Syllabus
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Course Code: BSE-202 & 203 - Group-B Course Name: I. Pedagogy of teaching Mathematics to students with visual impairment |
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| MODULE NO / UNIT | COURSE SYLLABUS CONTENTS OF MODULE | NOTES |
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| 1 | Nature of Mathematics 1.1 Meaning, Nature, Importance and Value of Mathematics 1.2 Axioms, Postulates, Assumptions and Hypothesis in Mathematics 1.3 Historical Development of Notations and Number Systems 1.4 Contribution of Mathematicians (Ramanujam, Aryabhatta, Bhaskaracharya, Euclid, Pythagoras) 1.5 Perspectives on Psychology of Teaching and Learning of Mathematics-Constructivism, Enactivism, Vygotskyian Perspectives, and Zone of ProximalDevelopment |
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| 2 | Objectives and Instructional Planning in Mathematics 2.1 Aims and Objectives of Teaching Mathematics in Elementary and Secondary Schools 2.2 Bloom’s Taxonomy of Educational Objectives and Writing Objectives in Behavioural Terms (Revised) 2.3 Micro Teaching Skills (Skill of Intoducing lesson, Skill of Illustration with Examples, Skill of Explanation, skill of Probing Questions, Skill of Stimulus Vaiation, Skill of Reinforcement) 2.4 Lesson Planning– Importance and Basic Steps. Planning Lesson of Arithmetic, Algebra and Geometry 2.5 Unit Planning – Format of A Unit Plan 2.6 Pedagogical Analysis: Meaning and Need and Procedure for Conducting Pedagogical Analysis. Classification of Content, Objective, Evaluation, etc |
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| 3 | Strategies for Learning and Teaching Mathematics 3.1 Concept Formation and Concept Attainment: Concept Attainment Model for Learningand Teaching of Concepts 3.2 Learning By Exposition: Advanced Organizer Model 3.3 Methods of Teaching- Lecture, Discussion, Demonstration, Inductive-Deductive, Analytic-Synthetic, Problem-Solving, and Project 3.4 Techniques of Teaching Mathematics: Oral Work, Written Work, Drill-Work, Brain-Storming and Computer Assisted Instruction (CAI) 3.5 Creating Different Situations of Learning Engagement: Group Learning, IndividualLearning, Small-Group, Cooperative (Peer-Tutoring, Jigsaw, etc.), and Situational/Contextual Learning |
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| 4 | Teaching-Learning Resources in Mathematics for Students with Disabilities 4.1 Mathematics Laboratory- Concept, Need, and Equipment for Setting Up a Mathematics Laboratory 4.2 Utilization of Learning Resources in Mathematics: Charts and Pictures, Weighing andMeasuring Instruments, Drawing Instruments, Models, Concrete Materials, SurveyingInstruments With Reference To Children With Disabilities 4.3 Bulletin Boards and Mathematics Club 4.4 Abacus, Cussionaire Rods, Fractional Discs, Napier Strips 4.5 Calculators, Computers, Smart Boards, Multimedia Presentations, and Special Aidsand Appliances For Children With Disabilities |
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| 5 | Assessment and Evaluation for Mathematics Learning 5.1 Assessment and Evaluation- Concept, Importance and Purpose 5.2 Error Analysis, Diagnostic Tests, Identification of Hard Spots and Remedial Measures 5.3 Tools and Techniques for Formative and Summative Assessments of LearnerAchievement in Mathematics, Comprehensive and Continuous Evaluation inMathematics 5.4 Preparation of Diagnostic and Achievement Test 5.5 Adaptations in Evaluation Procedure for Students with Disabilities |
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