QUESTION 01 | 05
Tell us more about your subject. How did you develop an interest in this field?
Ranjan — The best and most effective way to have students stop saying "I'm not good at math" is to approach math with a growth mindset. This blog series will focus on a variety of ways to combat the cultural acceptance of the "I'm not good at math" mentality.
All teachers, especially teachers of math, have struggled to create authentic student interest in the concepts learned in class. Students often go through the motions of the class period because they are required to do so without any genuine interest. This can change by considering adding any of these four suggestions into your classroom:
1. Make It Real
Whenever possible, try to show how the math that the student is learning can be related outside of the classroom. Students want to know the application. The more real-world examples you can share, the more interested your students will be. At times, it is difficult to find real-world examples for all mathematical concepts, especially at the high school level. It is also recommended to then show the students how they will apply the math they learn now to future course work. For example, when learning how to calculate derivatives, you could show that you will eventually use the calculations to graph the derivative of a function. Consider taking the time to share with the students the real-life application and also the future math application of the skills they are learning.
2. Creative Approaches
Everyone knows that not all students learn from the same methods and that they have preferences for the manner in which they solve problems. First, show the class a few different ways to approach a particular problem. Then, encourage individuals or groups of students to work together to find other ways to solve a problem. When going over homework problems, always ask students to share different ways they may have solved the problem. Not only does this increase student interest, but this also deepens their conceptual understanding.
For example, present this problem to an Algebra I or II class. Ask students if they can find six or more ways to come up with the solution: A rectangular garden has an area of 30 feet. One side length is one foot shorter than the other. What is the length of the shorter side?
3. Use Pop Culture
Much of the curriculum and examples in school have little to do with students' actual interests. While teachers take the time to get to know the students in front of them, taking it a step further by using this knowledge to make the lessons and assignments related to their interests can yield even greater outcomes. It could be about sports and athletes, music and musicians, movies and actors, video games, or whatever else they like. The best part is that preliminary research indicates that using pop culture improves students' interest in mathematics.
4. Make Math Music Videos!
Whether you are trying to have your students learn a mathematical concept, remember the steps for a formula, or have fun learning the digits of Pi, creating your own math music videos is a great way for students to become more interested in the class and subject. You can change the lyrics to a popular song or make up the music and words for your own song. Research also supports that students making and watching these videos will have more interest in learning math.
Taking math classes is often not a choice or an elective for students; however, teachers should approach it in an engaging way so that students want to learn math. We want students to be genuinely interested in the concepts and application because we know that, With Math, We Can…do anything.
QUESTION 02 | 05
What or who is the motivation behind you choosing to teach & why?
Ranjan — My Motivational Teacher is Dr. Navin Chandra, Prof Vivek Kumar Jain, Akshay Kumar social activist, and Last my I ideal Dr.Anik Kumar Roy. These people are helping me in for studying from 2007 to 2014.Dr. Chandra every day in my life guide me and motivate for studying in maths and provide me interesting for foreign books, whenever I have doubt in maths he was clearing my each and every concept in maths, especially Abstract Algebra, Real Analysis, and complex analysis. and In the university Dr. Jain, every time motivate and guide I have discussed with him each and every problem related to maths as well my family problem but he supported me for study too. again I was thankful for all my motivational personalities to help me and guided me in making a famous teacher.
QUESTION 03 | 05
How does your work help society?
Ranjan — The body of knowledge and practice is known as mathematics is derived from the contributions of thinkers throughout the ages and across the globe. It gives us a way to understand patterns, to quantify relationships, and to predict the future. Math helps us understand the world - and we use the world to understand math.
The world is interconnected. Everyday math shows these connections and possibilities. The earlier young learners can put these skills to practice, the more likely we will remain an innovative society and economy.
Algebra can explain how quickly water becomes contaminated and how many people in a third-world country drinking that water might become sickened on a yearly basis. A study of geometry can explain the science behind architecture throughout the world. Statistics and probability can estimate death tolls from earthquakes, conflicts and other calamities around the world. It can also predict profits, how ideas spread, and how previously endangered animals might repopulate. Math is a powerful tool for global understanding and communication. Using it, students can make sense of the world and solve complex and real problems. Rethinking math in a global context offers students a twist on the typical content that makes the math itself more applicable and meaningful for students.
For students to function in a global context, math content needs to help them get to global competence, which is understanding different perspectives and world conditions, recognizing that issues are interconnected across the globe, as well as communicating and acting inappropriate ways. In math, this means reconsidering the typical content in atypical ways, and showing students how the world consists of situations, events, and phenomena that can be sorted out using the right math tools.
Any global contexts used in math should add to an understanding of the math, as well as the world. To do that, teachers should stay focused on teaching good, sound, rigorous, and appropriate math content and use global examples that work. For instance, learners will find little relevance in solving a word problem in Europe using kilometers instead of miles when instruments already convert the numbers easily. It doesn't contribute to a complex understanding of the world.
