Class 6-8

The topic of ‘Equations’ can be approached in several ways. The choice of approach has a strong impact on the conceptual image which a student builds about a given concept. Hence, the choice is crucial in helping a student in understanding the concept as well as in developing the procedure for solving the problems. However, every approach has its limitations and can be used only for solving certain types of problems. Its use is limited and it may become necessary to expose students to other approaches when the type or complexity of the problems alters.

Pure geometry or Euclidean geometry is a body of theorems and corollaries logically derived from certain axioms and postulates as presented in Euclid’s Elements. Later geometers, both Greek and others, have added to this. Occasionally some algebra is brought in but not trigonometry. Abraham Lincoln is said to have read the Elements just for the reasoning.

I must confess that it was the top layer that attracted me to quilting. This was clearly a case of the whole being greater than the sum of its parts- I was wonderstruck at how scraps of material could be pieced together to make beautiful patterns that were all at once eye-catching and pleasing.

Sums of squares of the natural numbers from the Pascal triangle.

A square dot sheet has equally spaced dots aligned vertically and horizontally. Many interesting investigations can be devised with this simple learning material.

Many people are of the opinion that mathematics is only about numbers and number operations, and thus myths related to who can do mathematics and who cannot, abound. It is possible that children may struggle with numbers, but it is hard to believe that there could be a child who doesn’t recognize patterns. We see children creating patterns all the time using stones, sticks, leaves, flowers, finger prints, vegetable carvings, rubber stamp impressions and also mathematical shapes.

The article talks about a simple activity which can be performed with students of primary, middle and high school. The shape that is used to discuss here is a square and hence it is expected that students know the basic properties of a square. The article also talks about using lines. Even if students don't have a Euclidean notion of definition of a line, that idea can be instilled as the teacher executes this activity.

After looking at visual justifications for properties of additon for whole numbers and fractions, this poster considers the properties of multiplication for the same number sets.

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?”


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