Are certain individuals born to be teachers and can only those be truly competent? Or can people without such aspirations develop to become ‘great teachers’? Are there certain conditions, the presence of which foster such development?

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In this short note, we present a proof of the generalised Pythagoras theorem. We use the ‘ordinary’ Pythagoras theorem for the proof.

Theorem. In any triangle ABC, we have:

AC2 + BC2 > AB2 ⇐⇒

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Children are taught many kinds of measures in the primary grades, like length, weight, volume, money, time and finally area and perimeter (which is nothing but measurement of length). While for teaching length, weight and volume, efforts are made to give students an exposure to informal/ non-standard units of measurement (and thus some implicit understanding of what we may use to measure something), the other measurement ideas start with the standard units, conversions and formulae.

Wikipedia [1] defines a semi-prime as a natural number that is the product of two prime numbers. The definition allows the two primes in the product to be equal to each other, so the semi-primes include the squares of prime numbers. Displayed below are the first forty semi-primes.

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Problem-solving, which has always been an important part of learning mathematics, received considerable attention after it was recognised as a route for promoting mathematical thinking in the Position Paper on Teaching of Mathematics (NCERT, 2005). For problem-solving to flourish in its true spirit, two ingredients are essential: adequate knowledge and skill to solve the problems and acumen to generate good meaningful problems

- Read more about Mathematical Doodling using the what-if-not approach
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Problem-solving, which has always been an important part of learning mathematics, received considerable attention after it was recognised as a route for promoting mathematical thinking in the Position Paper on Teaching of Mathematics (NCERT, 2005). For problem-solving to flourish in its true spirit, two ingredients are essential: adequate knowledge and skill to solve the problems and acumen to generate good meaningful problems

- Read more about Mathematical Doodling using the what-if-not approach
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Fractions have long been earmarked as a danger zone for both students and teachers – while one needs to tread carefully here, the topic should not be shied away from or treated with so much caution that students tend to handle it with reservation. Misconceptions are a natural stage of conceptual development and should not be viewed as an undesirable occurrence. What is important is that the teacher is aware of them and addresses them to the extent possible.

Given a right triangle ABC (∠B = 90o ) with ∠A = 60o . Point M lies on BC so that BM = 0.5 MC (Figure 1). Prove that AM is an angle bisector in triangle ABC

.Answer the following questions to reason why AM bisects angle A. What kind of triangle is ACA'?

• How is the line CB related to the line AA'?

• What is the point M called in relation to the triangle ACA'?

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**Chandra Viswanathan**

**Background**

**Binay Pattanayak**

**Background**

Jharkhand is a multilingual state, home to more than thirty-two indigenous communities who use around nineteen indigenous and regional languages. Some of these prominent link languages work as bridges between different indigenous languages in the state. The state has nine Particularly Vulnerable Indigenous Groups (PVTGs) and some of their languages are extremely endangered.

- Read more about Learning in a Multilingual Context
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