A PREVIEW
Instead of making kids
love the Math they
hate,
Make the Math
they would love!
OBJECTIVE
To generate interest by innovative way
of teaching
To make Maths a delight to learn
Remove the fear for the subject
Improve the Performance and develop
Confidence in the students
Reasons for the need to change
Increase in the fail percentage
General dislike for the subject after middle
school level
No syllabus breakup or guidelines given
directly from the I.C.S.E. board due to which
syllabus varies from publication to
publication. (Only guidelines from AngloIndian school syllabii is available)
Special Features of the Syllabus
Syllabus framed for Std. I to VII keeping the NCF2005 guidelines & ICSE Scope and Syllabus (IX
& X) in mind.
Syllabus divided into smaller units month wise
Multiple concepts in a month
Benefits of the Syllabus
For students
No boredom
Co-relation & integration
Better understanding and practicability
Positive vocabulary and reinforcement
For teachers
Well researched syllabus with sequential arrangement of
topics
More time for content planning
No fear of missing out concepts
Scope for creativity
Salient Features of the Book
Theme : “A flight to the world of Mathematics”
Concepts spread throughout the AY
Multiple concepts dealt on a page
Age appropriate terminology
Emphasis on Building Mathematical Vocabulary
Word Stories instead of Word problems
Brain teasers, Logical Reasoning, On board fun with
multiple choice questions
Scroll at the end or beginning of page
Maths in nature
Financial Benefits :
Increase income for school through sale of books.
Students need not buy any other text book and workbooks for practice as all
this is incorporated in the book designed
Sustainability :
To maintain the standard certain measures were undertaken,
Information about the book was dispensed to parents during the PTA
meetings, and parent orientations.
A teacher’s manual is also available for guiding the teachers to plan their
teaching.
Workshops for teachers from other schools was also conducted to introduce
the book.
Feedback is taken from the teachers and other users to incorporate positive
changes if required.
Asset Result Analysis – Graphical Representation
160.00%
N
A
T
I
O
N
A
L
A
V
E
R
A
G
E
140.00%
120.00%
100.00%
80.00%
60.00%
40.00%
2
0
0
8
2
0
0
9
22
00
01
90
- 22
00
11
01
22
00
11
12
- 22
00
11
23
2
0
1
3
2
0
1
4
22
00
01
90
-22
00
11
01
2
0
1
1
2
0
1
2
2
0
1
2
2
0
1
3
2
0
1
0
2
0
1
1
2
0
1
3
2
0
1
4
2
0
1
1
2
0
1
2
2
0
1
2
2
0
1
3
2
0
1
3
2
0
1
4
22
00
11
12
- 22
00
11
23
22
00
11
23
- 22
00
11
34
2
0
1
3
2
0
1
4
20.00%
0.00%
III
IV
V
VI
VII
CLASS
Year
III
2008 - 09 111.00%
2009 - 10 124.00%
2010 - 11
122%
2011 - 12
115%
2012 - 13
106%
2013 - 14
121%
IV
V
VI
VII
118%
134%
119%
124%
111%
122%
120%
122%
125%
112%
124%
121%
114%
125%
Red bars in the graph shown in the previous slide represent the result of the
same batch of the students in academic year 2009-10, 2010-11, 2011-12,
2012-13 & 2013-14.
This batch started using the book designed by the school from std II. The result
Shows the steady progress in the Asset Examination over the years. The
performance has always been above the national average.
In the academic year 2011-12 no appreciable change can be noted. This can be
attributed to the fact
that new admissions in std V are not familiar with exam format and some
concepts have not been taught in the previous school.
the difficulty level of concepts introduced in std V is higher, e.g. decimal
fractions, ratio, area & volume, percentage etc.
there are learning disabled children.
To conclude, this is an ongoing dynamic process where the effort to maximize
the effectiveness will continue. We are thinking of intensifying the teacher
training programmes in the coming years. We are sure that our hypothesis of
making mathematics fun for all will surely come true.
How you teach
is more
important than
what you teach
0
