Unit-VII

Some of the important points need to consider while selecting a text book underlined below:

1.   Make  sure  the  basic  mathematic  concepts  are   is  covered.  

2.   Is there a well-written table of contents? When doing math you need to be able to look up a concept.

3.   Since you will be using the math textbook  for homeschooling, look for math books with lots of worked examples. 

4.   Look  for  plenty  of  problems  to  work. .

5.   Math textbook must have all the exercise  answers.

6.   Look for  some  real  world  examples  and  problems.  

7.   All the key points of the chapter are outlined in boxes or colors so that they stand out. 

8.   There must be index in the beginning.

9. What does your student think? If you can, let them compare a few and ask which they like better.

10. Price of the book should be moderate so that it can be pursuable by all economical backgrounds.

11. Experience of the author needs to be considered for the selection of a book.

12. The text book should be written in easy understandable language to cover all groups of students.

13. Content in the Text book need to be strictly accordance to the syllabus laid down by Board or University.

There are different types of reference materials and each of them contains diverse information ranging from the simple definitions of words and concepts to detailed explanations of ideas and events. Reference materials are generally classified into two categories, the source, and the access types. The source type of reference materials (books) are those that contain the information needed by the users (e.g., encyclopedias, dictionaries, and handbooks) while the access type of reference books are those that refer the user to the source of information required (e.g., indexes, abstracts, and bibliographies). Also, reference books are either general or specific in scope of their subject. 

There are a great number of informal non-commercial guides that are created by students, or helpful professors and teachers, to address specific material a class has covered. Each kind of guide presents opportunities to study material more in depth or to consider possible test expectations.

People of all ages love to play games that are fun and motivating. Games give students opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts. Further, they afford opportunities for students to deepen their mathematical understanding and reasoning. Teachers should provide repeated opportunities for students to play games, then let the mathematical ideas emerge as students notice new patterns, relationships, and strategies. Games are an important tool for learning in elementary school mathematics classrooms:

• Playing games encourages strategic mathematical thinking as students find different strategies for solving problems and deepen their understanding of numbers.

• When played repeatedly, games support students’ development of computational fluency.

• Games present opportunities for practice, often without the need for teachers to provide the problems. Teachers can then observe or assess students and work with individuals or small groups of students.

There are various types of technologies currently used in traditional classrooms. Among these are: Radio, television, audio tape, video tape, slide projector, overhead projector are of passive learning when interaction of the learner is less.

A. Compact Disc (CD-ROM)

CD-ROM discs are identical in appearance to audio CDs, and data are stored and retrieved in a very similar manner (only differing from audio CDs in the standards used to store the data). Discs are made from a 1.2 mm thick disc of polycarbonate plastic, with a thin layer of aluminium to make a reflective surface.  

B. OHB: An overhead projector typically consists of a large box containing a very bright lamp and a fan to cool it. On top of the box is a large fresnel lens that collimates the light. Above the box, typically on a long arm, is a mirror and lens that focusses and redirects the light forward instead of up. Transparencies are placed on top of the lens for display. The light from the lamp travels through the transparency and into the mirror where it is shone forward onto a screen for display. The mirror allows both the presenter and the audience to see the image at the same time, the presenter looking down at the transparency as if writing, the audience looking forward at the screen. The height of the mirror can be adjusted, to both focus the image and to make the image larger or smaller depending on how close the projector is to the screen.

C. LCD overhead displays

A liquid-crystal panel mounted in a plastic frame was placed on top of the overhead projector and connected to the video output of the computer, often splitting off the normal monitor output. A cooling fan in the frame of the LCD panel would blow cooling air across the LCD to prevent overheating that would fog the image. The first of these LCD panels were monochrome-only, and could display NTSC video output such as from an Apple II computer or VCR. In the late 1980s color models became available, capable of "thousands" of colors (16-bit color), for the color Macintosh and VGA PCs. The displays were never particularly fast to refresh or update, resulting in the smearing of fast-moving images, but it was acceptable when nothing else was available. The Do-It-Yourself community has started using this idea to make low-cost home theater projectors. By removing the casing and backlight assembly of a common LCD monitor, one can use the exposed LCD screen in conjunction with the overhead projector to project the contents of the LCD screen to the wall at a much lower cost than with standard LCD projectors. Due to the mirroring of the image in the head of the overhead projector, the image on the wall is "re-flipped" to where it would be if one was looking at the LCD screen normally.

D. Computer in the classroom: Having a computer in the classroom is an asset to any teacher. With a computer in the classroom, teachers are able to demonstrate a new lesson, present new material, illustrate how to use new programs, and show new websites.

E. Class blogs and wikis: There are a variety of Web 2.0 tools that are currently being implemented in the classroom. Blogs allow for students to maintain a running dialogue, such as a journal, thoughts, ideas, and assignments that also provide for student comment and reflection. Wikis are more group focused to allow multiple members of the group to edit a single document and create a truly collaborative and carefully edited finished product.

F. Wireless classroom microphones: Noisy classrooms are a daily occurrence, and with the help of microphones, students are able to hear their teachers more clearly. Children learn better when they hear the teacher clearly.

G. Mobile devices: Mobile devices such as clickers or smart phone can be used to enhance the experience in the classroom by providing the possibility for professors to get feedback.

H. Interactive Whiteboards: An interactive whiteboard that provides touch control of computer applications. These enhance the experience in the classroom by showing anything that can be on a computer screen. This not only aids in visual learning, but it is interactive so the students can draw, write, or manipulate images on the interactive whiteboard.

I. Digital video-on-demand: Digital video eliminates the need for in-classroom hardware (players) and allows teachers and students to access video clips immediately by not utilizing the public Internet.

J. Online media: Streamed video websites can be utilized to enhance a classroom lesson. Online study tools: Tools that motivate studying by making studying more fun or individualized for the student.

K. Digital Games: The field of educational games and serious games has been growing significantly over the last few years. The digital games are being provided as tools for the classroom and have a lot of positive feedback including higher motivation for students.

The expansion of pupils' access to technology is less of an issue than the leadership and management of the resources at the school and college levels. If digital technologies are to be embedded in the mathematics curriculum then the knowledge and skills required by both teachers and learners to use them should be explicitly specified.

Following are some hurdles teachers faced while using technology: 

• Not enough or limited access to computer hardware & computer software

• Lack of time in the school schedule for projects involving ICT

• Lack of adequate technical support for ICT projects

• Not enough teacher training opportunities for ICT projects

• Lack of knowledge about ways to integrate ICT to enhance the curriculum

• ICT integration is not a school priority

• Students and Teachers do not have access to the necessary technology at home.