My Reflection on the Two-Week Vipassana Course

~ Sundaresan

The two-week morning Vipassana sessions have significantly helped me restart my daily meditation practice. Before this course, I struggled to sit for extended periods and concentrate on my breath. I had also lost confidence in my ability to focus on my sensations and found it challenging to control my emotions.

During the first three days, I experienced body pain and back pain due to the sudden requirement to sit for long periods. However, I noticed a difference compared to other days; the sessions brought me a sense of peace and refreshment that lasted throughout the day. By the third day, my back pain subsided. This positive impact extended to my work and family life, boosting my confidence to undertake a 10-day Vipassana course.

Additionally, Anapana practice has become a valuable tool for me throughout the day. Whenever I feel bad or face difficult situations, my mind automatically prompts me to practice Anapana. I have observed that meditation has a unique power to transform the mind in a short period. Without it, overthinking negatively affects my mental and physical health. Currently, I am able to notice my breath, though I still struggle to fully perceive my body sensations.

TWO WEEKS OF VIPASSANA MORNINGS

~ Sanjay

I have previously talked about morning meetings and the role they play at C3SLD. There are two other activities that are common to C3SLDers. One is the RTL workshops that comprises Levels 1 and 2, SDGs and PC Training. The other is 10-Day Vipassana courses. Youth at C3SLD are all required to attend at least one 10-day course with subsequent 10-day courses being optional (though highly encouraged) based on the individual’s own perspective, needs and observations.

Sanjeev sets an example by attending one 10-day course every year. And it is now almost a cliché` that every time, he returns from one such course, he is bursting with ideas and insights on how C3SLD can do more and do it better. One such idea was that for one week (which turned into two weeks after the week was up), we would replace the usual routine of morning meetings with Vipassana for the entire week. This was the schedule for the 2 weeks

Monday – Friday

  1. First 5-10 minutes: Short discussion on some Pali terms, some detail regarding the technique, posture, intentional breathing, review of the insights from discourses of the previous day, etc
  2. First 30 minutes: Anapana/Vipassana
  3. Next 30 minutes: GoenkaJi’s discourses
  4. Last 5-10 minutes: Video of one of the old students at the conclusion of a 10-day course regarding why they keep coming back for more 10-day courses

Saturday: Half day Vipassana course from 8:00 AM – 12:45 PM with a 20-30 minute break for breakfast

Here I will share my own perspectives about this break of routine. Generally, I sit daily for an hour at the very least. The first hour is a breeze while I really struggle to make the next hour. We can say that Monday to Saturday, I manage about an hour and 20-30 minutes on average and with the 4 hours on Sunday, I am able to average a little less than 2 hours/day over a period of a week. 

However, these two weeks, because there was Vipassana every morning, meditating 2 hours a day was a breeze. The one hour I was able to sit by myself with ease and the next hour with the youth at C3SLD. Group meditation is always easier than sitting individually and being able to sit with the group really made 2 hours/day very easy. So, since I was able to sit 2 hours each day for the entire week, and with the two half day courses, it amounted to an average of a little more than 2.5 hours per week.

What changes did I see in myself during this week? Here were all the mundane benefits/changes I saw these two weeks

  1. I usually struggle to exercise, however, this week, I was able to exercise every day for atleast an hour, either resistance training, or stretching, or Asanas or light movements and even some sports.
  2. Much enhanced concentration and efficiency when working
  3. Sometimes I joke (it may not be a joke) that I really moved to C3SLD because it would prevent me from whiling away my life in net surfing. This is something I still struggle with, though a lot less than 3 years back. However, this week, it was much diminished. I just did not feel like surfing the net at all. It felt much more fitting to take a walk, breathe the fresh air, stare at the trees or enjoy the scenery.
  4. I also had several insights about how I can live a healthier life. I will have a post on this after 6 weeks if these insights really help me.
  5. Much less getting carried away by my background conversations during walks or down time. I was able to detach from my background conversations, just allowing them to play themselves out without getting involved in them
  6. Able to wake up every single day before the crack of dawn, and wake up feeling refreshed. Sleep time was diminished from an average of 7 hrs/day to 5.5 hrs/day, a gain of 1.5 hours every day just from sleep.
  7. Was exquisitely and deliciously tired around 9:00 PM everyday. Body was tired but mind was fresh.

             All in all, a wonderful two weeks. Something I will remember years from now. I wish this could continue, but as an organization, we have a multi-disciplinary approach to personal development and personal growth such as book reading, RTL sessions and Learning sessions which we cannot neglect or ignore or reduce. Therefore, I feel very grateful for these two weeks. I feel very grateful that they happened and I feel very grateful for whatever caused Sanjeev to do this.

            I cannot wait for Sanjeev’s insights and changes he brings about when he returns from his 20-day Vipassana course.

REFLECTIONS ON MORNING MEETINGS

~ Sanjay Tumati

At C3SLD, we start of the day by meeting together for approximately an hour every day Monday to Saturday. Much like an morning assembly they have the effect of keeping the group together. C3SLD is now a medium sized org with about 30 people spread over teams à Embedded Software, Drivers, Layout, Layout automation, Verification, Absolute and Mathegramming. With these many people, it is very easy to get into a silos and for members of one group to become isolated from those in other groups. Over time, an us Vs them mentality can also develop as seen in large organizations.

The morning meetings are a reminder as to what is common between all of us, why we are all in one team, what is our purpose as an organization, what is our purpose as individuals, how our purpose as individuals is aligned with our purpose as an organization among many other things. It is very well known that people come together over shared activities even more than over shared beliefs. The morning meetings are our shared activities and it is part of the glue that keeps us together as a team.

While keeping the team cohesive and connected is an important function of the morning meetings, it would be a tragedy if it was limited to that. After all, morning meetings could just have everyone playing board games and that would be enough to keep the group connected, however superficially. It would be better to utilize that time in a way that is wholesome, benefits the individual as well as the organization and also forms deeper connections between participants. It is my belief that the morning meetings at C3SLD do just that.  Here is our schedule during morning meetings

  1. Monday: 8:00 AM – 9:00 AM à Vipassana and Metta
  2. Tuesday
    1. 7:45 AM – 7:55 AM: Anapana
    1. 8:00 AM – 9:00 AM: Learning sessions, either technical or non technical. A sample of topics covered are TED talks, Unix OS, VI editor, Verilog programming, Mathematics, teaching effectively, Financial literacy, Social service etc
  3. Wednesday
    1. 7:45AM – 7:55AM : Anapana
    1. 8:00 AM – 9:00 AM: Radical Transformation leadership (RTL) sessions choosing selected topics from the RTL workshop
  4.  Thursday
    1. 7:45 AM – 7:55 AM: Anapana
    1. 8:00 AM- 9:00 AM: Book reading, currently RTL by Monica Sharma, Formerly Altered traits by
  5. Friday: 7:50 – 8:00 AM, Anapana, Layout team meeting with Aura and Software team, Mathegramming code reviews
  6. Saturday
    1. 8:00 AM – 8:10 AM : Anapana
    1. 8:10 AM – 9:00 AM: Weekly reflections
  7. Sunday (Optional): 8:00 AM -12 Noon à Half Day Vipassana course to serve old meditators in the greater Auroville and Pondicherry area. All Shifuians and 2-3 C3SLD youth attend every week.

My own perspective on these morning meetings is that it is a good start to the day, a positive start to the day. I always enjoy and look forward to hearing Sanjeev speak during these meetings and his perspectives give my mind nutritious food for thought. The 10 minute Anapana focuses the mind and the rest of the sessions reminds us as to why we are doing what we are doing. C3SLD is a growing organization comprised of individuals who have made a commitment to their own growth and the growth of others. The role played by morning meetings in this growth is not little.

SAIIER Annual report 2024 – STEM land

~ Poovizhi

Reporting period: 2023-24

This form is for reporting on the activities of a SAIIER Sub-unit over the last financial year. Please use as much space as you need for the report.

Please submit this report to SAIIER by April 30, 2024. For any questions or clarifications, please write to saiier@auroville.org.in.

1. Name of sub-unit: STEM Land (formerly Aura Auro Design)

2. Sub-unit executives: Sanjeev Ranganathan, Muralidharan, Vasanthraj

3. Report writer: Poovizhi.P

4. Introduction:

A few sentences. Why does the sub-unit exist, what are its aims? Were there any special goals this year?

STEM Land is a learning organization providing resources for anyone willing to learn in the fields of Science, Technology, Mathematics, Technology and English. The aim of the organization is to develop responsibility, equality and courage to create.

This year we started Mathegramming Academy to standardize the process of codifying STEM land. Worked with multiple schools Vasavi and government schools in the bio region. Conducted Hackathon event. Created Just In Time website to support teachers with math resources. We initiated Math intuition classes for children in the evenings where they discovered new patterns and logic and not just focus on answers. The team participated in the Inetegral Education workshop conducted in Auroville. We have partnership and collaborated with multiple schools.

We continued to support leadership working and training through being practitioner coaches for RTL (Radical Transformational Leadership) program to support individual and collective growth in Auroville and beyond.

5. Enrollment/beneficiaries:

For schools: number of students in each grade.

For other sub-units: who were the beneficiaries and how many people participated?

We work intensively with Isai Ambalam School and Udavi school

Around 10 youth have enrolled for BNB Shifu program which started in 2021.

We generally work with around 400 children across the schools either though our own Centers or supporting centers at Thamarai, Vasavi, Government schools in bioregion.

15 students have enrolled for B.Voc programme

87 students participated in the Mathegramming Hackathon tournament.

6. Activities of the year:

In general and/or highlights. Who, what, when…

Mathegramming Academy:

Mathegramming Academy aims to build Responsibility and Rigor in children and generate Results through Online mentoring of Mathematics through projects in programming, electronics, and through leadership in action. It is a unique blend of visual mathematics and programming. This approach not only makes mathematics more engaging but also helps students internalize abstract concepts by visualizing them through code. It also allows children to share something concrete with their peers adding a sense of responsibility to their learning, enhancing problem solving skills, and gives confidence and a sense of accomplishment. The team works towards the following shifts:

  1. Mediocracy to excellence
  2. From rote learning of concepts to looking at visualization of the concepts and encouraging critical thinking.
  3. From Disempowering isms like classism, groupism, and genderism to a creative space.

They also conducted sessions for STEM land teachers on Geogebra that would step up their ability to interact and engage with children.

Hackathon tournament:

The Mathegramming team organized Hackathon tournament to foster creativity and learning. 94 students from 6th to 9th grade enrolled in this tournament from different schools in and around Auroville. On the day of the event, 87 students came. In addition, many youth and children who had been exposed to STEM land in the past including our B.Voc students volunteered as mentors to support each team. The session started by the enquiry of sourcing our inner capacities followed by introduction to the modules created by the Mathegramming academy which could make children code faster. We invited Judges from various organizations- Lopa from Ashram, Sanjay, Pratap, Vasanthraj, and Duraiswamy from C3StreamLand Designs, ShankarDevi from Thalam, Julian from Vaasavi International School, Arun from Aura semiconductor, Bridget from Thamarai, Bharani from AIAT and Chitralekha from Pondicherry University. It was enriching to see that we had reached out to so many children/youth in the past who were enthusiastic to support others learn. There was an equal mix of boys and girls at the hackathon and they all worked with each other harmoniously. The tournament showcased the values of equality, responsibility, and the courage to create. It demonstrated the transition from individual to group learning, with strong communication between mentors and mentees. The exchange of ideas between different age groups was a testament to the Academy’s commitment to holistic learning. It was heartening to see the breaking of barriers and the shift from silos thinking to interdependence.

