As a corollary of Section 8 of the Right to Education Act, every young Indian citizen in elementary school today has the legal right to get mathematics education of good quality. Perhaps India is the only country in the world, where this is legally mandatory. Two questions are now squarely on the agenda of Indian math education: “What is math education of good quality?” and, “Is it possible to ensure this for every child?”

Even though this could be an issue for debate, it can surely not be denied that the teacher definitely has a significant role to play in whatever children learn at school. And a teacher would always like the children to be able to learn various skills and perform well. But another aspect in the process of teaching-learning is how much co-operation the child gets from his or her socio-cultural context, the environment at home, his or her upbringing, the parents’ co-operation and discussions with friends.

Schools are meant to prepare you for life. But how prepared will you be if they don’t teach you about your own region? Citing Ladakh as an example this article asserts the importance of “locale specific learning.”

The author shows you how simple stick figure diagrams can be used in the classroom to enable contextualized learning.

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