3.6.1 PISA

Figure 3.2: PISA Math Framework

MATHEMATICAL REASONING & PROBLEM SOLVING

⊵ Mathematicalconcepts,knowledge&skills

⊵ Fundamentalconceptssupportingmathematicalreasoning

⊵ Processes:Formulate,Employ,Interpret/Evaluate

⊵ 21st-centuryskillsspecificallyrelevanttomathematics

CHALLENGES IN REAL - WORLD CONTEXT

⊵ Mathematicalcontentcategories

⊵ Quantity

⊵ Uncertainty&Data

⊵ Change&Relationship

ProbleminContext MathematicalProblem

MathematicalResultsResultsinContext

Formulate

Interpret

Evaluate

Employ


Math Literacy

Enrich intelligence to meet global competency

Mathematical Reasoning and LACT skills

Highlights

3.6.2 NEP

Figure 3.3: Skill Set in NEP 2020

Highlights

⦿ Mathematical thinking, critical thinking and problem solving skills

⦿ Vedic Sutras to speed up mental calculations

⦿ Arts-integrated and sports-integrated cross-curricular pedagogical

approach

⦿ Hands-on learning, storytelling based pedagogy

⦿ Indigenous and traditional ways to upgrade intelligence

GAM

ES

A

RT

S/C

RAFTS PUZZLES S

TO

RY

TE

LLING

01

02

03

04 05

06

ENRICHMENT ACTIVITIES

NEP 2020Traditional Method - Vedic Math

Design Thinking

Mathematics & Mathematical Thinking

Scientific & Evidence Based Thinking Problem Solving &

Logical Reasoning

Critical Thinking


3.6.321st-CenturySkills

Figure 3.4: Skill Set in 21st - Century Skills

Highlights

⦾ Math application skill building

⦾ Brain Stimulating Learning Approach

⦾ Experiential Learning

⦾ The sophistication of career opportunities

Communication

21st Century Skills

Collaboration

Critical Thinking

Creativity

LeadershipFlexibility

Self-Initiative


3.6.4MathsOnePinnacles

Figure 3.5: MathsOne Pinnacle

⥀ Intellectual Domain: Listening Skill, Interpersonal Skill, Presentation Skill,

Analysis Skill, Interpretation Skill, Retention and Recall Skill.

⥀ Logical and Analytical Domain : Analytical Thinking Skill, Decision Making

Skill, Observation Skill, Problem Identification Skill, Inquiry Skill, Data Analysis Skill,

Team Management Skill, Interrogative Skill.

⥀ Creativity and Innovative Domain: Imagination Skill, Lateral Thinking Skill,

Artistic Skill, Entrepreneurial Skill

⥀ Experiential Domain: Spatial Sense Skill, Visualisation Skill, Design Thinking Skill,

Exhibition Design Skill

⥀ Behavioural Domain: Team Work Skill

Behavioural

Exp

erie

nti

al

Cre

ativ

ity

and

Logical and Intellectual

Domain

Dom

ain

Inn

ova

tio

n D

om

ain

Analytic

al Domain Domain

MATHSONE PINNACLES


Students Learn from their Experiences

3.7 PROCESS

3.7.1 NGSS

It is important to allow learners to develop an understanding through engage-ment and exploration, which allows learners to understand the concept clearly before a term is presented. This gives the learners the opportunity to "discov-er" the concepts on their own and something to connect the terms to. Learners can then elaborate, or apply, the new concepts to related phenomena for a deeper understanding.

Figure 3.6: 6 Es in NGSS

Engage

Elaborate

Evaluate

Extend

Explore

Explain


3.7.2Bloom'sTaxonomy

Extend or cover a wider area for a better understanding of the concepts

Extend

Evaluate

Elaborate

Explain

Explore

Engage

Review and reflect on their learning and their new understanding and skills

Develop a deeper understanding of the concept or more use of their science inquiry skills

Develop scientific explanations, drawing from experiences and observations using representations

Explore the concept and skill by doing hands-on activities

Engage students with an activity or questions Provide opportunity for learners to express what they know about the concept

Figure 3.7: Bloom's Taxonomy Levels

Remember

Understand

Apply

Analyze

Evaluate

Create

Low

er O

rder

Th

inki

ng S

kill

Hig

her O

rder

Th

inki

ng S

kill


Combining parts to make a new whole Create

Evaluate

Analyse

Apply

Understand

Remember

Judging the values of information or ideas

Breaking down information into component parts

Applying the facts rules, concepts and ideas

Understand what the facts mean

Recognising and recalling facts


MEGA MODULES


4.1 INTRODUCTION

MEGA modules are developed based on experiential learning, which helps in bridging mathematical thinking to the real-world context using cross-cutting methods aiming to develop 21st-century skills based on NGSS and NEP 2020.