Hackathon workshop on Electronics:

The Mathegramming team wanted Children to connect electronics to the world around them and they will relate Electronics to the Mathematics they have been learning. was set up to encourage creativity and learning at every stage. We conducted the workshop for around 40 children and the children were from different schools. Our team mixed the children from different schools. So that children got different perspectives, encouraging working together, increased their communicative skills. We introduced concepts such as batteries, resistors, LEDs, variable resistors, capacitors, and their symbols, enabling students to draw circuit diagrams. We also demonstrated how the sensor (LDR) works, and students provided different perspectives on how to incorporate LDRs into their circuits. We explained capacitors as being like buckets, where the battery acts as a reservoir of charge. Students learned that capacitors with higher capacity can hold more charge. They observed the capacitor’s functionality by charging it using the battery and discharging it through the LED. Children were also given some challenges on which worked in teams.

Partnering and collaborating with multiple schools:

  1. Vaasavi International School

Mathegramming Academy and Vaasavi International School have partnered to enhance math learning for students. The partnership focused on using technology to create more engaging and interactive math lessons. Our learning modules synthesize the technical development of a teacher along with developing competence and supporting inner capacity with RTL (Radical Transformational Leadership) tools. This is because skill in itself is insufficient to create meaningful and sustainable change in society.

Vaasavi International School is a private CBSE school in Puducherry that offers a holistic education. The school has been selected to be a model school in Pondicherry for implementing NEP and this is where we are supporting them. For Mathegramming Academy reached out to 160 children in 7th grade. Vaasavi International School will be able to offer its students more engaging and interactive math lessons. The partnership is a significant step forward for both Mathegramming Academy and Vaasavi International School and a sign of their commitment to using technology to enhance math and science learning.

  • Government schools located in Edayanchavadi and Bommayarpalayam

Mathegramming Academy organized sessions in government schools located in Edayanchavadi and Bommayarpalayam. These training sessions aimed to equip students with the tools and techniques needed to create engaging and impactful learning experiences. Mathegramming Academy’s teacher and children training sessions in Edayanchavadi and Bommayarpalayam illuminated a path toward a brighter future for education. As we celebrate this remarkable endeavor, we continue to champion innovative approaches in education especially for those who do not have access to it.

  • Arulvazhi school

STEM land teachers had a session with Arulvazhi school students who came for the first time to STEM Land.

Students’ insights after the session at STEM land:

          “In the beginning, we felt that we were in a place that had technical materials that would be difficult to handle and learn. But we felt connected to the teachers here and they explained in such a way that it was so clear and easy.”

          “When I was doing robotics on my own and made it work, it was so encouraging for me. I am becoming more confident in myself.”

  • Smart vacuum cleaner with a child from Study International school

A child from the 7th grade from Study international school has come to STEM Land for making a vacuum cleaner robot as part of her school project and she wanted to make it by her own with some guidance from STEM land. At the beginning her parents were told to buy the required components for the project then Shivashankar a member of Mathegramming Academy has volunteered to help that student in the project and were able complete it. The vacuum cleaner robot project clearly shows that learning can be fun and creative and also interactive. The girl and her family were also happy after completing the project it also created a space for co-creation and we hope her project will also inspire other children to make one on their own and we hope it will make a great impact on Mathegramming and also in children lives by adding values to learning and application of that learning in life.

Just In Time Website:

We created a website called Just In Time (JIT) teacher – that supports teachers on new ways of looking at concepts and projects and activities with it. It contains projects and videos based on specific mathematical topics that support teachers to teach and introduce mathematical concepts visually and logically. Users can search for topics or even by grade level.

Yoga :

At STEM land we embrace unending education and constant progress. Auroville brings many opportunities for this. For the commencement of the Auroville festival in 2024, the Yoga gathering happened at Matrimandir Amphitheater, Auroville, from Feb 22 to Feb 26. From STEMland, a few teachers attended the Yoga session along with students from Udavi and Isai Ambalam schools. There were also children from other schools.

Every Saturday, our group from STEM land, goes to the Matrimandir amphitheater for yoga with around 150 children. We had also experienced a special sound healing yoga session conducted by Mr. Balu, an executive from Mohanam, with guidance from Muthukumari and her team.

Radical Transformational Leadership:

We have a team building session where everyone comes together to look at their leadership ability – leadership means “my ability to create new future grounded on universal values”. These RTL sessions helps to look at oneself within deeper and reflect on it. We see RTL program as both personal transformation and a team building program.

RTL for B.VOC and family members:

C3stemland organized a radical transformation leadership program in Tamil at Auroville SAIIER conference hall. It was a one-day program in Tamil, facilitated by Srilatha Juva, Professor at TISS. B.VOC students and teachers, SAIIER staffs, employees, volunteers and their family members were invited for the program. The primary objective of the program was to help participants identify their stand, fear, four profiles and gain a deeper understanding of their background conversations, system principles, and design from universal values. By participating in these sessions, participants were able to develop a new project that addressed their problem statement, focusing on self-growth or social issues, and using their potential to bring about positive change in themselves and their communities. Around 55 people took part of the program.

Poster presentation at International Commission on Mathematical Instruction conference:

The International Commission on Mathematical Instruction (ICMI) symposium is a major international conference that brings together mathematicians, mathematics educators, and researchers from around the world to discuss current issues and challenges in mathematics education.

Out team presented a poster presentation on how the Isai Ambalam School in India used cultural celebrations and festivals to promote universal values and environmental consciousness among its students. The research methodology employed the theoretical framework of interrupting disempowering ISMs (rigid and disempowering mindsets) and the wisdom profile that embodies universal values to address all ISMs simultaneously. The philosophy underlying the C3STREAM Land is based on the progressive and constructivist thinkers such as Bruner, Papert, and Sri Aurobindo, who emphasized self-knowledge and integral development. The interventions discussed in the poster include Aadi festival and garden, Maavoli, Christmas decoration and fair, and Pongal, which provided opportunities for students to learn about different topics, such as monsoons, environmentally conscious alternatives, and traditional games, and encouraged higher-order thinking skills. Overall, the poster emphasizes the importance of collective effort beyond silos of subject learning to promote universal values and create empowering narratives through festivals and celebrations.

Session on Data Privacy for Udavi  School teachers:

C3streamland organized a session on Data privacy for the teachers of Udavi School and STEMland. Dr. Sanjeev Ranganathan briefed on data privacy and some of the ways by which our personal data can be protected. As we teachers handle children, we must be aware of ourselves and educate children.

Sanjeev discussed the applications of Artificial intelligence and the intended and unintended consequences of technology. He also briefed on how to transcend it by self-awareness. The policies on data protection and the strong need to have data protection policies were also discussed. As a part of self-awareness, a few smart ways to have personal data protected by ourselves were discussed. Some of them are noticing our engagement with phones by turning on the digital well-being in the smartphones, turning off unwanted notifications, not just randomly accepting without even going through the privacy policies, cookies management, and software to protect passwords.

7. Outcomes:

What was created; how did participants benefit?

Mathegramming academy – Creates modules in Scratch to support children program faster and visualize mathematics. We were able to partner with Vaasavi school, collaborate with government schools in Edaiyanchavady and Bomayarpalayam and Arulvazhi school. Conduct tournaments and workshops for children to learn mathematics through programming and electronics while connecting with real life challenges from the space of their universal values.

At the same time codify STEM land and create Just In Time teacher support website.

8. Research highlights:

Please describe anything done in the last year which was especially research-oriented or innovative. What did you find out, and will you take it further?

Breaking Silos Through STREAM Education And Using The Wisdom Profile To Engage With Culture,  March 2023

We found out the importance of collective effort beyond silos of subject learning to promote universal values and create empowering narratives through festivals and celebrations.

9. Reflections:

What was most meaningful this year? What was challenging and what was learned?

Soundhariya:

When working with my team, I deliver my project at the correct time. But sometimes I am out of integrity. So, I want to fill the gaps with my universal values and plan my time before doing. While working with the team I felt creative thinking about different forms of support, generosity, and how to collaborate. It makes finding new ways to create positive changes in my project and life. When I was at my full potential, I noticed that I accomplished the things I planned to do. It also helped me to observe that when I work effectively, I can progress. It makes me find new ways to create positive changes in my project. When I work with my team, I feel creative thinking about various ways to support and collaborate. This helps me come up with new ideas for my project, and it makes learning programming easier. I noticed my integrity I felt happy and light but I am out of integrity I thought about how to narrow the gap with my universal values. Before starting a project, I try to understand how I can make it better. I talk to my team and listen to what they say. This helped me to make the project successful and also I learned how to acknowledge others with my universal values.

Premkumar:

My name is Premkumar I deeply care about courage and equality for myself and others. From the past one year I reflect on myself I learnt that I can also be part of children growth and I can help them to be at their full potential and as well as I also grow as an individual and it helps me to organize myself better. The most beautiful thing in working with children is that it is always interesting and something fresh so it always motivated me to be a better version of myself. I am grateful for the opportunities that I got to improve myself and help others to improve their lives as well.

Preethi:

            Before joining stem land, I never looked at whether I’m in integrity or out of integrity in what I’m doing. Now each day I’m reflecting whether I’m in integrity or not. And also, I’m speaking out when ever needed. I’ve learnt a lot about myself. One important insight is that challenges are opportunities to learn and grow my ability. When I face difficult in task, it pushes me to figure things out and become better at what I do. I’ve also realized the importance of feedback. Constructive feedback helps me see the areas where I can grow and do things better. And I’ve learnt that it’s good to keep learning new things. It’s not only helps me to grow my ability and also helps me to adapt to the new things. And also, I learnt that everyone will have some fear in their life. What more important is I have to be courage and work from my stand. Now a days even if I have fear, I’m working from my universal values. Instead of thinking about what will go wrong, I’m giving my best. I get to learn something new that I never learnt before. Even something I know; I learnt it again in different method. Whenever I learn new thing, I feel accomplished and I feel like it’s a stepping stone for me to grow. Last year I get to work lot with children, when I teach them math concept in different ways, I had been working patiently with them, trying different approaches to explain the idea. And when they understood the concept, it’s makes me happy and proud because it showed that the work, I do with children can make a big difference in their learning.

Dinesh:

            Noticing my gaps when things were not move forward by sourcing my universal values, I can narrow the gaps and I see the alignment when things move forward. Noticing when I am in integrity and out of integrity helps me to ask a clear committed request and with that I can give my committed request. In some cases, working as a team brought me solution quicker instead of overthinking by myself. Allocating time for myself helped me to improve my mental health. The Achievements and acknowledgement in the last year gave me confidence and to be motivated and helped me to be a better of myself in this year.

