Title: Recipe of a math lesson

Abstract: We will present a methodology to improve the quality of mathematics teaching and learning. Though this project was carried successfully for mathematics teachers at secondary level in the state of Maharashtra, it has universal appeal, for all science subjects at all levels.

Title: Role of Visualizations

Abstract: As a Mathematics learner, do you think like a Mathematician? How do you approach various kinds of mathematical problem? How do your students approach various kinds of mathematical problem? Do your students have Skills of thinking like a mathematician? Do your students have opportunities in the classroom for undertaking an inquiry-based approach? Do your students have opportunities in the classroom for focusing on conceptual understanding of the content? Do your students have opportunities in the classroom for developing their awareness of mathematics in local and global contexts? Do your students have time in the classroom to reflect upon their own learning of Mathematics? How to promote visualization in Mathematics? Let's discuss more on July 30, 2022 to further explore.

Title: A Shift in Curriculum Perspective: Math Analysis and Approaches (AA) & Math Applications and Interpretation (AI) in the IB Diploma Programme

Abstract: The demand for math in today’s world is greater than ever and math courses are even more essential in preparing students for their future than previously. Students pursuing a wide range of professional aspirations are finding that the core demands of maths studies, critical thinking and problem solving, have become central to the study of almost any other discipline. In the last few years there has been an evident shift related to the academic job market. Many more jobs now call for competence in statistics, computing, numerical analysis, or in applied mathematics. Whether one becomes a physicist, an engineer, a computer scientist, an economist, a geographer, a statistician or a psychologist, it is now essential to be adept at the highest level of mathematics. In response to these changing realities in the classroom and jobs market, since 2019 students in the IB Diploma Programme have been offered two pathways in the study of maths: Analysis and Approaches (AA) and Applications and Interpretation (AI), Let’s understand this shift in the curriculum perspective with some discussion and examples.

Title: Developing mathematical thinking through technology enabled explorations

Abstracts: The talk will focus on exploring and evolving strategies to develop students’ mathematical thinking through meaningful problem solving and technology enabled explorations. Given the changing demands of mathematics education in a world where technology is ever evolving, there is a pressing need to integrate technology for learning mathematics in a meaningful manner. Digital technology in the form of Dynamic Geometry software (DGS), Spreadsheets and Computer Algebra Systems (CAS) provide a gamut of possibilities for integrating an Inquiry based approach to learning mathematics. The talk will illustrate a few examples of projects by secondary and senior secondary school students, illustrating the nature of mathematical thinking elicited by them.

Title: Rich starting points leading to (open ended) investigations

Abstracts: TBA

Title: Learning from Mistakes

Abstract: The greatest mistake you can make in life is continually fearing you'll make one. (Elbert Hubbard)

As adults and grown-ups we acknowledge that we all have made mistakes and that everyone makes mistakes. And yet, we tend to frown at the student who makes a mistake in the Math class. Little do we realise, that our reaction to a student's 'mistake' often triggers feelings of shame among them. As a result, many students learn that it is better not to even try to answer when faced with an unfamiliar problem. And these are the students who score an A on the Math test we are discussing about. Learning Mathematics can be extra challenging due to the pressure of having to come up with the 'right' answer. Helping students to learn from their Mathematical mistakes can give us insight into their misconceptions and, depending on our instructional reactions, can enable them to develop a deeper understanding of the Mathematics they are learning. How we respond to productive errors can encourage or discourage student thinking and learning. So, how do we turn perceived 'mistakes' into 'productive errors' and encourage learning from mistakes in the Math classroom?