Embedded Files
Title of the Content :
Title of the Content :
A Pedagogical Approach to Conceptualizing Fourier Transformation through Model Presentation
Method Adopted :
Method Adopted :
Student Selection
Concept Familiarization
Model Design and Development
Presentation and Demonstration
Peer Interaction
Faculty Guidance and Feedback
Reflection
Method Description :
Method Description :
This pedagogy was designed to promote active learning and conceptual understanding through student-led model presentation. A student was chosen to prepare a model illustrating the principles and applications of Fourier Transformation, a key topic in Unit 4.
The process began with the student gaining a solid theoretical foundation of Fourier Transformation — understanding its mathematical formulation, conversion between time and frequency domains, and real-world applications in areas like signal processing and communications.
Using this knowledge, the student developed a visual or physical model to represent how complex signals can be decomposed into their frequency components. The model served as a tangible aid to simplify abstract mathematical ideas, helping peers visualize the transformation process.
During the classroom session, the student presented and explained the model to classmates, demonstrating the working principle and emphasizing key steps in the transformation. The interactive presentation encouraged other students to engage by asking questions and relating the concept to practical applications.
Through this peer-led model-based approach, learners experienced enhanced comprehension, visual learning, and collaborative engagement, effectively bridging the gap between theoretical mathematics and its engineering applications.
Group Size :
Group Size :
The pedagogy activity involved 1 student as the presenter who prepared and explained the model on Fourier Transformation.
Resources Used :
Resources Used :
Chart Papers / Drawing Sheets – for creating visual representations of Fourier Transformation concepts.
Markers, Sketch Pens, and Crayons – for labeling, highlighting, and illustrating the transformation process.
Reference Materials (Textbooks, Class Notes, Online Resources) – for collecting theoretical information and real-world examples.
Stationery Items (Scissors, Glue, Rulers, Sticky Notes, etc.) – for model preparation and chart design.
Laptop / Computer – for researching, preparing visual aids, and showing digital demonstrations if required.
Classroom Display Board / Projector – for presenting the model and explaining the concept to the class.
Internet Connectivity – for accessing multimedia resources and simulation examples related to Fourier Transformation.
Students’ Collaboration and Faculty Guidance – the presenting student received faculty support for concept verification and presentation preparation, while classmates actively participated during the session.
Photo Evidence :
Photo Evidence :
Video Evidence :
Video Evidence :
https://drive.google.com/file/d/12uO-JwpZsSNPrf017dtdUtPrLYbB-sSs/view?usp=drive_link
Feedback on ALM Adopted:
Feedback on ALM Adopted:
The model-based and peer-led approach proved to be highly effective in enhancing students’ conceptual understanding of Fourier Transformation, a topic often considered abstract and mathematically challenging.
The student-led presentation encouraged active participation, as the presenter confidently explained the concept using a visual model, making the mathematical transformations easier to grasp. The use of charts and diagrams helped the class visualize how signals are decomposed into frequency components, bridging the gap between theory and practical understanding.
The audience of 51 students showed high engagement through questioning, discussions, and reflections, which promoted collaborative learning. This approach also fostered confidence, communication skills, and leadership in the presenting student while motivating others to take ownership of their learning.
Overall, the adopted Active Learning Method (ALM) — combining model presentation and peer explanation — effectively transformed a complex mathematical topic into an interactive, engaging, and meaningful learning experience for the entire class.
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