Ilakya:

            I learnt that mostly I do what I say, when I couldn’t do I fill the gap responsibly to the best I could. I noticed that there are many things that I learned here which I must have learned in the college and school, and it is not late to learn new things.

I noticed that when I accomplish something I feel good and I want to do more.

 From the above, I found that what kind of person I am in holding integrity. When I am out of integrity, it makes me to take action and fill the gap rather than feeling guilty about it. I am very grateful for the things I learnt after joining here. Though it is hard to accept that the way I learned everything is wrong and the inspiration that I got to continue my higher studies is actually nothing much. Now, I am moving forward with the things I learned and rather than blaming that I was taught wrong. I feel good to work on what I learnt.

Ajay:

            My name is Ajay, and I stand for love, happiness, and self-awareness for myself and others. I’ve been part of C3SLD for almost one and a half years, where everyone has opportunities to work with children and learn new things. I joined in 2022, participating in the Shifu program, which became a turning point in my life, surpassing the learning I gained during my four years of college. C3SLD provides a beautiful culture and environment where I collaborate with experienced individuals who have more experience than my age.

In the past year, I learned to hold my integrity, share my knowledge with others for the growth of myself and others, and support others during their unavailability. Practicing RTL has helped me perform at my best, notice myself where I can improve by using tools like feedback, integrity, etc. This practice guides me in addressing problems in much better ways.

Reflecting at the end of each week helps me to see my progress and what are all the gaps I need to fill in the upcoming week. These things encourage me to get more involved in activities and events, contributing to the organization.

Engaging in sports or going for a walk at the end of the day keeps me healthy, and I can see the difference compared to the previous year. I acknowledge Sanjeev Anna and seniors for their constant support towards everyone’s growth. I recognize the quality of care and progress I’ve witnessed, and I will apply these values in my life.

Arun:

            We are not individuals doing a single task. We work to support students in school and contribute to Aura’s multitasking. We also engage in spiritual growth, starting our day with meditation and participating in one hour of group sitting each week. During our morning meetings, we share our daily plans and any information that can be beneficial to our teammates. Learning sessions are included, along with reflection sessions based on the RTL Tool, which we practice every week.

Elamkathir:

I have had many opportunities to expand my knowledge, energy and skills as a part our organization that values learning, growth, work, and teaching. I have gained a deeper understanding of the values, as well as the importance of spiritual and personal development through participation in various activities and programs like RTL, Vipassana, and visiting Auroville communities, being a part of community life, IEPG,and PE training program. My learning experiences have led to a greater sense of purpose and direction, allowing me to approach my work with renewed energy and enthusiasm. I have also developed a stronger sense of community and shared my knowledge and experience with others, helping them to grow as well. Overall, my learning within this organization has been a transformative and rewarding experience, leading to personal growth and alignment with both the organization and the wider community. I am encouraged to keep learning and keep growing.

Jayabharathy:

C3SLD is a learning environment. When I first came in, I was very much worried about whether this would be the right place and what I am going to do here. As I started learning and doing things, this feeling of overwhelming completely went away. I have taken part in many programs organized here. This helped me to get connected with other people and work as a team. I came to know about RTL and Vipassana only after joining this organization. RTL has greatly helped me to understand who I am from inside and Vipassana has helped to control my emotions and be equanimous. I have also learnt a lot of technical stuffs over here with an open mind. Whenever I needed help, people over here supported me without judging me for not knowing something earlier. This increased my interest towards learning several things over the past year. On the whole, I feel I have joined in the right organization where I can grow as a person and also support others around me to grow.

Kugan:

My name is Kugan, and I stand for equality for myself and others. I have learned to uphold integrity in everything I do. In this organization, I have observed that I can learn, teach, work, and grow not only as an individual but also as a team member. We focus on innovating in mathematics concepts and material-based learning for children, as well as for ourselves. The environment is supportive of any initiative taken, providing feedback that helps me share what I learn with others during learning sessions.

I can handle multiple responsibilities as both an engineer and a teacher, which makes me more effective in my personal life as well. This environment supports me in leading a positive life by introducing and conducting various workshops, such as RTL, IE, etc.

Narmadha:

I am able to notice whether I am aligned with our values through creating blogs, and supporting teams. what I have learned is not only sticking with one domain should have diversity in learning for more exploration. This year I am able to focus on outcomes rather then output.

Santhosh:

This organization helped me to notice my actions and my purpose.  I notice gaps to fill, This organization helped me to be close to my purpose in life. I mingled with everyone in order to break group-ism and I Shuffled children into groups in order to break gender-ism also  I’m able to noticed my out of integrity and to change it with  being in integrity. I’m great full with the opportunities I have here to learn and grow as a team.  I published more blogs and started vlogs as a new initiative. I felt happy to participate in the all activities and programs, planning and term work came out very well and I learned how to solve mistakes without judging me

Sri Bhavani:

C3SL/SL gives me greater opportunity to see my growth through my learnings. This environment supported me to notice gaps in my actions and values, directed way to narrow that gap through the opportunities in different ways. I got opportunities to learn more about Integral education and interact with teachers from other Auroville schools and Auroville outreach schools.

 I started to respect others time when I work through integrity lens. It helped me to create healthy relationship with team members as well as in family. I am able to notice that when I am in integrity, I value others time and effort. When I am in integrity, I can see myself as whole and complete. It helped to narrow the gaps to make myself complete.

My effectiveness and efficiency are also depending on my interest and peaceful mindset. Apart from interest, I can also see my efficiency is depends on my rigor in doing things. When I feel accomplished in what am I doing, it improves my efficiency to achieve more in results. I am able to improve my efficiency through my achievements and accomplishments.

Also helped me to look back what I have done well and how can I do it differently in the upcoming opportunities.

Sundaresan:

Whenever I am in Integrity I feel accomplished. Integrity taught me importance of the time. A habit of integrity makes myself as more consistent person. Perseverance is most important thing to learn anything new. Sharing my learnings to others is helping to thinking about the concept more deeply. I learnt Whenever I see my full potential, I realise actually that is not my full potential, I have more than that.

Tamilarasan:

My name is TAMILARASAN. I stand for courage and compassion for myself and others. Being part of C3steamland makes me grateful, as the whole organization provides more opportunities to learn, grow, and teach. Here, children are getting more opportunities to learn with new technologies. As employees, we hold more responsibilities, which gives me more confidence to handle many things in social life as well.

Duraisamy:

My name is Duraisamy Pandurangan, and I am deeply care about dignity, wisdom, and freedom for both myself and others. Over the years, I have achieved meaningful milestones, particularly in supporting children’s education in electronics, microcontrollers, Python, machine learning, operating systems, and mathematics, integrating these concepts into their day-to-day lives. Through this effort, children have gained the ability to apply mathematical principles to real-time problems.

I have also contributed to the development of a new curriculum for B. Voc electronics in collaboration with AIAT, ensuring that these syllabuses align with industrial requirements to fulfill the needs of the students. Additionally, I have engaged in global interactions through RTL sessions, sharing new initiatives and problem statements with others. This collaborative approach has allowed me to articulate system shifts and cultural changes that I envision for the future, while providing technical solutions based on project statements.

Being an integral part of the STEM community, I actively contribute to the growth and development of youths and children. I eagerly anticipate new opportunities to extend this support to everyone.

Meganathan:

My name is Meganathan, and I deeply care about courage, love, and equality for myself and others. This year, I feel accomplished in moving forward with my growth to the next step and understanding real-time math problems. I worked with children to create materials for learning.

I see myself as part of the STEM landscape, supporting multiple people and children for their growth.

Muralidharan:

Last year I have been part of many things like handling finance, Mentoring shifuians and BVOC students, supporting kitchen related tasks, research paper, contributions for Au53xx, Au55xx, Au5328, Au56xx, Au5010, Au1901 and absolute project and RTL PC training and workshop organizing. Working and being with many new people helped me learn new skills from them and also teach them what I knew. For this year also, I hope to retain the things that have helped me grow in all aspects. I noticed how much I have contributed by being in integrity to the growth of our organization and would like to improve in the areas where I lack integrity as an individual and as a team. Revisiting the time spent and things I learnt last year, I realized that I should increase the time for learning and focus on things to learn that are relevant to my area of work or interests me personally and also on sports and health.

Poovizhi:

            I am able to notice that, the more I am being responsible the more I take initiatives. The alignment with my values and the organization helps me to take responsibilities and feel whole. I was able to notice the gap in taking care of my health and I need to work on it.

Sandhya Bala:

My name is Sandhiya Bala Anand, and I deeply care about courage, care, and happiness for both myself and others. I specialize in automating batch processes and ensuring the timely delivery of testing documentation for various projects and clients. I have acquired skills in C code testing, project regression testing, and website development. In addition to my technical expertise, I actively engage in personal development through meditation, workshops, and courses.

I collaborate with my team members, support mentees, and contribute to the development of school software features. I have successfully managed diverse responsibilities, including handling Aura’s work, supporting mentees in Shifu, training BVOC students, and caring for my family.

I am eager to delve into Python scripting and excited about taking on new responsibilities while anticipating upcoming challenges in the coming year. I look forward to embracing these new responsibilities and dedicating time to engage with my learning, preparing for the challenges that lie ahead in the upcoming year.

Pratap:

Over the past year, I achieved significant milestones across various dimensions. I successfully published two research papers in MES12 and had the privilege of representing the organization at the ICMI conference, where I also presented at the symposium and published an abstract. Professionally, I actively contributed to diverse projects such as au4693_revA, au4693_revA1, au4693_revB, au4851kA2, au5070, au6316, and Au4852. These projects involved crucial tasks, including making changes to sub-blocks and contributing to tape-out procedures.

In terms of technical skills, I participated in RTL book readings and  I played a key role in setting up and enhancing the office infrastructure, including internet and Ethernet cables. This involved communication with the Arinoco team to improve internet connectivity. I also took on responsibilities for office networking, which included organizing routers, switches, and procuring new equipment.

On a personal growth level, I dedicated time to activities such as meditation, Vippasana, and regular reflection practices. This holistic approach to well-being supported my overall growth. I took new responsibilities, including managing the Shifu Program, FCRA Finance, and office network. I also actively engaged with the Isai Ambalam school by organizing events like Karthigai and Christmas celebrations and contributing to environmental efforts by planting palm sprouts and turmeric plants. I learned the importance of making responsible decisions and doing things for the benefit of others’ growth. I emphasized integrity in both personal and professional aspects. Overall, the year was marked by accomplishments, personal and professional growth, and a commitment to contributing positively to both the workplace and the community.

Saranya:

To be part of C3STREAMLand This is my 6th year with this organization. I see myself getting better and better in many ways. Whatever the decision I take that come from my consciousness not influenced by others. This environment made me to be independent and to take correct or wrong decision but it always come from me. Whatever the interpretation I make I have to face the consequences. Lot more to work with myself independently. Being here is my lifetime cherishing moment. I love working with younger kids and would like to continue with them. I am being true to myself and this organization. When I am being true, I expect the same thing from the person or the organization, when this is not happening, I am able to accept it and move forward. I can only change myself not the others. I feel this is very good realization for me. The work I do with love and care and I use RTL tools often at work. I feel this organization supported for my growth and I valued all the opportunity I received.

