CTPM Project

Introduction: 

Primary students are new to the exposure of mathematics especially in geometry, like observing the lines, construction of triangles, rectangles, squares, rhombus and solid shapes like sphere, cube, cuboid, right circular cone, pyramid, solid and hollow cylinders etc.  Shape construction with Wax Clay may help them in understanding of shape, dimension, surface area and volume of solid objects.  Construction of solid objects shall expose them to measuring parameters, like edge, sides, radius, length, area, square products (sXs) etc.  My project focuses on the class two students’ learning process for solid objects and the objective of this project is – how we can simplify the learning of solid geometry, i.e. solid objects so that it may be introduced to class two students.

Education Style: 

Primary mathematics is taught to primary students in symbolic form, like counting, tables, simple sum & subtractions, multiplication, division.  Geometry is taught in the form of pictures.  Construction of solid objects is a teacher aided part as extracurricular work in play time. With objectives, like reconstruction of shapes, we may link the fun work of students with their mathematical abilities. 

Rationale for the study:  

This project may help primary teachers in understanding the competence level of class two students about their abilities of identification and construction of solid geometrical shapes.  This may help teachers in construction of questions about surfaces, area, concept of volume and solid sections.  It shall also help primary teachers to demonstrate solid objects to primary students?

Statement of Topic- 

The subject of the study is “A Study on Learning of Class Two Students in Construction of Solid Objects”.

Objectives:

  Study of “A Study on Learning of Class Two Students in Construction of Solid Objects” is divided into three sub objectives which are given below:

1. To study the observation level of class two students in demonstrations and their ability to identify solid objects.

2. To identify class two students’ ability to construct the solid object from given parameters.

3. To observe the performance of class two students in reconstruction of new solid objects from given solid objects. 

Hypothesis: 

1. There is known ability of class two students in  demonstrations and their ability to identify solid objects.

2. There is known ability of class two students in identification and construction of the solid object from given parameters.

3. There is known performance of class two students in reconstruction of new solid objects from given solid objects. 

Delimitations of the study:

 Each student has his/her own competency level of understanding, adaptation and expression.  Therefore, a demonstration of construction of solid objects has different impact levels on different students.  The outcomes/results of this study are highly correlated to the students’ outcomes.  The observed results may or may not reflect actual competency level of students. 

Review:

 Primary students are introverted and it is not easy to explore their linguistics, scientific and mathematical abilities.  Their physical activities are dominant over educational activities.  It is seen that a good runner student may not be able to adopt teaching methods.  They may be good athletes but they may be bad learners. They try to copy the acts of adults or whom they found around themselves.  Teaching primary students is not only a skilled job but it is tough too.  Students have their own way of learning and without exploring them; teachers can not teach them perfectly. 

This familiar problem is found in the primary students while they study mathematics. They learn counting by memorising but are unable to recognise the numeric symbol. Similarly they saw different geometrical objects but they could not construct them.  

 My project is based on the principle of exploring new methods of demonstration about solid objects for class two students, so that they can construct solid objects easily.  This is not a one way process, it is a bidirectional activity.  The mistakes and errors of students shall be taken as their feedback and new innovative ideas shall be incorporated into the modified demonstrations so that the learning process for solid objects of class two students becomes fun.

Methods: 

 A group of 15 class two students shall be briefed about the solid objects and a demonstration for construction of solid objects shall be given to them.  After that, they shall be provided wax-clay to construct the different types of solid objects of different dimensions.  Their learning process and method adaptation as shown in demonstration shall be observed. The mistakes done by students shall be used as their feedback. If a student failed to reconstruct the solid objects after demonstration, new innovative methods, in which remedies of student’s mistakes incorporated, shall be demonstrated and they shall again be asked to reconstruct the solid objects.  This process will be repeated till the students are not able to observe, identify and reconstruct the solid objects. These repetitions shall be counted as “rounds” of analysis purpose.  The final method/ demonstration shall be considered as a success event and it shall be recorded as an instructional method in the project report.

Population: 

 There are about 89 primary students in Raipur Road Dehradun.

Sample: 

 A group of fifteen class two students 89 primary students shall be taken as sample of the study.

Data Collection (Tools):

There is no provision for collection of primary or secondary data.  Only interactive sessions shall be organised. 

At, original instructions/demonstrations for a given solid object (say cube) shall be given to class two students about the construction of this solid object.  A tabular data table of this solid object shall be constructed with a number of students able and not able to construct solid objects.  The errors/mistakes of students shall be considered as their feedback and remedies of these errors/mistakes shall be incorporated in a modified form of instruction/demonstration.  Again a tabular data table shall be constructed for this modified instruction/demonstration. It shall be repeated till all class two students are not able to construct given solid objects.  The last instruction/demonstration shall be recorded for teaching instructional/demonstration method.  By this way, other tabular data tables shall be constructed for other solid objects.

A questionnaire containing simple questions about parameters, volumes, shapes, surfaces shall be used to assess/evaluate the student’s learning about solid objects.

Analysis of Study: 

The observation of students’ outcome shall be evaluated on their constructive outcomes and theoretical interpretations.  There are two levels of analysis; 

(i) In the constructive level of analysis, original and modified instruction/demonstration shall be tabulated with the number of students able to construct the solid objects and not able to construct solid objects.  The percentage outcomes shall be computed for each round of demonstration and it shall be used as the success rate of the demonstration. The last successful demonstration with 100% outcomes shall be recorded as instructional method/demonstration for construction of the solid object. 

(ii) A theoretical evaluation of students shall be carried out with 20 questions related to solid objects. This is one round evaluation.  The percentage outcome shall be calculated for all students.

Proposed Chapter Schemes: