Class 6-8

My classroom experiences are like a journey. I try to create a pleasant atmosphere in the classroom as soon as I enter. I start the new lesson with some activities and poems. A few children ask the questions connected with the lesson while some others ask entirely different questions. Children feel happy and free when I enter the classroom. Some children shout and scream – ‘Bhatt Sir has come... Bhatt Sir has come’. Working with children and interacting with them has given me an opportunity to understand many things.

If innocence had an animation video writ on every frame, Bhimsain's 1974 classic Ek Anek Ekta wins hands down as far as two generations of Indians are concerned.

Teaching Divided Histories is an innovative 3-year project developed by Nerve-Centre [Derry-LondonDerry] and funded by the European Regional Development Fund under the Peace III programme.

Isn’t it happiness that all humans strive for so why not a course on happiness? Prof. M M Pant analyses about the why’s and how’s of one of the oldest pursuits of humans to seek happiness

The late Shri P. K. Srinivasan had developed an approach to the teaching of algebra titled ‘Algebra – a language of patterns and designs’. I have used it for several years at the Class 6 level and found it to be very useful in making a smooth introduction to algebra, to the idea and usage of concepts such as variable and constant, to performing operations involving terms and expressions. This approach steadily progresses from studying numerical patterns to line and 2-D designs, finally leading to indices and identities.

This is a review of the book “Beautiful, Simple, Exact, Crazy” written by Apoorva Khare and Anna Lachowska. The authors write in the preface that this book arose out of an introductory course called Mathematics in the Real World which they co-designed (and taught at Stanford and Yale University, respectively). The target audience of that course consisted mainly of undergraduates of humanities and social sciences – students whose principal interests lay outside of mathematics and the sciences.

This is a 13 minute story set in a village of natural numbers. A thief appears and is clearly not a natural number. It turns out that he is a (positive) rational number. Since all the characters (and hence the numbers) are positive, it is fair to say that this video is about natural numbers and fractions and their relation! The part-whole model is invoked and is used to define a (positive) rational number, explain equivalent fractions and that any natural number is also a rational number.


One of the most abstract concepts introduced in primary classes is Fractions. Unlike other number sets introduced until now (natural numbers and whole numbers), fractional numbers are not used for counting. They basically denote a proportion. There is much research and writing around difficulties in learning of fractions and also about its pedagogy. In this article, we shall focus only on some of the misconceptions related to fractions that children develop.

I first came across the idea of a conjecturing classroom during my teacher training (PGCE) in the UK. We were watching a video clip of 6 and 7 year old students in a mathematics class. The classroom looked ordinary, children sitting in rows, a bit of chatting and minor disruptions, books and pencils and erasers strewn across desks, the teacher at the front without any spectacular resources, holding an unfussy whiteboard pen.


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