I believe I am at the correct place. I spent most of my time here and those times are very valuable and this learning never going to end. This environment gave me wonderful support to be at my full potential. Every moment and every opportunity I get, I valued them all and used it wisely. I can see my continuous growth and support towards others, At school I spend my time with children those were my grateful moments. I love being with the kids and learn a lot from them. I am being in integrity with this organization and with myself. This is the right place for me to be here and work, and support the children.

Vasanthraj:

When I am working on the Palm and Monsoon projects with children, I looked for the alignment of values, system shifts and the actions. The values are responsibility and creativity, system shift as unorganised to work in a group, the actions are chart work and notes preparation. When children work in groups, I always make sure that the group is a mix of boys and girls and interrupt ISMs.

Support the initiative started by the organization which includes Mathegramming team (supporting on taking RTL in schools) and Shifu program (Mentoring Prem Kumar).

I have been involved in the verification process of various SPS variants, including au4851k revA4, au4851k revA5, au4851k revA6, au4851k revB, au4991k revA3, and au4852k revA. I identified the causes of my ineffectiveness and began working on them, which include distributing my work with Sundaresan, turning off mobile internet during work hours, handling financial tasks in the evening, engaging directly with the Aura team, and maintaining an Excel sheet with project status and debug issues and started documentation of my work.

Recognizing that manual waveform checking is time-consuming, I have started automating waveform using Ocean scripting and skill scripting. Additionally, I am investing time in learning the XRUN tool, simvision tool options, Spectre commands, vim and sed commands too.

10. Conclusion:

Any final remarks, and/or intentions for next year.

We will continue the codification of STEM Land as well as look to offer workshops with partners

11. Links and attachments:

Photos (please attach as separate files), links to videos and websites, any other supplementary material that you would like to share.

Research: https://www.auraauro.com/research/BREAKING_SILOS_THROUGH_STREAM_EDUCATION.pdf

Blogs and about the unit : https://www.auraauro.com/

JIT website: https://stemlandjit.pythonanywhere.com/

Learn Mathegramming

MATHEGRAMMING ACADEMY N E W S L E T T E R Volume – 1, June 2023

Mathegramming Academy aims to build Responsibility and Rigor in children and generate Results through mentoring and mastery of Mathematics through projects in programming/electronics, and through leadership in action. Mathegramming Academy is a program of C3STREAM Land Designs, Auroville

Philosophies Underlying Mathegramming Academy

The philosophy underlying the approach for C3SLD is based on the principles of progressive and constructivist thinkers like Jerome Bruner, and Seymour Papert in the United States, and Sri Aurobindo in India. The philosophy of Sri Aurobindo of the integral development of the child and emphasizes self-knowledge which the National Education Policy is based on stating “knowledge is a deep-seated treasure and education helps in its manifestation as the perfection which is already within an individual.” The philosophy creates guiding principles as teachers and in how we engage with children.

MATHEGRAMMING ACADEMY’S
baby step
Collaboration with VAASAVI INTERNATIONAL SCHOOL – CBSE in
training teachers on Mathematics through programming and leadership program .

The three principles of true education by Sri Aurobindo are:

  • Nothing can be taught which can be linked to the constructivist theory of not forcing knowledge into a child.
  • The mind needs to be consulted in its own growth indicating that the role of a teacher is not to mould or hammer a child into the form desired by the adult. The teacher is a guide, or mentor that supports and encourages a child in the process of learning, enabling them to evolve toward perfection
  • From near to far – which is to work from what is tangible and accessible to children to what is abstract to them

These principles guide our work at C3SLD where Mathegramming is codifying the work that has been done with children over the last 10 years.

A session on GeoGebra tools by Mathegramming Academy:

GeoGebra is a free and open-source interactive mathematics software that allows users to create and manipulate mathematical models, graphs, and figures.
Teachers at STEM Land have already been using GeoGebra for some classroom demonstrations, and the Mathegramming Academy presented a session on GeoGebra that would step up their ability to interact and engage with children and create interactive projects and 3D models.

Dharani presented how to create a GeoGebra activity and then a classroom for students to be able to do tasks and for the instructor to be able to observe the progress in real-time. Dharani created a classroom with many activities and then one that let someone work with a GeoGebra sheet. The rest of the session was done in this classroom which allowed everyone to see the progress of individuals signed in.


  • Sivashankar presented how to create a circumcentre, circumcircle, incentre, and incircle for a triangle. To move the triangle points and see how the construction refreshes and holds. Also, to add color and character to the projects. on how to create a circumcentre, circumcircle, incentre, and incircle for a triangle.
  • Premkumar presented how to create a 11^3as (10+1)^3 visually as a 3D construction with polygon and prism extension.
  • Soundariya presented how to create interactive (and randomized) questions and answers and provide input boxes and buttons and respond to the user’s inputs using the if condition.

The session was intense for 1-1/2 hrs and was enjoyable and enlightening.

Breakthrough meeting of Mathegramming Academy

Date: May 20, 2023

Agenda:
Review Integrity
Discussion of new goals and objectives
Blogs and Weekly update Scaling Stemland
Friday Activity Class

Action Plan
Integrity Check
The team had an integrity check in the previous action plan and discussed what went well and what could be improved.


The team agreed that they will hold integrity to make good progress on their goals but could have been more organized and efficient.

New Goals and Objectives

The Mathegramming Academy team is excited to announce our new goals and objectives for the upcoming weeks. We are committed to making modules exploring Geogebra, Scratch, and Electronics.

– Our first goal is to make Mathegramming Academy more accessible to everyone. We want to make it easy for anyone to take support from Mathegramming Academy.

We believe that these new goals will help us to make Mathegramming Academy a valuable asset to rely on for everyone.

We are excited to work towards these goals and look forward to sharing our progress with you.

They agreed that they wanted to focus on increasing their reach and engagement, website development, and developing new and innovative ways to teach math.

Blogs and Weekly Update

As the team members should write a blog at the end of the week about what they learned and worked

Sending weekly updates on time and Weekly team updates would be sent by taking turns.

Accountability in Stem land

In Mathegramming Academy each person has to take responsibility for Stem land.

How to manage stocks, website management, puzzles, News Letters, Videos, Visitor Management, Stem land(fest), etc.

Action Plan

The team agreed to take the following next steps:

  • Develop a CFSR for the website
  • Pre-presentation on Thursdays for the presentation on Fridays at 11 am.
  • Meet daily from 3’o clock to 4’o clock to review daily learnings and progress.
  • The team is excited to continue working on its mission to make math more accessible and engaging for everyone.

Design session for Mathegramming Academy:

A design session in radical

transformational leadership is a process of creating a vision for the future and then developing a plan to achieve that vision.

It is a leadership program that supports learning what I deeply care about and aligning it with systems shifts and strategic action.

The Mathegramming Academy attended the session which was held on the 24th and 26th of May.

The design session began with a group of people coming together to share their projects. This was hosted by Dr.Sudharshan from RTL Works. This is followed by a discussion of the challenges that must be overcome to achieve these projects. Once the challenges are identified, the group works together to develop a plan of action.

The action plan should be specific, measurable, achievable, relevant, and time-bound. It should also be based on the group’s values and beliefs. Once the plan is in place, the group can begin to implement it. The design session allows the group to come together, share their ideas, and develop a plan for change. The action plan can then be used to guide the group’s efforts and help them achieve their goals

In the session, the Mathegramming team discussed the following with the RTL works by presenting the three templates of architecture for equitable and sustainable change. Dharani from the Mathegramming team presented the templates with the inputs from the rest of the team. The templates are the Conscious full spectrum response model, Respond and realize, and Synergistic operational strategies.

Defining the problem or opportunity. What is the issue that the group is trying to address? What are the opportunities that the group is seeking to exploit?

Identifying the stakeholders. Who are the people who will be affected by the change? What are their needs and interests?

Generated ideas. Made a list of possible solutions to the problem or opportunity.

Evaluated the ideas. Assessed the feasibility and potential impact of each idea.

Chose a course of action. Selected the best idea and develop an implementation plan.

Implementing the plan. Putting the plan into action and monitoring its progress.

Evaluating the results. To assess the impact of the change and make necessary adjustments.

The session was an eye-opener and paved the way to look at different and multiple perspectives of the project. It narrowed the gaps in the project. It was interesting. We thank the RTL workers for their time and feedback. We look forward to being in action.

Mathegramming Academy explores Pygame

Mathegramming Academy explores different platforms of programming every month since it started. First, we worked on scratch programming and later worked on GeoGebra projects.

This month we looked into Python and started doing projects in Pygame implementing mathematical concepts.

We learned basic programming by doing a guided project in the course era and made a pong game.

Pygame is a powerful and popular open-source library that provides functionality for building 2D games and multimedia applications using Python. We explored different simplest installations for using Python coding. We compared the installation time, size, inbuilt modules, and packages, steps involved in the installation, and arrived at the most feasible and operational way of PyCharm as children will be using it for learning .

Once Python is installed, we proceeded with installing Pygame.
We made projects on pong game,squares visualization , fractions and so on.

We still continue to explore Pygame and extend to make projects in it using maths concepts.The journey is fascinating.

Working in Alignment with School Curriculum and School Reopening

As schools begin to reopen, it is important for Mathegramming Academy to work in alignment with the school curriculum.

This will help ensure that students are able to make the most of their learning opportunities and continue to progress academically.

We started with the specific learning goals for the year. This will help us with a better understanding of what your child is expected to learn and how we can help them.

We focused on creating opportunities to practice what they are learning in school. This could involve reading books, doing math problems, or working on maths projects.

It is also important to be supportive of your child’s learning. This means providing them with positive reinforcement and encouragement. It also means being patient and understanding when they are struggling.

Working in alignment with the school curriculum is an important way to support your child’s learning.

Contributions towards Mathegramming Academy can be directed towards:

Auroville Unity Fund With a note for STEM land and mail it to

Dr. Sanjeev Ranganathan, STEM land Udavi School, Auroville, Edayanchavadi, Tamil

Nadu – 605101 (All donations are 100% tax-deductible in India). www.auraauro.com

MATHEGRAMMING NEWSLETTER VOLUME -2, AUGUST 2023

Mathegramming Academy aims to build Responsibility and Rigor in children and generate Results through mentoring of Mathematics through projects in programming and leadership in action. In this newsletter, we capture the initiatives that have taken off with the mentoring of teachers and engagement with children in government schools. This is a glimpse of the last two months of what Mathegramming Academy delivered.

MATHEGRAMMING TOURNAMENT

Explore math in action with code! Join the Mathegramming Scratch Tournament, where you’ll use Scratch to turn math ideas into interactive wonders. From stories to games, unleash your creativity. No equations, just pure math magic!

Embracing the Future of Education: UGC Faculty training at STEM Land

On July 29th, 2023, the vibrant campus of STEMland welcomed esteemed faculty members from diverse disciplines and various states across India as part of the faculty training program Gurudakshita program. Dr. Sanjeev, the founder of STEMland, warmly received the group and initiated the session with what we as teachers want to manifest in the world along with an engaging presentation on the B.Voc program and the Mathegramming Academy. The B.Voc program blends vocational education with traditional academic courses, providing students with industry-relevant skills and knowledge.