Math is often studied as a pure science but is typically applied to other disciplines, extending well beyond physics and engineering. For instance, studying exponential growth and decay (the rate at which things grow and die) within the context of population growth, the spread of disease, or water contamination, is meaningful. It not only gives students a real-world context in which to use the math, but helps them understand global phenomena - they may hear about a disease spreading in India, but can't make the connection without understanding how fast something like cholera can spread in a dense population. In fact, adding a study of growth and decay to lower level algebra - it's most often found in algebra II - may give more students a chance to study it in the global context than if it's reserved for the upper-level math that not all students take.
In a similar vein, a study of statistics and probability is key to understanding many of the events of the world and is usually reserved for students at a higher level of math, if it gets any study in high school at all. But many world events and phenomena are unpredictable and can only be described using statistical models, so a globally focused math program needs to consider including statistics. Probability and statistics can be used to estimate death tolls from natural disasters, such as earthquakes and tsunamis; the amount of aid that might be necessary to help in the aftermath; and the number of people who would be displaced.
Understanding the world also means appreciating the contributions of other cultures. In algebra, students could benefit from studying numbers systems that are rooted in other cultures, such as the Mayan and Babylonian systems, a base 20 and base 60 system, respectively. They gave us elements that still work in current math systems, such as the 360 degrees in a circle, and the division of the hour into 60-minute intervals, and including this type of content can help develop an appreciation for the contributions other cultures have made to our understanding of math.
It's important, though, to only include examples that are relevant to the math and help students make sense of the world. In geometry, for example, Islamic tessellations - shapes arranged in an artistic pattern - might be used as a context to develop, explore, teach and reinforce the important geometric understandings of symmetry and transformations. Students might study the different types of polygons that can be used to tessellate the plane (cover the space without any holes or overlapping) and even how Islamic artists approached their art. Here, the content and the context contribute to an understanding of the other.
If students are given the right content and context for a globally infused math curriculum, they'll be able to make global connections using math, and create a math model that reflects the complexity and interrelatedness of global situations and events. They'll be able to apply math strategies to solve problems and develop and explain the use of a given math concept in the global sense. And they'll be able to use the right math tools in the right situations, explain why a math model they chose is relevant. More importantly, students will be able to use data to draw defensible conclusions and use mathematical knowledge and skills to make a real-life impact.
By the time a student graduates high school, he or she should be able to use mathematical tools and procedures to explore problems and opportunities in the world and use mathematical models to make and defend conclusions and actions.
The examples here are just a sampling of how it could be done, and they can be used to launch content-focused conversations for math teachers. These aren't meant to be separate courses of study, either, but overlapping and interrelated elements that schools will have to decide to use in ways that meet their individual needs.
At the heart of any discussion on a global curriculum through math, it's important to consider how math helps students make sense of the world, what is a student's experience enables them to use math to make contributions to the global community, and what math content students need to solve complex problems in a complex world. Then, the challenge is finding genuine, relevant, and significant examples of global or cultural contexts that enhance, deepen, and illustrate an understanding of the math.
The global era will demand these skills of its citizens-the education system should provide students the wherewithal to be proficient in them.
QUESTION 04 | 05
If you had to think of a role model for your work, who do you think of & why?
Ranjan — Classroom strategy "I use active lessons, where kids get out of their seats and apply what they've learned. For example, after we learn the tangent ratio, I take the kids outside to three tall objects and we use math to find the objects' heights. I give the students handmade clinometers (cardboard with a straw to look through and a protractor and weighted string to measure the angle) and I tell them the distance between where they are standing and the object. Then they measure the angle by looking through the clinometer up to the top of the object. After their calculations are set, they head back to class and use tangent to find the heights of those objects."
The most rewarding part of math education "Building relationships with students is one of the best aspects of teaching. It's so awesome to hear the conversations my kids have about math. When a quieter member of a team shares a great idea, when a kid who struggled in algebra really starts to feel more confident with their geometry skills and starts to think math isn't so bad, when a kid who isn't super connected to school volunteers to share their solution strategy with the class, when the kid who failed the last test finally understands the concept or even when a student goes out of their way to say thank you - those are the moments where I remember why I teach."
What I want my students to take away "My classroom revolves around team-based learning. In the workforce, skills like collaboration, communication, and problem-solving are vital. I want my students to feel confident attacking a problem by offering ideas to their teammates. I want them to learn how to persevere through tough problems - to not shy away from a challenge."
Math matters because . . . "Math is everywhere. Math is logic. It's problem-solving. We encounter math in our daily lives and in our careers. The better we know and understand mathematics and the principles behind it, the better we can serve our world.
QUESTION 05 | 05
Tell us about your hobbies outside teaching.
Ranjan — I have many interests and hobbies outside of work, it is wise to discuss those you can easily relate to your new position. I have done many activities to mention during an after Teaching include here:
- Volunteering, community service, or charity work
- Sports such as competing on a team.
- Cooking or gardening.
I have developed the better' skill for teaching and read books in maths for teaching Grade 11th, 12th BSc, MSc (maths ). If I will free in these days I am planning to write a maths book for developing yourself in maths.