Techniques of Teaching Mathamatics (Record no. 5165)
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| fixed length control field | 07352nam a2200133Ia 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240318122915.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 160930s9999 xx 000 0 und d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Author name | James, Anice |
| 245 ## - TITLE STATEMENT | |
| Title | Techniques of Teaching Mathamatics |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc. | New Delhi |
| Name of publisher, distributor, etc. | Neelkamal Pub. Pvt. |
| 500 ## - GENERAL NOTE | |
| General note | Contents<br/>Unit - I<br/>THE NATURE AND SIGNIFICANCE OF MATHEMATICS<br/>1. Meaning and Nature of Mathematics<br/>1.1 Mathematics: Meaning and Definitions<br/>1.2 Nature of Mathematics<br/>1.3 Need and Significance of Learning Mathematics... 9<br/>2. Importance of Knowledge of History of Mathematics to a Mathematics Teacher<br/>Unit - II<br/>CONTRIBUTIONS OF GREAT MATHEMATICIANS<br/>3. Contribution of Euclid to Mathematics<br/>4. Contribution of Pythagoras to Mathematics<br/>5. Contribution of George Cantor to Mathematics<br/>6. Contribution of Rene Descartes to Mathematics<br/>7. Contribution of Aryabhatta to Mathematics<br/>8. Contribution of Bhaskaracharya to Mathematics<br/>9. Contribution of Srinivasa Ramanujan to Mathematics<br/>Unit - III<br/>AIMS AND VALUES OF TEACHING MATHEMATICS<br/>10. Aims of Teaching Mathematics<br/>10.1 Utilitarian or Practical Aims<br/>10.2 Disciplinary Aims<br/>10.3. Cultural Aims<br/>10.4 Social Aims<br/>11. Values of Teaching Mathematics at Secondary Level<br/>11.1 Utilitarian or Practical Values<br/>11.2 Cultural Values<br/>11.3 Disciplinary Values<br/>11.4 Social Values<br/>11.5 Recreational Value<br/>11.6 Aesthetic Value<br/>12. Correlation of Mathematics to Sciences and Social Sciences<br/>12.1 Correlation of Mathematics with Life Activis<br/>12.2 Correlation of Different Branches of Mathe<br/>12.3 Correlation of Topics in the Same Branch of Mathematics<br/>12.4 Correlation of Mathematics with Physics<br/>12.5 Correlation of Mathematics with Chemistry<br/>12.6 Correlation of Mathematics with Biology<br/>12.7 Correlation of Mathematics with Engineering<br/>12.8 Correlation of Mathematics with Social Scien<br/>12.9 Correlation of Mathematics with Language an Literature<br/>12.10 Correlation of Mathematics with Art and Architecture<br/>Unit - IV<br/>OBJECTIVES OF TEACHING MATHEMATICS<br/>13. Meaning and Importance of Objectives<br/>13.1 Meaning of Objectives<br/>13.1.1 Comparison between Aims and Objectives<br/>13.2 Instructional Objective Definition and Meaning...<br/>13.2.1 Importance of Stating Instructional Objectives<br/>13.3 Objectives-based Teaching and Testing<br/>14. Bloom's Taxonomy of Educational Objectives<br/>14.1 Cognitive Domain<br/>14.2 Affective Domain<br/>14.3 Psychomotor Domain<br/>15. Specific Behavioural Objectives (Instructional Objectives)<br/>15.1 General Instructional Objectives<br/>15.2 Specific Behavioural Objectives<br/>15.3 Five Elements in Writing Specific Behavioural Objectives<br/>15.4 Guidelines for Stating Objectives<br/>15.5 General Objectives and Specifications Relating to Cognitive, Affective and Psychomotor Domains for Teaching Mathematics<br/>15.6 Skills to be Developed in Mathematics<br/>16. Critique on Bloom's Taxonomy<br/>Unit - V<br/>APPROACHES AND METHODS OF TEACHING MATHEMATICS<br/>17. Methods of Teaching Mathematics<br/>18. Techniques of Teaching Mathematics<br/>18.1 Oral Work<br/>18.1.1 Suggestions for Improving Oral Work<br/>18.1.2 Advantages of Oral Work<br/>18.2 Written Work<br/>Methods...<br/>18.2.1 Functions of Written Work<br/>18.3 Drill Work<br/>18.3.1 The Functions of Drill<br/>18.3.2 Principles of Drill<br/>18.3.3 Demerits of Drill<br/>18.3.4 Review<br/>18.4 Assignments<br/>18.4.1 Steps in Giving Assignment<br/>18.4.2 Importance of Class Assignments<br/>18.4.3 Home Assignment<br/>Effective 18.4.4 Some Guidelines for Making Homework more<br/>18.5 Means of Securing Speed and Accuracy in Mathematics<br/>Unit - VI<br/>132 EVOLVING STRATEGIES FOR THE GIFTED STUDENTS AND SLOW LEARNERS<br/>19. Gifted Students in Mathematics Identification Enrichment Programmes<br/>19.1 The Identification of the Gifted in Mathematics<br/>19.1.1 Characteristics of the Mathematically Gifted<br/>19.2 Enrichment Programme for the Gifted<br/>20. Slow Learners in Mathematics Identification<br/>Remedial Programmes<br/>20.1 Identification of Slow Learners<br/>20.2 Causes and Remedies<br/>20.3 Some Useful Classroom Techniques for Slow