The Mathegramming Academy to combine mathematics and computer programming, enabling students to leverage computational thinking in solving real-world challenges was appreciated for its effectiveness in nurturing critical thinking skills and enhancing problem-solving abilities among students.

The visiting faculty members were from diverse academic backgrounds, representing disciplines such as Management, Physics, Botany, Philosophy, History, and Chemistry. Each of them hailed from different states in India, including Madhya Pradesh, Assam, Tamil Nadu, Andhra Pradesh, Gujarat, and Kerala. The age range of the faculty members was between 35 to 45, a group known for its dynamic energy, professional experience, and open- mindedness to embrace new educational approaches.
The Gurudakshita program emphasizes
interdisciplinary learning, promoting collaboration across different academic domains to implement NEP and encourage youth to become critical thinkers and responsible global citizens.
The faculty members participated in hands-on sessions and discussions during the training program.

They actively shared their experiences, challenges, and aspirations, fostering a vibrant exchange of ideas. This collaborative atmosphere laid the foundation for building a strong network of educators committed to transformative education.

After the training sessions, the faculty members were given a tour of the STEMland campus. They witnessed the implementation of the innovative curriculum, where classrooms were transformed into hubs of creativity and inquiry.They were inspired by the institution’s commitment to providing students with a holistic and cutting-edge education. The experience motivated them to explore new pedagogical approaches and integrate real- world applications into their teaching methods.

The day concluded with a sense of optimism and excitement. insights gained at STEMland, they are bound to catalyze a positive change in the lives of their students and the broader community.

Mathegramming Academy trains Vaasavi international school teachers

Vaasavi International School is a private CBSE school in Puducherry that offers a holistic education. The school has been selected to be a model school in Pondicherry for implementing NEP. The school is committed to using technology to enhance learning which is where we are supporting them. .

Mathegramming Academy and Vaasavi International School have partnered first to provide training for teachers The partnership is focussing on using technology for children to program and make mathematics (and sciences) learning engaging and effective . Our learning modules synthesize the technical development of a teacher along with developing competence and supporting inner capacity with RTL (Radical Transformational Leadership) tools. This is because skill in itself is insufficient to create meaningful and sustainable change in society.

Mathegramming Academy recently conducted the first teaching training session for teachers at Vaasavi International School on 13th June 2023. The Mathegramming Academy team with support from C3STREAM Land Designs (C3SLD) seniors who visited the school and presented a session on the RTL tool Stand and Fear and a brief explanation about the upcoming sessions. The session focused on how to use technology to enhance math learning.

A short video on what C3SLD has been doing in the last 10 yrs which is being codified in Mathegramming Academy was shared as an introduction.

The partnership is expected to benefit both Mathegramming Academy and Vaasavi International School. For Mathegramming Academy this offers an opportunity to reach out to 320 children (initial target from 6th-8th grade) and in time the remaining teachers who are currently getting trained as well.

Vaasavi International School will be able to offer its students a more radical approach to learning. The partnership is a significant step forward for both Mathegramming Academy and Vaasavi International School and a sign of their commitment to using technology to enhance math and science learning. Mathegramming Academy recently conducted the first teaching training session for teachers at Vaasavi International School on 13th June 2023. The Mathegramming Academy team with support from C3STREAM Land Designs (C3SLD) seniors who visited the school and presented a session on the RTL tool Stand and Fear and a brief explanation about the upcoming sessions. The session focused on how to use technology to enhance math learning.

A short video on what C3SLD has been doing in the last 10 yrs which is being codified in Mathegramming Academy was shared as an introduction.

The training then was led by Mathegramming Academy’s founder, Dr. Sanjeev. During the training session, Sanjeev delivered on sourcing one’s universal values to lead a transformation. Each teacher shared what they deeply care about. Sandhiya from C3SLD presented our socialized fear and how to transcend this fear to do something new followed by insights (what I learned about myself). Sanjeev and Sandhiya processed insights. Sanjeev also explained how Mathegramming Academy can help students visualize math concepts, solve problems more effectively, and develop critical thinking skills by training teachers

The teachers at Vaasavi International School were deeply influenced by the training and shared their insights on discovering the qualities they stand for and want to see in children. They also appreciated the opportunity to learn about new ways to use technology in math learning. They are excited to use the skills they learned in the training session to create more engaging and effective math lessons for their students.

Mathegramming Academy is looking forward to being in action. We have so far conducted 4 training programs with the teachers.

Igniting Minds through Innovative STEM- Centric Sessions in Edayanchavadi and Bommayarpalayam Government Schools

When looking at location action Mathegramming Academy embarked on a remarkable journey with the government schools located in Edayanchavadi and Bommayarpalayam. These training sessions were directly with children aimed to equip students with the tools and techniques needed to create engaging and impactful learning experiences.

The training sessions for Government School Edayanchavadi are slated for every Friday, while sessions for Government School Bommayarpalayam are scheduled every Monday. Each training session spans a duration of 2 hours. Among the highlights were explorations into STEM education, ground rules, and explocation based learning using GeoGebra.

The training sessions started with an introduction to STEMland and our goal of supporting children’s creativity and critical thinking and for meaningful learning experiences.

We shared the ground rules of STEMland – respect yourself, respect others and respect the materials. These guidelines foster a collaborative and supportive environment to learn. This initial step set the tone for a productive and engaging training experience and learn from one another.

One of the highlights of the training sessions was the introduction to GeoGebra – a versatile mathematical software that allows for discovery learning and create interactive visualizations and simulations

Through hands-on activities, teachers and students discovered how GeoGebra could be integrated in their learning, transforming abstract concepts into tangible visualizations. Exploring the Sum of Interior Angles of a Triangle was something that children could see and then explore noticing that no matter how a triangle was drawn the sum of the interior angles always added up to 180 degrees.

The utilization of GeoGebra not only demystified mathematical concepts but also kindled a passion for exploration and discovery among young minds.

Mathegramming Academy’s teacher and children training sessions in Edayanchavadi and Bommayarpalayam illuminated a path toward a brighter future for education. As we celebrate this remarkable endeavor, we continue to champion innovative approaches in education, especially for those who do not have access to it.

This approach not only makes mathematics more engaging but also helps students internalize abstract concepts by visualizing them through code. It also allows children to share something concrete to their peers adding a sense of responsibility to their learning. These presentations also act as a way to revisit a concept or get an introduction to a new concept (across grades).

Empowering Students Through Mathegramming Academy: A Journey of Learning at Isai ambalam and Udavi School

Mathegramming Academy, a unique blend of visual mathematics and programming is looking to ground its learning locally. Students in Isai ambalam School and Udavi School are looking to create projects that help them deepen their understanding of the topics taken up in their classes. A couple of children in each grade took up the challenge each time to create projects for a topic by putting in a little more time practicing at home and using the time in the school to do projects.Z

This approach not only makes mathematics more engaging but also helps students internalize abstract concepts by visualizing them through code. It also allows children to share something concrete to their peers adding a sense of responsibility to their learning. These presentations also act as a way to revisit a concept or get an introduction to a new concept (across grades).


The students who took up projects found that it challenged them and made them think creatively, needing to experiment with different approaches and come up with their solutions.

This approach not only enhances problem- solving skills but also gives a sense of confidence and accomplishment.

This is creating projects and children who are championing new approaches to education.

Gist of further sessions at Vaasavi International School

Mathegramming Academy continued to engage with the teachers of Vaasavi International School to support them learn and design a program that will work for their school. The third week delved into reflections on system principles, Mathegramming project demos, algebraic tiles, and designing classes with Conscious full System Response (CFSR).

Reflections on System Principles:

Educators reflected on their understanding of how components within a system interact and influence each other. Teachers learned how to apply the principles of systems and culture in their classrooms, considering the dynamics between students, curriculum, and teaching methods. By incorporating system thinking into their teaching approach, instructors can develop more holistic and effective educational strategies.

Mathegramming Project Demos:D

One of the highlights of this session was the demonstration of Mathegramming projects by the term based requests that the teachers had brought up in the previous sessions. The team showcased interactive projects that demonstrated complex mathematical concepts and science topics through fun and engaging scratch programs. It sparked excitement among the educators as they realized the potential of integrating technology into their lessons to enhance student’s learning experiences.

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Introduction to Algebraic Tiles:

Algebra can be a challenging subject for students, but the training session introduced a powerful tool for teaching algebraic concepts: algebraic tiles. Educators were given hands-on experience in using algebraic tiles to demonstrate factorization, forming equations, and exploring algebraic identities. The teachers felt that the tactile nature of algebraic tiles helps students visualize abstract algebraic expressions, making the learning process more accessible and enjoyable.

Designing Classes using Conscious Full System Response (CFSR): CFSR, an emerging teaching methodology, emphasizes creating a response that addresses immediate needs, systemic shifts required as well as fostering inner capacity.

Teachers were guided on how to design their classes by considering the needs, interests, and learning styles of their students. The CFSR approach encourages teachers to be adaptable, intuitive, and empathetic in their interactions with students. This fosters a positive and inclusive learning atmosphere that encourages active participation and academic growth.

The teacher training sessions at Vaasavi International School were an enriching and empowering experience for all participants. As educators, they discovered new and innovative ways to inspire and educate their students effectively. The insights gained from the sessions on system principles, Mathegramming, algebraic tiles, and CFSR will undoubtedly impact their teaching practices positively.

MATHEGRAMMING NEWSLETTER VOLUME -2, AUGUST 2023

Mathegramming Academy aims to build Responsibility and Rigor in children and generate Results through mentoring of Mathematics through projects in programming and leadership in action. In this newsletter, we capture the initiatives that have taken off with the mentoring of teachers and engagement with children in government schools. This is a glimpse of the last two months of what Mathegramming Academy delivered.

MATHEGRAMMING TOURNAMENT

Explore math in action with code! Join the Mathegramming Scratch Tournament, where you’ll use Scratch to turn math ideas into interactive wonders. From stories to games, unleash your creativity. No equations, just pure math magic!

Embracing the Future of Education: UGC Faculty training at STEM Land

On July 29th, 2023, the vibrant campus of STEMland welcomed esteemed faculty members from diverse disciplines and various states across India as part of the faculty training program Gurudakshita program. Dr. Sanjeev, the founder of STEMland, warmly received the group and initiated the session with what we as teachers want to manifest in the world along with an engaging presentation on the B.Voc program and the Mathegramming Academy. The B.Voc program blends vocational education with traditional academic courses, providing students with industry-relevant skills and knowledge.

The Mathegramming Academy to combine mathematics and computer programming, enabling students to leverage computational thinking in solving real-world challenges was appreciated for its effectiveness in nurturing critical thinking skills and enhancing problem-solving abilities among students.