The Genius Hour

The Genius Hour can be incorporated within your regular timetable to provide an opportunity for learners to enlighten and revamp their mathematical expertise irrespective of their knowledge level.

Following are the well-researched and specially designed modules of MEGA

4.2 MODULE 1 : SKILL FORMATION & REINFORCEMENT

A syllabus oriented programme that ensures Concept Building and Concept Reinforcement through experirntial learning. Collaboration, Communication and Decision-making skills are enhanced through joyous activities.

KeyActivities

Key Activities

Concept Building Activity

Math Fun Story

Tessellation Game


a. Concept Building Activity

Concept Building and Concept Reinforcement through Evidence- based learning by connecting the practical and theoretical con cepts with the help of the Math Lab Kit and interesting activities

b. Tessellation

Unleashes the design skills and geometrical knowledge through various activities c. Game

Besides sharpening fine motor and gross motor skills, it builds cooperation and collaboration through fun-filled team activities d. Math Fun Assists the child to explore on its own to become self-sustainable

e. Story

Enhances imagination, creativity, visualisation, listening skills and curiosity

KeyObjectives

⌾ To provide emphasis on concept formation and reinforcement

through “learning by doing”

⌾ To develop confidence in learners through concept building

⌾ To use appropriate reinforced mathematical concepts to

solve problems in both familiar and unfamiliar situations in

day-to-day life

⌾ To make the learners exceptional thinkers and apply appropriate

mathematical problem-solving techniques


KeyMathSkills

KeyBenefits

⥀ ConceptbuildingandConceptreinforcementthroughspecially

designedactivities

⥀ Developsconfidencetoanalyseandsolveproblemsinreal-life

situations

⥀ Developsconceptual,logicalandcriticalthinking

⥀ Eliminateslearninggaps

KeyOutcome

Learners will be able to apply the math skills effectively in day-to-day life, thereby developing the 21st-century skills essential for the future work force.

Visualization

Number System

Mensuration

GeometryPatterns

Mental Arithmetic Algebra

Fractions & Decimals Data Handling


4.3 MODULE 2: SKILL APPLICATION

An activity-based creative learning programme that gives children the right opportunity to apply the acquired and reinforced concepts on their own. It is designed with a series of joyful learning activities that will help learners apply the reinforced concepts. Hence, the child can logically grasp the math involved in every aspect of life.

This programme is attributed to the vision of discovering the hidden genius through fun-filled activities.

KeyActivities

a. Skill Stimulating Activity

Provides ample activity sessions, which help learners to attain mathematical skills

b. Everyday Math

Provides the strategic activities that enable to apply the reinforced concepts in day-to-day life c. PISA Enhances the divergent thinking of the learners

Key Activities

Skill Stimulating Activity

Everyday Math Project

Arts/Crafts Integrated Activity

PISA


d. Arts/ Crafts Integrated Activity Arts/Crafts integrated experiential learning is incorporated to instill creativity and innovation

e. Project

Enhances the innate abilities and prepares learners for life through experiential learning

KeyObjectives

⌾ To explore curious activity sessions and arts/crafts integrated

experiential learning to gain mathematical skills and instill creativity

and innovation

⌾ To apply the reinforced concepts in day-to-day life

⌾ To discover the hidden genius through fun-oriented activities

KeySkills

DivergentThinking

Creativity and Innovation

Research &Inquiry

Analytical Thinking

Topic Specific Math

Problem Solving

123

01

02

0304

05

06

Skills


KeyBenefits

⥀ Application of reinforced concepts

⥀ Lays a strong foundation to widen intellectual and innovative skills

⥀ Gives confidence to apply the concepts with ease

KeyOutcome

Learners will be able to apply the reinforced mathematical concepts and techniques to identify, formulate, articulate and solve problems in practical situations.

4.4 MODULE 3 : SKILL EXTENSION

A programme aimed to improve the LACT skills and the application of the rein-forced concepts, which pave the path towards global competency.