Learners<br/>20.4 Arousing and Maintaining Interest in Mathematics<br/>Unit - VII<br/>PLANNING FOR EFFECTIVE INSTRUCTION IN MATHEMATICS<br/>21. Meaning and Purpose of Year Plan<br/>21.1 Year Plan: Need and Significance<br/>21.2 Advantages of Year Plan<br/>22. Meaning and Purpose of Unit Plan<br/>22.1 Meaning and Definition of a Unit<br/>22.2 Steps in Unit Planning<br/>22.3 Uses of a Unit Plan<br/>23. Meaning and Purpose of Lesson Plan<br/>23.1 Definitions of Lesson Plan<br/>23.2 Functions of a Good Lesson Plan in Mathematics<br/>23.3 Important Features of a Good Lesson Plan<br/>23.4 Steps in Preparing a Lesson Plan<br/>23.4.1 Preparation<br/>23.4.2 Presentation<br/>23.4.3 Association or Comparison<br/>23.4.4 Generalisation<br/>23.4.5 Application<br/>23.4.6 Recapitulation<br/>23.4.7 Steps in Writing Lesson Plan in Mathematics<br/>23.5 Lesson Plan<br/>Unit-VIII<br/>MATHEMATICS CURRICULUM<br/>24. Principles of Carriculum Construction<br/>24.1 Mathematics Curriculum Meaning and Significance<br/>24.2 Characteristics of Modern Mathematics Curriculum<br/>24.3 Principles of Curriculum Construction<br/>24.4 Principles of Curriculum Organisation<br/>25. Approaches to Curriculum Construction<br/>25.1 Logical Approach<br/>25.3 Topical Approach<br/>25.2 Psychological Approach<br/>25.4 Concentric and Spiral Approach<br/>25.5 Place of Mathematics in the School Curriculum...<br/>26. Qualities of a Good Mathematics Textbook<br/>26.1 The Mathematics Textbook<br/>26.1.1 Need for a Good Textbook in Mathematics<br/>26.2 Qualities of a Mathematics Textbook<br/>26.2.1 Physical Features<br/>26.2.2 Author<br/>26.2.3 Content<br/>26.2.4 Organisation and Presentation<br/>26.2.5 Language<br/>26.2.6 Exercise and Illustrations<br/>Unit - IX<br/>NON-FORMAL MATHEMATICS EDUCATION<br/>27. Mathematics Clubs<br/>27.1 Functions of the Mathematics Club<br/>27.2 Organisation of Mathematics Club<br/>27.3 Suggested Activities for a Mathematics Club<br/>28. Mathematics Fairs<br/>28.1 Purposes of Mathematics Fairs<br/>28.2 Advantages of Mathematics Fairs<br/>28.3 Mathematics Fairs at Different Levels 28.4 Organization of the Mathematics Fairs<br/>29. Aesthetic Structure of Mathematics<br/>29.1 Meaning of Aesthetics<br/>29.2 Mathematics and Aesthetics<br/>29.3 Pattern and Order<br/>29.4 Sequence<br/>Unit X<br/>EVALUATION<br/>30. Concept and Process of Evaluation<br/>30.1 Measurement in Education: Meaning and Significance<br/>30.2 Evaluation: Concept and Process<br/>30.3 Purpose of Evaluation<br/>31. Types of Evaluation<br/>31.1 Formative Evaluation<br/>31.2 Summative Evaluation<br/>31.3 Diagnostic Evaluation<br/>31.4 Prognostic Evaluation<br/>32. Tools and Techniques of Evaluation<br/>32.1 Oral Tests<br/>32.2 Written Tests<br/>32.2.1 Essay Type Tests<br/>32.2.2 Short Answer Type Tests<br/>32.3 Performance Tem<br/>32.4 Anees Rend<br/>32.5 Oervation<br/>328 Questionnaire (Survey)<br/>32.7 Inverwy<br/>32.8 Interview<br/>329 Checklist<br/>32.10 Rating Scale<br/>32.11 Sociometric Methods<br/>32.12 Case Study<br/>32.13 Cumulative Record<br/>33. Preparation of Scholastic Achievement Tests (SAT)<br/>33.1 Functions of Achievement Testa<br/>33.2 Preparation of a Scholastic Achievement Test<br/>33.3 Characteristics of Good Achievement Test<br/>33.4 Diagnostic Tests<br/>33.4.1 Levels of Educational Diagnosis<br/>33.4.2 Construction of Diagnostic Tests<br/>34. Analysis and Interpretation of Scores.<br/>34.1 Steps Involved in Statistical Analysis and Interpretation<br/>34.2 Types of Descriptive Analysis<br/>34.2.1 Measures of Central Tendency<br/>34.2.2 Measurement of Dispersion of Variability<br/>34.3 Graphs<br/>34.4 Correlation Analysis<br/><br/><br/> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | BOOKS |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Date acquired | Coded location qualifier | Cost, normal purchase price | Inventory number | Total Checkouts | Full call number | Accession No | Date last seen | Price effective from | Koha item type | Public note | Date checked out |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Dewey Decimal Classification | Not For Loan | IER | CENTRAL LIBRARY | CENTRAL LIBRARY | 24/08/2010 | REF | 150.00 | E-2047 | 371.3 JAM | 22626 | 30/09/2016 | 30/09/2016 | BOOKS | Reference Books | |||||
| Dewey Decimal Classification | IER | CENTRAL LIBRARY | CENTRAL LIBRARY | 24/08/2010 | 150.00 | E-2049 | 371.3 JAM | 22628 | 30/09/2016 | 30/09/2016 | BOOKS | ||||||||
| Dewey Decimal Classification | IER | CENTRAL LIBRARY | ILSR LIBRARY | 24/08/2010 | 150.00 | E-2048 | 1 | 371.3 JAM | 22627 | 01/05/2025 | 30/09/2016 | BOOKS | 01/05/2025 |