The visiting faculty members were from diverse academic backgrounds, representing disciplines such as Management, Physics, Botany, Philosophy, History, and Chemistry. Each of them hailed from different states in India, including Madhya Pradesh, Assam, Tamil Nadu, Andhra Pradesh, Gujarat, and Kerala. The age range of the faculty members was between 35 to 45, a group known for its dynamic energy, professional experience, and open- mindedness to embrace new educational approaches.
The Gurudakshita program emphasizes
interdisciplinary learning, promoting collaboration across different academic domains to implement NEP and encourage youth to become critical thinkers and responsible global citizens.
The faculty members participated in hands-on sessions and discussions during the training program.

They actively shared their experiences, challenges, and aspirations, fostering a vibrant exchange of ideas. This collaborative atmosphere laid the foundation for building a strong network of educators committed to transformative education.

After the training sessions, the faculty members were given a tour of the STEMland campus. They witnessed the implementation of the innovative curriculum, where classrooms were transformed into hubs of creativity and inquiry.They were inspired by the institution’s commitment to providing students with a holistic and cutting-edge education. The experience motivated them to explore new pedagogical approaches and integrate real- world applications into their teaching methods.

The day concluded with a sense of optimism and excitement. insights gained at STEMland, they are bound to catalyze a positive change in the lives of their students and the broader community.

Mathegramming Academy trains Vaasavi international school teachers

Vaasavi International School is a private CBSE school in Puducherry that offers a holistic education. The school has been selected to be a model school in Pondicherry for implementing NEP. The school is committed to using technology to enhance learning which is where we are supporting them. .

Mathegramming Academy and Vaasavi International School have partnered first to provide training for teachers The partnership is focussing on using technology for children to program and make mathematics (and sciences) learning engaging and effective . Our learning modules synthesize the technical development of a teacher along with developing competence and supporting inner capacity with RTL (Radical Transformational Leadership) tools. This is because skill in itself is insufficient to create meaningful and sustainable change in society.

Mathegramming Academy recently conducted the first teaching training session for teachers at Vaasavi International School on 13th June 2023. The Mathegramming Academy team with support from C3STREAM Land Designs (C3SLD) seniors who visited the school and presented a session on the RTL tool Stand and Fear and a brief explanation about the upcoming sessions. The session focused on how to use technology to enhance math learning.

A short video on what C3SLD has been doing in the last 10 yrs which is being codified in Mathegramming Academy was shared as an introduction.

The partnership is expected to benefit both Mathegramming Academy and Vaasavi International School. For Mathegramming Academy this offers an opportunity to reach out to 320 children (initial target from 6th-8th grade) and in time the remaining teachers who are currently getting trained as well.


Vaasavi International School will be able to offer its students a more radical approach to learning. The partnership is a significant step forward for both Mathegramming Academy and Vaasavi International School and a sign of their commitment to using technology to enhance math and science learning. Mathegramming Academy recently conducted the first teaching training session for teachers at Vaasavi International School on 13th June 2023. The Mathegramming Academy team with support from C3STREAM Land Designs (C3SLD) seniors who visited the school and presented a session on the RTL tool Stand and Fear and a brief explanation about the upcoming sessions. The session focused on how to use technology to enhance math learning.

A short video on what C3SLD has been doing in the last 10 yrs which is being codified in Mathegramming Academy was shared as an introduction.

The training then was led by Mathegramming Academy’s founder, Dr. Sanjeev. During the training session, Sanjeev delivered on sourcing one’s universal values to lead a transformation. Each teacher shared what they deeply care about. Sandhiya from C3SLD presented our socialized fear and how to transcend this fear to do something new followed by insights (what I learned about myself). Sanjeev and Sandhiya processed insights. Sanjeev also explained how Mathegramming Academy can help students visualize math concepts, solve problems more effectively, and develop critical thinking skills by training teachers

The teachers at Vaasavi International School were deeply influenced by the training and shared their insights on discovering the qualities they stand for and want to see in children. They also appreciated the opportunity to learn about new ways to use technology in math learning. They are excited to use the skills they learned in the training session to create more engaging and effective math lessons for their students.

Mathegramming Academy is looking forward to being in action. We have so far conducted 4 training programs with the teachers.

Igniting Minds through Innovative STEM- Centric Sessions in Edayanchavadi and Bommayarpalayam Government Schools When looking at location action Mathegramming Academy embarked on a remarkable journey with the government schools located in Edayanchavadi and Bommayarpalayam. These training sessions were directly with children aimed to equip students with the tools and techniques needed to create engaging and impactful learning experiences.

The training sessions for Government School Edayanchavadi are slated for every Friday, while sessions for Government School Bommayarpalayam are scheduled every Monday. Each training session spans a duration of 2 hours. Among the highlights were explorations into STEM education, ground rules, and explocation based learning using GeoGebra.

The training sessions started with an introduction to STEMland and our goal of supporting children’s creativity and critical thinking and for meaningful learning experiences.

We shared the ground rules of STEMland – respect yourself, respect others and respect the materials. These guidelines foster a collaborative and supportive environment to learn. This initial step set the tone for a productive and engaging training experience and learn from one another.

One of the highlights of the training sessions was the introduction to GeoGebra – a versatile mathematical software that allows for discovery learning and create interactive visualizations and simulations

Through hands-on activities, teachers and students discovered how GeoGebra could be integrated in their learning, transforming abstract concepts into tangible visualizations. Exploring the Sum of Interior Angles of a Triangle was something that children could see and then explore noticing that no matter how a triangle was drawn the sum of the interior angles always added up to 180 degrees.

The utilization of GeoGebra not only demystified mathematical concepts but also kindled a passion for exploration and discovery among young minds.

Mathegramming Academy’s teacher and children training sessions in Edayanchavadi and Bommayarpalayam illuminated a path toward a brighter future for education. As we celebrate this remarkable endeavor, we continue to champion innovative approaches in education, especially for those who do not have access to it.

This approach not only makes mathematics more engaging but also helps students internalize abstract concepts by visualizing them through code. It also allows children to share something concrete to their peers adding a sense of responsibility to their learning. These presentations also act as a way to revisit a concept or get an introduction to a new concept (across grades).

Empowering Students Through Mathegramming Academy: A Journey of Learning at Isai ambalam and Udavi School

Mathegramming Academy, a unique blend of visual mathematics and programming is looking to ground its learning locally. Students in Isai ambalam School and Udavi School are looking to create projects that help them deepen their understanding of the topics taken up in their classes. A couple of children in each grade took up the challenge each time to create projects for a topic by putting in a little more time practicing at home and using the time in the school to do projects.

This approach not only makes mathematics more engaging but also helps students internalize abstract concepts by visualizing them through code. It also allows children to share something concrete to their peers adding a sense of responsibility to their learning. These presentations also act as a way to revisit a concept or get an introduction to a new concept (across grades).


The students who took up projects found that it challenged them and made them think creatively, needing to experiment with different approaches and come up with their solutions.

This approach not only enhances problem- solving skills but also gives a sense of confidence and accomplishment.

This is creating projects and children who are championing new approaches to education.

Gist of further sessions at Vaasavi International School

Mathegramming Academy continued to engage with the teachers of Vaasavi International School to support them learn and design a program that will work for their school. The third week delved into reflections on system principles, Mathegramming project demos, algebraic tiles, and designing classes with Conscious full System Response (CFSR).

Reflections on System Principles:

Educators reflected on their understanding of how components within a system interact and influence each other. Teachers learned how to apply the principles of systems and culture in their classrooms, considering the dynamics between students, curriculum, and teaching methods. By incorporating system thinking into their teaching approach, instructors can develop more holistic and effective educational strategies.

Mathegramming Project Demos:D

One of the highlights of this session was the demonstration of Mathegramming projects by the term based requests that the teachers had brought up in the previous sessions. The team showcased interactive projects that demonstrated complex mathematical concepts and science topics through fun and engaging scratch programs. It sparked excitement among the educators as they realized the potential of integrating technology into their lessons to enhance student’s learning experiences.

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Introduction to Algebraic Tiles:

Algebra can be a challenging subject for students, but the training session introduced a powerful tool for teaching algebraic concepts: algebraic tiles. Educators were given hands-on experience in using algebraic tiles to demonstrate factorization, forming equations, and exploring algebraic identities. The teachers felt that the tactile nature of algebraic tiles helps students visualize abstract algebraic expressions, making the learning process more accessible and enjoyable.

Designing Classes using Conscious Full System Response (CFSR): CFSR, an emerging teaching methodology, emphasizes creating a response that addresses immediate needs, systemic shifts required as well as fostering inner capacity.

Teachers were guided on how to design their classes by considering the needs, interests, and learning styles of their students. The CFSR approach encourages teachers to be adaptable, intuitive, and empathetic in their interactions with students. This fosters a positive and inclusive learning atmosphere that encourages active participation and academic growth.

The teacher training sessions at Vaasavi International School were an enriching and empowering experience for all participants. As educators, they discovered new and innovative ways to inspire and educate their students effectively. The insights gained from the sessions on system principles, Mathegramming, algebraic tiles, and CFSR will undoubtedly impact their teaching practices positively.

MATHEGRAMMING ACADEMY N E W S L E T T E R Volume – 1, June 2023

Mathegramming Academy aims to build Responsibility and Rigor in children and generate Results through mentoring and mastery of Mathematics through projects in programming/electronics, and through leadership in action. Mathegramming Academy is a program of C3STREAM Land Designs, Auroville

Philosophies Underlying Mathegramming Academy

The philosophy underlying the approach for C3SLD is based on the principles of progressive and constructivist thinkers like Jerome Bruner, and Seymour Papert in the United States, and Sri Aurobindo in India. The philosophy of Sri Aurobindo of the integral development of the child and emphasizes self-knowledge which the National Education Policy is based on stating “knowledge is a deep-seated treasure and education helps in its manifestation as the perfection which is already within an individual.” The philosophy creates guiding principles as teachers and in how we engage with children.

MATHEGRAMMING ACADEMY’S
baby step
Collaboration with VAASAVI INTERNATIONAL SCHOOL – CBSE in
training teachers on Mathematics through programming and leadership program .

The three principles of true education by Sri Aurobindo are:

  • Nothing can be taught which can be linked to the constructivist theory of not forcing knowledge into a child.
  • The mind needs to be consulted in its own growth indicating that the role of a teacher is not to mould or hammer a child into the form desired by the adult. The teacher is a guide, or mentor that supports and encourages a child in the process of learning, enabling them to evolve toward perfection
  • From near to far – which is to work from what is tangible and accessible to children to what is abstract to them

These principles guide our work at C3SLD where Mathegramming is codifying the work that has been done with children over the last 10 years.

A session on GeoGebra tools by Mathegramming Academy:

GeoGebra is a free and open-source interactive mathematics software that allows users to create and manipulate mathematical models, graphs, and figures.
Teachers at STEM Land have already been using GeoGebra for some classroom demonstrations, and the Mathegramming Academy presented a session on GeoGebra that would step up their ability to interact and engage with children and create interactive projects and 3D models.

Dharani presented how to create a GeoGebra activity and then a classroom for students to be able to do tasks and for the instructor to be able to observe the progress in real-time. Dharani created a classroom with many activities and then one that let someone work with a GeoGebra sheet. The rest of the session was done in this classroom which allowed everyone to see the progress of individuals signed in.


