Learning Mathematics Concepts through Projects and EBD (Education by Design) Methodology

Bharathi, Saranya; Ganesan, Pratap; Kothandaraman, Sundranandhan; Iyyanarappan, Arun; Swaminathan, Logeshwari; Kumar, Naveen; Patchaiyappan, Poovizhi; Perumal, Ranjith; Ranganathan, Sanjeev (2019) Learning Mathematics Concepts through Projects and EBD (Education by Design) Methodology. In: Inaugural Conference of the Mathematics Teachers' Association - India, 3 to 5 January 2019, Mumbai, India.

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We are a team of engineers who run STEM (Science Technology Engineering Mathematics) land – that are rural STEM centres in two outreach schools of Auroville – Udavi School and Isai Ambalam School. Both schools aspire towards holistic development of the child and the managements are progressive. The children attending come from villages surrounding Auroville. Udavi School follows the state board syllabus and we work with ~56 children from 7th to 10th intensively for 6 hrs/week for all their Mathematics (Math) classes. Isai Ambalam School follows the central board syllabus and we work with ~71 children from 3rd to 8th grades intensively for 6 hrs/week during the Environmental Sciences (EVS) and Math classes. In demographics, the occupation of parents in both schools is in unorganized labor e.g. masons, painters, agricultural labor and schemes providing rural employment. The predominant community accessing Udavi School is MBC (Most Backward Caste) and that accessing Isai Ambalam School is SC (Scheduled Caste). At STEM land children learn Mathematics, Electronics, 3D Printing, Programming (in Scratch, Alice, Geogebra), Mindstorms (Robotics) and play strategic games that enhance logical thinking. The children take responsibility of their learning and plan their goals each week related to their curriculum and beyond it. This self-directed learning is based on Sri Aurobindo's first True principle of education (Aurobindo, 1910); "Nothing can be taught". They create projects that represent their mastery over concepts they learn and can share following constructionism (Papert, 1986). They and work individually, in pairs or peer groups and ask for support from facilitators when they need it. With younger children we work on real life projects that impact their surroundings. In this paper, we are sharing our experience as practitioners, of how different children learned Mathematical concepts such as sets, algebra, measurements, ratios and percentanges at STEM land. We also look at how technology (both physical e.g. building/construction and virtual e.g. programming) was effective in aiding this process.

Item Type: Conference or Workshop Item (Paper)
Subjects: Education > Primary Education
Depositing User: Admin User
Date Deposited: 20 Dec 2019 10:08
Last Modified: 21 May 2020 04:53
URI: http://aurorepo.in/id/eprint/12

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