In these classes, we investigate Mathematical concepts that are part of most school curricula. The aim is attaining conceptual clarity - understanding why and how things work the way they do in the world of Mathematics.
I offer this program for three age-groups: Grade 7 (approx. 12 year olds), Grades 8&9 (approx. 13-14 year olds) and Grade 10 (approx. 15 year olds). For each age-group there are two levels, as follows:
Advanced: Material presented here is at a higher level (than what the children may be doing in school) and the kids will be nudged to discover new concepts for themselves through problem solving and group discussion. The assumption is that the children have an inclination towards Mathematics and fairly strong foundations.
Foundations: The focus here is on building strong foundations. My problem sets will be based on student needs. The kids will be encouraged to share with me the difficulties they are experiencing in Maths classes (in school) and we will investigate those topics thoroughly, clarify doubts and solve related problems.
At both levels, we will investigate and explore different Mathematical topics through problem sets that are meant to get children to think and ask questions. You can find some samples below.
For: Children
Age groups:
Grade 7 (age 12)
Grades 8&9 (ages 13-14)
Grade 10 (age 15)
Batch Size: 8 to 12
Mode: Online via Zoom
Duration: Ongoing, 4 sessions/month
Timings (IST):
Grade 10(A) / Tue / 5 to 6:30 PM
Grade 10(F) / Tue / 6:30 to 8 PM
Grade 7(A) / Wed / 4:30 to 6 PM
Grade 7(F) / Wed / 6:30 to 8 PM
Grade 8&9(A) / Fri / 4:30 to 6 PM
Grade 8&9(F) / Fri / 6:30 to 8 PM
Monthly Subscription:
Rs. 1500 per month
While working with children on recreational explorations, I gained some insights into their abilities and thinking. Here are some observations and questions that came to my mind.
1. When moving from primary school to middle school, children are expected to make a 'mental leap'. The journey into the abstract must now be taken without concrete aids and manipulatives which were such an integral part of Mathematics education in the primary years. They must now systematically understand the language of Mathematics and its peculiar syntax, and gradually hone their powers of logic and deductive reasoning. Are children receiving the right sort of hand-holding through this transition?
2. At every level in school, children are expected to pick up Mathematical techniques, procedures and formulae, which serve as tools for problem solving. Some children pick these up quickly. Others struggle to develop fluency. But most children undertake the task by rote, without a proper understanding. They rarely develop a deep sense of the vocabulary used in their textbooks or why the stated procedures work. Wouldn't it be wonderful if they were given the chance to discover some of these truths for themselves?
3. Children, fatigued by repetitive school exercises attended to in an unquestioning manner, often pertinently ask: 'Why are we studying all this? Where is it all used?' As a mentor of mine once insightfully observed, 'The day they ask that question, we can be sure we have lost them!' For indeed, does it ever occur to the child to ask the same question while in the music room or the games field? Can Mathematics learning bring about the same kind of joy that music and sport do, making its application to our day to day lives irrelevant? Can we give children a taste of what it means to encode pleasing patterns in Mathematical language? But of course there are real world applications of Mathematics as well. Can these be showcased too?
To try and answer some of these questions and develop in children a deeper Mathematical understanding, I saw the need to extend the work of the Maths Club. Hence, the birth of 'Curricular Investigations' in 2021, which hopefully retains the same spirit of inquiry and discovery that is integral to the Maths Club.
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