Non Linear Method for Math Learning
description
Transcript of Non Linear Method for Math Learning
Non Linear Method for Math Learning
Special Learning Camp Interim intervention for std 3 to 5In
CG, MH, MP and OD
•Read India Classes:Major focus only on Bundle –
Tilli along with Currency and word problems
(whole ,small, Individual group).
•Learning Camp :CRL along with volunteers
conducted camp focused on competency based
learning.
Practicing on different methodology
Class Mode
Camp Mode
We used linear method in both mode
No Rec.
Add
Sub
Mult.
Div
• To find out the effectiveness of nonlinear method.
• The objective of non linear method channelize children's capability of learning more than one concept at a time.
• The focus of learning camp is to give them opportunity to explore many thing together
• To see weather students with less number recognitions are able to perform basic math operations.
Step towards non linear approach
SET
GOALS
Number recogniti
on
Geometry
Measurement
Fraction
DivisionMultiplicationSubtra
ctionAddition
• Modification done of ASER Math testing tool.• Conducted testing with modified ASER Math testing tool.• Conducted testing with regular ASER language testing tool too.
Process
Testing
Duration
• Camp was conducted in two phases.• Each camp was conducted for ten days.• The duration of this camp was for 3 hours per day.• Gap between two camps was 12 days.• Formation was based on learning levels.• In this camp every group had the chance to move to new volunteer for learning the further competencies. • Teaching was done by combination of both SRGs and volunteers.
Group formatio
n
In this camp we gave a chance to each child to learn at least 3 other competencies which they
were not able to solve.
Material
• Number Chart
• Expansion chart
• Oral addition, subtraction and comparison Chart
•Straw and Rubber bands
• Currency, Trading cards
• Worksheet for each child
We used same material which we
already used in Read India
classes.
•In the group of number recognition, difficulty is faced to manage large number of children.
•Problem is faced due to non ability of reading when asked for individual solving of sums.
• Irregularity of students in the group.
• Infrastructural problem.
Hurdles
Outcomes
1 to 9 11 to 99
Add a Add B
Sub ASub B Mul A Mul B Div0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
29.4
15.7
0.0
10.88.8
10.38.8
7.45.9
12.7 12.7
0.0
8.35.9
9.88.3 7.4
5.4
Phase 1
PrePost
1 to 9 11 to 99
Add a Add B Sub A Sub B Mul A Mul B Div0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
4.9
14.1
0.0
12.9
9.2
3.7
15.3
11.7
27.6
0.0
4.9
0.0
10.4
6.1 6.7
17.8
13.5
39.9
Phase 2
PrePost
Fraction
Understanding the introduction of fraction is easier than operations of fraction.
A B C D E F0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
63.9
6.83.4
0.7 0.7
8.2
73.5
38.8
26.5
16.312.9
24.5
Phase 1
PrePost
A B C D E F0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
73.6
31.9
26.4
16.012.5
21.5
76.4
56.3
43.8
26.4
18.1
34.0
Phase 2
PrePost
In CG
Improvement in number recognition children
Num R
ecog
(1-9
)
Num R
ecog
(11-
99)
Additi
on (B
)
Subt
ract
ion
(A)
Subt
ract
ion
(B)
Multip
licat
ion
(A)
Multip
licat
ion
(B)
Divisi
on0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
Non Llinear method
PrePost
Noth-ing
0-9 10 to 99
Sub Div0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
40.0
Linear method
Pre - testPost - test
Fraction test who are in number recognition level
Children who are in number recognition level can also
recognize fraction
1 to 9 11 to 99
A B C D E F0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
35.3
64.7
17.6
0.0 0.0 0.0 0.0 0.0
11.85.9
76.5
47.1
5.90.0 0.0 0.0
Phase 1
PrePost
1 to 9
11 to 99
A B C D E F0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
23.529.4
82.4
11.85.9
0.0 0.0 0.00.0
11.8
100.0
88.2
0.0 0.0 0.0 0.0
Phase2
PrePost
•Non linear method is more effective for children who are in number recognition level.
•Confidence and interest level of children shoots upwards due to changing group .
• For improvement in child’s learning various other competences other than decided are to be framed.
• Increases volunteer’s confidence in teaching.
•Children gets more time for practicing in this session.
•Capacity building on CRL’s.
Learning
Few Thin
gs
…
There are some additional things related to learning subject Math
which we do teach to students but we don’t evaluate at this level