KeyActivities

Key Activities

Reasoning /Mental Ability

Math Reading Puzzles

Arithmetic Ability Vedic Math


a. Reasoning /Mental Ability Equips learners to face the global competitive examinations b. Arithmetic Ability Improves number sense, memory and concentration through visualisation and decision making skills c. Vedic Math

Assists the bright learners to become brighter and the slow-learners to grasp the concepts deftly, thus creating a passion for math d. Puzzles

Makes mathematical thinking enjoyable and engaging, which ultimately stimulates the left and right brain e. Math Reading

Develops mathematical curiosity and comprehend a text

Key Objectives

⌾ To trigger the brain by boosting arithmetic skills and mental

calculations

⌾ To make students competent to excel in global competitive

examinations

⌾ To solve complex mathematical problems faster and easier

⌾ To develop emotional skills, cognitive skills, problem solving skills

and physical skills through puzzles


KeySkills

KeyBenefits

⥀ Stimulates the left and right brain

⥀ Sharpens mind, increases the mental ability and intelligence

⥀ Improves mental calculation

⥀ Enhances number sense, memory and concentration

⥀ Develops problem-solving, decision-making, creativity,

strategic thinking and reasoning skills

KeyOutcome

Learners will be able to increase creativity, confidence, concentration and problem solving skills, thereby exploring new possibilities, articulate ideas and make intelligent decisions to both simple and complex problems many times faster.

Critical Thinking

DecisionMaking

Problem Solving

Observation

Fine Motor

Hand-Eye Coordination

Creative Thinking

01

02

03

04

05

06

07

Skills


Practical Experience to Apply Mathematical Concepts in Day-to-Day Life


MEGA HIGHLIGHTS


Gadget-less approach

Boosts efficiency and productivity to pave the path to Industry 5.0

NGSS and Bloom's Taxonomy based lesson plans

Cognitive Enhancement

Quality assurance for trainers

Syllabus Oriented Active Learning platform

Focuses on Puzzles, Games, Logical Reasoning, Mental Ability, Vedic Math, Math Lab and Everyday Math

Resourceful, Colourful and Attractive workbooks

Pre-assessment, Skill-wise assessment and Post-assessments

Training for the future workforce

Instills 21st-century skills

Entrepreneurial skills through project-based learning

Cost effective

Activity-based child-friendly approach

MA

TH

SO

NE

CU

RR

ICU

LU

M

CO

NV

EN

TIO

NA

LL

EA

RN

ING

HIGHLIGHTS


GENIUS HOUR


Whocanjoin?

Children of Class 1 to Class 5

Class 6, 7 & 8 – Promotional Entry

Deliverables

For Learners

Course Workbook

Math Lab Kit

Activity Kit

For Teachers

Physical/ Online Training

Yearly Refreshment TrainingLevelCompletion

Genius Title Certification

Sessions per Week

3

4

12

16

Sessions per Month

96

96

Total Sessions

6

8

Total Months

MEGA Tentative Time Slots


GRADING OF

EXCELLENCE


Pre Genius

Kinder Genius

Little Genius

Junior Genius

Senior Genius

Super Genius

Master Genius

Genius

The achievers who step into MEGA will come out with flying colours. They are graded into eight levels as per the age group and evaluated by the government-approved National Assessing Agency and MathsOne. A meritorious certificate will be issued according to their capabilities.


BENEFITS TO

STAKEHOLDERS


BENEFITS TO

STAKEHOLDERS

SCHOOLS

Empowerment of teachers in the subject domain and Continuous Professional Development as per NEP 2020 is ensured Concept Building, Concept Reinforcement and Concept Application abilities are instilled in teachers and learners Introduction of Genius Hour in the regular timetable will boost up confidence levels of learners mathematically and professionally Brain development happens at the right pace at the right age through experiential learning, thereby developing a healthy and productive generation No additional assistance (Tuitions, Abacus, Gadgets, Learning apps, Video classes, Parents’ Assistance, etc.) required for Mathematics Enhancement of learners’ performance and competency levels at par with global standards School ranking will be improved at global levels Schools can excel in global competitive examinations like PISA, IMO and other Olympiads

FUTURE

BEGINS

HERE

Learners TodayLeaders Tomorrow


WM

INITH

EGA

We equip the child to be globally competent

TEACHERS

Teachers become more resourceful, empowered and competent to teach and apply math concepts effectively

56 hours of annual training for Continuous Professional Development on

• Revised Bloom’s Taxonomy, Next Generation Science Standards (NGSS), 21st-Century Skills, National Education Policy (NEP) • Foundational literacy and numeracy • Formative and adaptive assessment of learning outcomes • Effective learning methodologies such as competency-based, experiential, arts-integrated, sports-integrated, crafts-integrated, storytelling-based, inquiry-based, discovery-based, game-based, project-based learning, role plays, group works, portfolios, etc. should be included in teaching 48 hours of training on syllabus-based skills for MEGA (Concept Formation & Reinforcement, Concept Application, Concept Extension)

Teachers’ Assessment Certification • Teachers will be Assessed by MathsOne and National Assessing Body under Skill Development Initiative & Sector Skill Council (SSC). • Qualified teachers will be Certified as a Subject Matter Expert (SME) by the Directorate General of Training & National Skill Development Corporation (NSDC) under the Ministry of Skill Development & Entrepreneurship, Government of India.