  • Sivashankar presented how to create a circumcentre, circumcircle, incentre, and incircle for a triangle. To move the triangle points and see how the construction refreshes and holds. Also, to add color and character to the projects. on how to create a circumcentre, circumcircle, incentre, and incircle for a triangle.
  • Premkumar presented how to create a 11^3as (10+1)^3 visually as a 3D construction with polygon and prism extension.
  • Soundariya presented how to create interactive (and randomized) questions and answers and provide input boxes and buttons and respond to the user’s inputs using the if condition.

The session was intense for 1-1/2 hrs and was enjoyable and enlightening.

Breakthrough meeting of Mathegramming Academy

Date: May 20, 2023

Agenda:
Review Integrity
Discussion of new goals and objectives
Blogs and Weekly update Scaling Stemland
Friday Activity Class

Action Plan
Integrity Check
The team had an integrity check in the previous action plan and discussed what went well and what could be improved.


The team agreed that they will hold integrity to make good progress on their goals but could have been more organized and efficient.

New Goals and Objectives

The Mathegramming Academy team is excited to announce our new goals and objectives for the upcoming weeks. We are committed to making modules exploring Geogebra, Scratch, and Electronics.

– Our first goal is to make Mathegramming Academy more accessible to everyone. We want to make it easy for anyone to take support from Mathegramming Academy.

We believe that these new goals will help us to make Mathegramming Academy a valuable asset to rely on for everyone.

We are excited to work towards these goals and look forward to sharing our progress with you.

They agreed that they wanted to focus on increasing their reach and engagement, website development, and developing new and innovative ways to teach math.

Blogs and Weekly Update

As the team members should write a blog at the end of the week about what they learned and worked

Sending weekly updates on time and Weekly team updates would be sent by taking turns.

Accountability in Stem land

In Mathegramming Academy each person has to take responsibility for Stem land.

How to manage stocks, website management, puzzles, News Letters, Videos, Visitor Management, Stem land(fest), etc.

Action Plan

The team agreed to take the following next steps:

  • Develop a CFSR for the website
  • Pre-presentation on Thursdays for the presentation on Fridays at 11 am.
  • Meet daily from 3’o clock to 4’o clock to review daily learnings and progress.
  • The team is excited to continue working on its mission to make math more accessible and engaging for everyone.

Design session for Mathegramming Academy:

A design session in radical

transformational leadership is a process of creating a vision for the future and then developing a plan to achieve that vision.

It is a leadership program that supports learning what I deeply care about and aligning it with systems shifts and strategic action.

The Mathegramming Academy attended the session which was held on the 24th and 26th of May.

The design session began with a group of people coming together to share their projects. This was hosted by Dr.Sudharshan from RTL Works. This is followed by a discussion of the challenges that must be overcome to achieve these projects. Once the challenges are identified, the group works together to develop a plan of action.

The action plan should be specific, measurable, achievable, relevant, and time-bound. It should also be based on the group’s values and beliefs. Once the plan is in place, the group can begin to implement it. The design session allows the group to come together, share their ideas, and develop a plan for change. The action plan can then be used to guide the group’s efforts and help them achieve their goals

In the session, the Mathegramming team discussed the following with the RTL works by presenting the three templates of architecture for equitable and sustainable change. Dharani from the Mathegramming team presented the templates with the inputs from the rest of the team. The templates are the Conscious full spectrum response model, Respond and realize, and Synergistic operational strategies.

Defining the problem or opportunity. What is the issue that the group is trying to address? What are the opportunities that the group is seeking to exploit?

Identifying the stakeholders. Who are the people who will be affected by the change? What are their needs and interests?

Generated ideas. Made a list of possible solutions to the problem or opportunity.

Evaluated the ideas. Assessed the feasibility and potential impact of each idea.

Chose a course of action. Selected the best idea and develop an implementation plan.

Implementing the plan. Putting the plan into action and monitoring its progress.

Evaluating the results. To assess the impact of the change and make necessary adjustments.

The session was an eye-opener and paved the way to look at different and multiple perspectives of the project. It narrowed the gaps in the project. It was interesting. We thank the RTL workers for their time and feedback. We look forward to being in action.

Mathegramming Academy explores Pygame

Mathegramming Academy explores different platforms of programming every month since it started. First, we worked on scratch programming and later worked on GeoGebra projects.

This month we looked into Python and started doing projects in Pygame implementing mathematical concepts.

We learned basic programming by doing a guided project in the course era and made a pong game.

Pygame is a powerful and popular open-source library that provides functionality for building 2D games and multimedia applications using Python. We explored different simplest installations for using Python coding. We compared the installation time, size, inbuilt modules, and packages, steps involved in the installation, and arrived at the most feasible and operational way of PyCharm as children will be using it for learning .

Once Python is installed, we proceeded with installing Pygame.
We made projects on pong game,squares visualization , fractions and so on.

We still continue to explore Pygame and extend to make projects in it using maths concepts.The journey is fascinating.

Working in Alignment with School Curriculum and School Reopening

As schools begin to reopen, it is important for Mathegramming Academy to work in alignment with the school curriculum.

This will help ensure that students are able to make the most of their learning opportunities and continue to progress academically.

We started with the specific learning goals for the year. This will help us with a better understanding of what your child is expected to learn and how we can help them.

We focused on creating opportunities to practice what they are learning in school. This could involve reading books, doing math problems, or working on maths projects.

It is also important to be supportive of your child’s learning. This means providing them with positive reinforcement and encouragement. It also means being patient and understanding when they are struggling.

Working in alignment with the school curriculum is an important way to support your child’s learning.

Contributions towards Mathegramming Academy can be directed towards:

Auroville Unity Fund With a note for STEM land and mail it to

Dr. Sanjeev Ranganathan, STEM land Udavi School, Auroville, Edayanchavadi, Tamil

Nadu – 605101 (All donations are 100% tax-deductible in India). www.auraauro.com

Vaasavi school student’s projects

-Ilkaya(Mathegramming Team)

The Mathegramming team’s partnership with Vaasavi school children resulted in a series of interactive and innovative Scratch mathematical projects, which enriched the learning experience and logical thinking of the children. The work started on September 12, 2023 to February 15, 2024 for the 7th graders. Scratch was introduced to the students in the way of making games, drawing shapes and asking questions which induced their creativity, thinking and the sense of building.

After that it was moved to math concepts like Fractions, integers, decimal multiplication, algebra and simple interest with visualization. Each concept was visualized in a specific way that students could learn the concepts well and explore in a creative way. Since it takes time work on the math project from scratch, we made some core modules for each topic that they could build on and make their own projects. A scratch account was created for each four classes. Then, students logged in with their class account and used the modules to create the projects with our help.

Shifts:

1. Transforming students from rote learning to visual learning of mathematical concepts that fosters curiosity, innovation and lifelong learning

2. Not challenging students to challenging the students with creative tasks to make their learning more interesting.

3. Low confidence in bringing out confidence in every student.

4. From no access to programming to access to programming platforms integrated with mathematics and making a space where students can be at their full potential.

Fractions were visualized using the circles. When the module was given to the students, they were asked to explore it and do what fun things they can do with it before going into the concept of fraction.

Here are some of the projects children made with the module on drawing a fraction as a circle



https://scratch.mit.edu/projects/959229613
https://scratch.mit.edu/projects/958292626
https://scratch.mit.edu/projects/958292914
https://scratch.mit.edu/projects/961898846

Decimal Multiplication was done using the area of the rectangle concept. Since, the module for this is easy to make instead of using the old module. Students learned to create their own module with the help of the team. First, they observed the blocks and found the pattern and the variables to make their own blocks.

https://scratch.mit.edu/projects/957761814

Integers were taken using two colored tokens one color for positive integers and other for negative integers.

In scratch, there is a student-teacher account facility available. With a teacher account, the  teacher can enroll many students to their class and create separate accounts for each student. The teacher can also post the update of their class, links for the required materials and can monitor each student’s activities.


https://scratch.mit.edu/projects/948192981
https://scratch.mit.edu/projects/942093108
https://scratch.mit.edu/projects/943042794
https://scratch.mit.edu/projects/942179064
 

Algebraic terms were introduced as each term is an area of a rectangle or a square. This method is particularly to help students to identify the like and unlike terms using different colors and lengths for each variable. This really helped the students to understand that ‘x’ and ‘’ are two different terms even though they have the same variable.


https://scratch.mit.edu/projects/948194332
https://scratch.mit.edu/projects/948192976
https://scratch.mit.edu/projects/948165437

Simple interest was shown using the bar graph.


https://scratch.mit.edu/projects/959499552
https://scratch.mit.edu/projects/959499576
https://scratch.mit.edu/projects/948192981

Learning scratch also inspired students to build their own fun projects not only on math projects but on fun interactive games.


https://scratch.mit.edu/projects/963056578
https://scratch.mit.edu/projects/963835229
https://scratch.mit.edu/projects/963056138
https://scratch.mit.edu/projects/942318284

Reflections:

My name is Dinesh. I stand for care and perseverance for myself and for others. While teaching Vasavi children I noted that I gave the students what I have expected in my school life, as I wanted to learn mathematics, programming in a logical way rather than mugging up. As a stem teacher I contribute my best to the Vaasavi students and I made them think logically from scratch and gave the problem statement and asked students to solve the problem statement on their own. With that some students were able to find the logic and who were not at that time, peer learning went well. Students helped each other and helped their friends to find the logic, I saw the quality of care in the students.

My name is Premkumar. I deeply care about courage and equality for myself and others. While working with Vaasavi children I learnt that I can add some value to the student’s Education. It is a big group of students which was challenging in the beginning and after it became easy to work with them and the students were very enthusiastic about learning new things and learning mathematics in a different way which boosted my confidence to work with them.

I have learnt many things in this journey and I have practiced deep listening throughout the process and I am able to see the commitment behind complaints and I am able to see the distinction between business as usual and acting from my full potential. It was also a learning journey for me also and I am grateful to work with Students.

My name is Soundhariya, and I stand for courage for myself and others. When I worked with the students of Vaasavi International School, I introduced a new way of learning math concepts through the Scratch program. In the traditional method of teaching math, students often felt difficult and disconnected. However, our Mathegramming approach filled this gap by creativity and logic of programming. The students showed great excitement while engaging with the Scratch program, and our team found themselves inspired by their curiosity and eagerness to learn. Working with the students was a fantastic experience for the Mathegramming team and the school management.

My name is Preethi. I stand for courage, kindness and perseverance for myself and others. For many kids including me when I was kid, math is a scary and confusing subject. The methods I learnt often involved lots of memorization and worksheets, which made me hate math. But in Vaasavi school we taught children math concepts with materials and did projects from scratch  With this method they learnt math more excitingly. Instead of just remembering math rules, they really get what they’re doing. Through Scratch projects, they learnt to think critically and logically as they debug their code and figure out how to make their programs work just right. While they were working on the project, they worked together and encouraged each other and helped each other out when they got struck somewhere. It built important skills like problem-solving and teamwork, and most importantly, it empowered them to become confident and creative thinkers. When we taught them math differently I saw changes in them, they were more engaged and confident in what they learnt. It made me feel that I’m making a shift and I feel accomplished.

