Teaching-Learning

 Pedagogy Analysis

Mathematics is the science that uses easy words to explain hard ideas. Naturally, the mode of pedagogics depends on the design and limitations of the respective course curriculum. The department of Applied Mathematics distributes their academic activities in two section -one as a servicing department and the other as fully devoting to mathematical studies. The former is to develop mathematics as the most effective instrument of science and the later as to expose mathematics as the language of science.

Naturally, the mode of teaching mathematics varies from program to program. To a student of technology most important is to identify the limitations of applicability, while to a student of theoretical mathematics is to identify the depth of the result.

Apart from that the newly admitted students are also classified in different categories. Some of them do not have mathematics in their plus-two level but they require to learn mathematics in a more scrupulous way.

In view of these factors, the departmental committee unanimously decided to induct a different pedagogics that helps the students to easily grasp their new discipline of studies.  This is done in a sequel of stages:

• Stage-I.  Subject motivation

This harbingers the new discipline of studies that a newly admitted student. At the very initial stage, the student must identify what he is going to learn and what is the basic motivation of the syllabus. The course objective is important for him for getting acquainted with the purpose of the study. At the same time, he must correlate how this subject helps him to get clear view of his major studies in this program.

This is patterned by way of delivering historical episodes in the development of the subject. In fact, the historical development of any subject carries the procreation of thoughts, the stream of innovation, and possibly the affinity behind the research. Naturally, historical development motivates the reader to learn the subject with love and inspiration.

• Stage-II.   Bridge course & Orientation Course

The course that is poised as preparatory support by dint of which students aspiring for higher studies can develop their maturity and confidence for smooth striving and a better understanding of their forthcoming curriculum is offered by the department in the name and style as “Bridge Course”,

Such a bridging course is offered by the department for the following major aspects:

1.  To supplement knowledge inadequacies.

2.  To develop in-built confidence-level for gripping new pattern of studies.

3.  To eradicate insufficiency in knowledge background.

4.  To overcome all troubles and resistance to achieve success.

5.  To cradle for a higher education.

Being inspired by the Hon’ble Vice-Chancellor, Prof. Dr Saikat Maitra the department of Applied Mathematics has come forward to cater well-poised bridging courses particularly for the students who have finished their school education and now aspiring for higher education with graduate programs in technology or allied discipline.

At the outset, the course is offered to the students who didn’t have mathematics in the plus-two level. Those students are also categorized in two groups:

Group-A: Students who are supposed to have intensified mathematical studies like B. Tech, BCA, etc.

Group-B: Students who are required to have only elementary mathematical background like Graduate program on Food Technology, Forensic Science etc. 

Generally, Bridge courses are designed for one year. However, because of scarcity of shortage of time, a very quick but scholarly patterned lesson plan in the form of crash course, is inducted for each group of students at the advent before the academic session starts.

Orientation Course are mainly for the learners who intents for higher studies in mathematics. The course has been designed for the newly admitted students of M.SC in mathematics.

Gap Analysis

The classroom performance of students appears to be different for different students. In fact, the variance is caused mainly due to the factors:

[A].           Lacuna and insufficiency in knowledge background

[B].           Individual difficulties and complications

[C].           Lack of attention and motivation in the class

[D].           Inconsistency in mode of learning 

This gap varies from student to student and so understanding the topics of lecture delivered by the teacher loses uniformity over the entire class.

This is studied by way of interaction with individual students and also considering the graphical representations of the individual results through tests of continuous evaluation. The department inducts the following steps of activities to eradicate those deficiencies:

For [A] special on-line remedial classes in the weekend or any holiday. For [B] affectionate and sympathetic counselling is made by the teachers by reaching individual students. For [C] the teachers maintain special attentions to the individual student. Lastly for [D] the students are separately tutored by reaching him to his desk.

Assessing the learning levels of the student advanced learners are also identified. For those students the department organises special programmes that can motivated them to accelerate their studies. Student-centric methods, such as experiential learning, participative learning and problem-solving methodologies are used for enhancing learning experiences

• Stage-VI.   Project-works and Field Research

The Department strongly believes that each student possesses the potentiality to create innovative thoughts in mathematical research. This needs serious motivation ad inquisitiveness. To create positive innovation and to enthuse the students for pursuing research works classes are arranged in the class-routine to provide project work on any subject of choice under the supervision and guidance of some teachers. They are also asked to participate into similar programs in and outside the university