LEARNERS

Concept Building & Reinforcement, Concept Application and Concept Extension Increases attention and focus, motivates them to practice higher-level skills and promotes meaningful learning experiences Helps to break comfort zone through experiential learning Enables to engage the creative portions of brain and seek unique solution to the problem or task Helps to reason, think creatively, analyze data and work collaboratively to solidify their learning Becomes civically engaged, critical thinkers and effective communicators Equipped with 21st-century skills to ensure competitiveness in global economy

Entrepreneurial skills are instilled

PARENTS

No additional care required for mathematics

Improvement in the overall performance of the child Gadget-less learning till the age of 12 Identify the interests and passion of the children at the right age

SOCIETY

Expediting growth of a society into an economic powerhouse Self-employed society Good citizens and responsible human-beings who are well-aware of their potential and competence


TALK MATH! TALK MAX!


TALK MATH! TALK MAX!

"In this technologically ubiquitous era, the new generation needs to learn at an exorbitantly fast pace to stay relevant. I have seen my children who learn MEGA have an extraordinary caliber to out-perform their peers when it comes to academics and moral values. This is attributed to the way MathsOne structures their teaching." - Mrs. Teena Thomas | Manufacturing Engineer | Leonardo Helicopters, USA

"As a parent, I like MathsOne Olympiad, as it helps to evaluate the depth of understanding that your child has in each topic of Mathematics. The overall topper award motivates children to strive for a per-fect score. " - Vandhana Rajendran, Mother of Siddharth Kumar Gopal

"MathsOne helped me to change my approach towards learning, as it proved to me that anything is possible if we have a determination" - Siddharth Kumar Gopal, Student, Trivandrum | MathsOne Olympiad Winner 2019 & 2020

"It is indeed heartening to note that committed efforts are being made by MathsOne to explain the nuances of Mathematics at school levels. We can definitely expect great things from them in the near future." - Dr. V. Ramakrishnan | Former Director | IISER, Trivandrum

"MathsOne, The Math Knowledge Hub, is a unique concept that transforms students using skill-centered methodologies to learn Mathematics. I am happy and proud to know about the different projects imple-mented for kids' intellectual and holistic develop-ment." - Mrs. Beena Dharman MS, MTA | Director | Life Guide Transactional Analysis Study Centre, Thrissur

“My children have attended MEGA. During that time their basic skills of doing Mathematics have improved a lot. They have come across Puzzels, Games, Arts and Crafts activities. Their thinking skills have improved a lot, and they have begun to think beyond the equation. The initiative taken by MathsOne to improve the mathematical skills in students is beyond my expectations. The classroom atmosphere is very homely. Children are free to approach the teachers and clear their doubts regarding the topics”.- Dr. Rakhee Rakesh | Parent, Trivandrum


FAQs


Why is MEGA important when we

have modern technologies to do the

math calculations?

The objective of the programme is to stimulate

the innate skills and competencies through

“learning by doing” method.

What are the criteria for evaluation?

The programme is formulated in such a way that the

progress of the learners is continuously assessed.

The learners are assessed through pre, skill-wise

and post assessments from time to time.

What are the evaluation methods

of MEGA?

The programme is designed to have a periodical

evaluation of each skill after completing the

corresponding sessions and the final evaluation

will be conducted upon successful completion

of all the sessions by integrating all the skills

learned throughout the course of study.

What is PISA?

The Programme for International Student

Assessment is a worldwide test intended to

evaluate educational systems by measuring

15-year-old school pupils' scholastic performance

on mathematics, science and reading.

What is MEGA?

MEGA is a three-module programme to enhance

the innate skills and competencies of school go-

ing learners.

How does MEGA benefit Schools?

Empowerment of teachers in the subject domain

and become more resourceful, which improves

the performance of the learners and competency

levels at par with global standards. It can boost up

confidence levels of learners mathematically and

professionally. Brain development takes place at

the right pace at the right age through experiential

learning, thereby developing a healthy and

productive generation. No additional assistance

required for Mathematics. School ranking will be

improved at global levels.

How does MEGA differ from other

courses?

The distinctive feature of MEGA is that children

are given the opportunity to explore by their

own developed curiosity and enthusiasm in the

learning process so as to explore the unusual

problems.

What is the duration of the course?

MEGA is six or eight months programme conducted

as three or four sessions per week with a duration

of 30 minutes for each grade.

Why should we consider MEGA?

Even though children may score well in

examinations, they may not get the opportunity

to understand the concept behind it in detail.

MEGA is designed to give this opportunity for

children.


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