My name is Sivashankaran. I stand for equality for myself and others. When teaching visual math, the way we teach and the things we use in class change. Instead of just talking and writing on the board, we do more activities where students get to draw and work with pictures to solve problems.

Session with Thamarai Students

~Poovizhi, Soundhariya, Ilakya, Premkumar, Dinesh, Preethi, Sanjay

Thamarai (After school program) did a summer camp. Our Mathegramming team visited Thamarai to support students by explaining mathematical concepts visually and in a way that is fun. Our goal at Thamarai was to create a space for students to not only understand mathematics but also to enjoy it.

Visualizing place values:

Using Dines blocks, students were able to figure out what each place value means, such as ones, tens, hundreds, and beyond. They started to play with the numbers in a fun and hands-on way, and they could also identify the place values accurately.

We also introduced another method using sketch pencils. Students can increase their exploration with these pencils. They can use these pencils to identify the arrangements of Dines blocks, understanding the importance of each place value. Whether it’s a simple two-digit number or a multi-digit number, they can figure it out with the help of sketch pencils.

Working with the Thamarai students was a fantastic experience for both the Mathegramming team and the students.

As the team worked with the students, we noticed that everyone was learning new things without even realizing it. It was amazing to see how these simple ways of explanation could turn into grand adventures of thinking and learning. Students started to work together, sharing their ideas and exploring new things.

As our time with the Thamarai students came to an end. They had been amazing to work with, and we were grateful for the memories we shared. On our last day together, the students surprised us with a special ceremony to say thank you to the Mathegramming team.

Sitting in a circle, they each spoke about what they had learned and how much they enjoyed our time together.

To show their gratitude, the students gave each of us a gift. They were simple things, like the handcrafted sand pots they had made and written acknowledgment letters. But they meant a lot because they showed that our time together had meant something special to them.

The experience taught us that teaching and learning are about more than just books and lessons it’s about building connections and creating moments that make a difference for a long time.

We also covered other mathematical topics like decimal division, exponents, algebraic questions- finding age of a person, area rectangle, Introduction about similar triangles.

Divisibility rule:

We taught divisibility rules, By explaining the rules for each number, such as divisibility by 2, 3, 4, 5, 6, 8, 9, and 10, students gain a deeper understanding of how numbers interact and can quickly determine whether a number is divisible by another. Later we gave them a random number to divide, there they learned about the recurring and non-terminating decimal numbers.

Decimal division:

In teaching decimal division, we explained a simple method for removing decimal points: multiply or divide by powers of 10. By using numbers like 10, 100, or 1000, we can shift decimal points to make division easier. This practical approach helped students grasp the concept and handle decimal calculations more effectively.

Laws of exponents:

We first explained how these rules work by expanding powers. By breaking down the concepts of multiplication and division involving exponents, students gained a solid understanding of the laws. We then applied this knowledge to the order of equations, focusing on multiplying terms and simplifying expressions using the laws of exponents.

Similar triangles:

The students enjoyed using the geoboard to make different similar triangles and see how they were alike. It helped them understand similar triangles better and practice geometry in a fun way.

Reflections from Thamarai:

“I want to acknowledge your support during the camp and the dedication, you created with the students inspiring us. Thank you so much for the effective iterative session for making the student. self-examine and understand the basic concepts. We will follow up with the report soon and share it with you.” – Savithri on behalf of Thamarai team

Reflections from the team:

My name is Premkumar I deeply care about courage and equality for myself and others what I had felt while working with Thamarai children that I can also learn as many things as possible when I really care about others learning and growth it made me feel so special while working with kids and I really enjoyed the whole process and learnt that I can give something to the kids which they can teach to others and the peer learning will be excellent.

My name is Ilakyaarasi I stand for patience and courage for myself and others. I had a great time with the students. The students were calm and patient to learn from us though it didn’t match with their main core.

My name is Soundhariya I stand for courage for myself and others. Working with Thamarai children, I noticed that they learn to think differently to solve problems by creating their own stories, games, and using math-related materials. Everyone was learning new things without even realizing it, making them more energetic and effective. This approach helps them understand how it relates to daily life.

My name is Dinesh, I stand for care and perseverance for myself and for others. While working with the Thamarai children, I realized the importance of understanding where they get stuck in problem-solving or approaching a problem. I found it effective to engage with them at their level, whether they misunderstood the problem or were unsure how to proceed after certain steps, by offering various approaches such as using pen and paper methods or math materials

Sanjay:

Interacting with the Children at Thamarai was an extremely enjoyable experience. I wish I could have stayed longer than 11:00 AM each day, but I was grateful that I was even able to spend that amount of time with the children. 

I would like to Acknowledge both Sanjeev and the Mathegramming team for their support and for their creative approach to teach Math using materials. It is the teaching materials which made math more like a game than anything else. Mathegramming team members also told me about how enjoyable it was for them to interact with the Children at Thamarai. What stood out for all of us was the enthusiasm of the Children for learning via the materials

I wish to thank the entire team at Thamarai for providing us with the opportunity to do something meaningful and enjoyable. I hope for many more such opportunities for collaboration between StemLand and Thamarai in the future. 

Udavi school open house (4th to 6th)

-Rajesh

Introduction:

An open house is an event where the children display whatever they have done over the year in their classroom and invite parents, friends, teachers, and everyone to have a look at their creativity, innovation, and progress. This event took place on 26/03/2024.

Stem Land also supports Udavi school students in stem education, and I am supporting 6th grade. I was informed about the event 10 days before the event was going to happen. I thought of doing something new with the children that could be displayed on that day.

I met our Steward Sanjeev Ranganathan to ask if we could do something new in electronics with the Mathegramming team’s support. After completing the conversation with Sanjeev Anna, I came to learn from him the importance of being principled. He was so principled that he said to me that doing new just to show parents is not valuable.

Instead, do what you were doing with them over the year. He also opened space and opportunity for the children to have sessions on electronics with the help of the Mathegrammimg team before the event and then display what they have learned in that session.

Then with the help of the Mathergramming team, who always work for children’s education by doing scratch projects, electronics projects, and RTL, gave a session on electronics.

Concepts covered in the session:

  • Difference between voltage, current, power and energy,
    • Energy Calculation,
    • Battery backup required to setup invertor,
    • Resistance.

Outcome after the session:

  • students learned the difference between voltage, current, charge, power, and energy,
  • Students were able to calculate their electricity bill,
  • Students were able to estimate how long they can power their house using an inverter battery,
  • The Minimum voltage which would shock them,
  • what a resistor does and the importance of a resistor in a circuit.

 The mindset of children before the session:

  • If there is no power in their house, students said current cut, no voltage is coming, power cut,
  • Some students thought that a 9V battery can shock them.

What children did at the open house:

  1. Energy calculation

They explained how to calculate the energy consumption to their parents with the help of a chart that they made during the session. The energy that each electrical appliance consumes was made clear to parents. It gave a sense of high energy-consuming appliance to them.

  1. Understanding of Voltage

The water tank example that the children learned in the session helped them understand voltage with ease.

They also showed a demo of an LED light connection. The minimum voltage requires for the light. How voltage acts to brighten the LED.

  1. Resistance

With the help of a multimeter, the children showed a demo of finding the resistance of the body. From this they were able to find the minimum voltage at which it could hurt them .

Robotics (Mindstorm):

The children did an EV3 Raptor. This was made by the whole class. Each student involved themselves by splitting each work among themselves. Few gathered the parts, few worked on the head, the tail, the body, and few on wiring. Finally, all of them were able to complete it and make it work. This was fascinating to children and the parents were thrilled with what their child was able to do.

Insights and experience from parents:

          I was amazed to see that my child was explaining to me how the Electricity bill was calculated and the consumption of electrical appliances we had at home. It also made me wonder how come at a young age they were able to understand. I would like to thank the teachers for introducing concepts at a very young which would give them confidence. Proud to say that I have learned from my child which I was not taught in my school.

            All the projects made by the students were excellent. I was happy to see what my child was able to do. She has always been dull at home. The way she has made projects doesn’t seem she is like that. I understood that the school environment has made her show her abilities. Looking forward to making the home environment the same as school so that she can be at her best and express her abilities at home too.

            My child kept reminding me about the open house two days before the event. I could see his enthusiasm in showing me what he had learned at school. To my surprise, he showed me a robot which he made. I was surprised to see it. He also demonstrated it. It was made by a group of students. I am happy for all of them.

            In the beginning, I thought that the teacher would have made it the most. But later found that the teachers were just being the guide. I found it by the way the children demonstrated it. They demonstrated it so nicely and clearly, this showed how well they have learned these.

Insights from people who supported and attended the open house:

Rajesh – Math Teacher

          My name is Rajesh and I stand for care and integrity for myself and others. When I want to see a difference in education, I open new opportunities with my effort and the partner with whom I enroll. I am also clear about what the enrolling partner could do in this process. This allows children to be at their best with their ability to do things on their own, with creativity and understanding, this makes a lot of difference. Even the parents get confidence and belief in their child and the way I teach which is always going to be for their good. This confidence helps the parents to move from the fear and worries about the mark and focus the child to be at their best and attain the maximum of knowledge.

Dinesh – a person who supported electronic session

          My name is Dinesh, I stand for care and perseverance for myself and others. While taking electronics sessions for Udavi school students, I felt that I added value to their learning. With Small examples about speed, distance, and time, I was able to make them understand better. From this, I learned that the things that I already know help me convey what I want to convey clearly.

Ajay:

          My name is Ajay, I stand for self-awareness for myself and others. During the Open House conducted at Udavi School, I noticed that many things reminded me of my school days when I used to participate actively. I thoroughly enjoyed the children’s performances in short plays, songs, and dances. Additionally, seeing their projects in the classrooms, such as the robotic snakes made with Mindstorms, was very impressive. Observing the children with their projects made me happy and excited.

Sivaguruprasath:

          My name is Sivaguruprasath, and I stand for courage, full potential, and equanimity for myself and others. I have learned about children’s creativity in coloring, crafts, and their experiments in electronics, which were amazing and inspiring. The potential they have shown in creation goes beyond the margin. Additionally, I have learned that education is an unending process, and I must continue learning by stepping out of my comfort zone.

SandhiyaBala:

          My name is Sandhiya and I stand for courage, care, and happiness for myself and others. I have learned in the open house, to see the quality of work children did and the courage to explore and present it to others. I see the preparation to present before is very important.

Sri Bhavani:

My name is Sri Bhavani, I stand for Equality and Love for myself and others. In this open house, children were very excited to present their learnings to their parents and visitors with a demonstration. Two groups of children showed interest in electronics and Mindstorm robot. Children from these groups also enthusiastically presented their projects. I acknowledge STEM teachers who supported children to learn electronics and make projects. I see the quality of care and responsibility. I will retain these values in my life.

Poonguzhali:

          My name is Poonguzhali. I stand for courage for myself and others. In the Udavi open house, children and teachers worked together, created thoughtful crafts, and visualized study materials. All the children engaged in participating and showcasing their creative ideas. In this open house event, every child engages themselves through their mental and physical being. I was able to notice children’s full potential, perseverance, and courage. I will use all these qualities in my life.