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.


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

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.

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.

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.

Simple interest was shown using the bar graph.

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


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


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)



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.


          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.


          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.


          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.


          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.


-Sanjay, Ajay, Jayabharathi, Sivaguru and Prem

During the Sunday morning Vipassana half day courses, I notice the following youth come quite often and sit for part of or the entirety of the 4 hours

  1. Jayabharathy: Shifu-ian
  2. Ajay: Software Team
  3. Siva Guru Prasath: Software team
  4. Prem: Mathegramming Team

These half day courses are optional for the youth. They are encouraged to attend but it is not compulsory. As part of the year end reflection, it is a good idea to gather their reflections. Here are some of the questions

  1. Motivation for attending half day course?
  2. How often attend Sunday course?
  3. How many hours when they do attend?
  4. Daily practice?
  5. How many hours per week?
  6. What motivates them to practice/attend sunday?
  7. What obstacles come in to practice/attend?


  1. Jayabharathy: Vipassana has helped me to control my emotions and be equanimous.  I first started doing it just because everyone in the organization was doing it. But as i kept on practicing it, i observed some changed within myself. I started accepting reality which was not easier for me earlier. I started keeping calm when i get angry which was again the toughest of all earlier. Knowingly or unknowingly, vipassana has helped me greatly to look at life in a different manner which i had no clue about before practicing it.
  • Prem: My name is Premkumar I stand for courage and Equality for myself and others by attending Vipassana I realise that everything is temporary and it will change after sometime and I notice that doing vipasanna makes me mentally strong and it paves the way to a solution of a problem and it did help me in many circumstances which I felt challenging to solve the issues. I have anger issues from childhood I can’t control my emotions after vipasanna I feel I am more controlled and more calm and I noticed some sense of patience 
  • Ajay: My reflection about attending half-day Vipassana course is to retain the daily practice and to keep my mind healthy and bring the sense of calmness and make myself more aware of the surroundings and show love and compassion for every one. When I practice Vipassana I am able to concentrate more and it helps me to solve the problem faster and give different perspective.
  • SivaGuru: While on doing Sunday vipassana, I notice that it was really helpful for my upcoming work schedules and also, I spend some useful time to enrich my mental health by doing it in a peaceful environment. I felt calm and thoughtful on meditating.
  • Sanjay: I am happy to see people come and sit. I am happy to see the youth at StemLand come and sit. I am happy to know that they are benefiting from the practice in some way or otherwise they would not have come. I am happy that whatever effort I am exerting in this direction does have takers, does have beneficiaries who are able to see the benefit for themselves and not have it explained to them. That gives meaning to the effort being exerted. Talking to the also helps me with my own practice, as I too get to explore why my practice goes up or down. We are not all that different from one another and I find their responses useful to my own practice. I chose the questions as I was curious about what motivates people to practice, increase their practice, what is an obstacle to practice, are they able to isolate benefits to the practice itself etc. This is based on my own reflections on vipassana practise.

Nayanmargal drama: Rehearsal and Final Play

~ Sivaguruprasath, Ajay, Poonguzali, Arunkumar, Rajesh, Sandhiya S, Soundhariya, Sharmila, Premkumar M, Nithya Sandhosh, Tamilarasan, Premkumar, Poovizhi, Duraisamy, SandhiyaBala

The drama rehearsal happened for about two and half days for the stage preparation, ensuring correctness and coordination of the characters. Additionally, adjustments to lighting for scenes and sound checks were completed for the dance and songs.

The children from grades 4 to 8 from our school contributed their roles in the play, and two teachers played the roles of Lord Shiva and Parvathi. Our STEM teachers have guided and supported the children in making drama utilities, coordinating rehearsal and managing stage play.

The final stage play presented on March 7, 2024, on a Thursday evening (on a day before Sivarathri) at the Bharat Nivas auditorium in Auroville. Thirumuraiyai kanda cholan (jpUKiwiaf; fz;l Nrhod;) – The story depicted occurred over 1000 years ago during the rule of King Raja Raja I, who discovered the Thirumurai (inscriptions written by followers for Lord Shiva, notably Appar, Sundarar, Sambandhar, Manikkavasagar) with the help of Nambiyandaar Nambi and Thiruvasagam story by Manikkavasagar. It was enacted by children as depicted in the inscription. The drama showcased our cultural heritage and history. It also showcased the challenges and the values of different individuals and how they overcame them using universal values and inner capacities. We believe that by bringing our culture and history to life, we can foster a deeper appreciation and understanding among our audience, connecting them with the profound roots of our identity and instilling a meaning and purpose to life.        

Here are the reflections from out STEM teachers on their contribution,


My name is Sivaguruprasath and I stand for courage, full-potential and equanimity for myself and for others. On participating in supporting the drama I feel so satisfied and also I learned about my own potential in managing and coordinating such an event. During rehearsal of the event we planned the positioning of backdrop setup, Nataraja statue, Palanquin(pallakku) and giving feedback for the children performance.

During the final play, I took up the role of changing collar microphones for the children according to their respective characters they were playing. The children cooperated well, and I also managed them for their next scenes.


My name is Ajay, and I stand for self-awareness for myself and others. From the Nayanmargal drama, I learned that team effort will pay off in the end. It helps people understand each other and listen to their ideas. I noticed myself putting my full potential into different roles: preparing materials, organizing people, and involving everyone to support seating allocation for children in the auditorium and distributing snacks. I felt happy, and this was a new experience in supporting such big events at our school.


My name is Poonguzhali I stand for courage for myself and others. I volunteered to support the drama. I engaged in making questions based on the story and took part in background painting, craft jewellery, and decoration. I observed the quality of deep listening. This quality helped me to exchange my thoughts and enabled me to accomplish the tasks I did.  Thank you for the wonderful opportunity, I feel grateful to the school.


I was appointed as a microphone manager, and that’s a task for which I have to be honest and on time. Constantly engaging with changing microphones to the next character’s. It’s more challenging work than I have done for a while. Moreover, the little acknowledgement and recognition from a stranger urge me to engage in such activities. The children were aware that their voice should reach out to everyone in auditorium they ensured that before going to perform the mic is turned on and after coming they voluntarily asked us to turn it off.  In order to not make noise while others performing.


My name is Rajesh, I stand for care and integrity for myself and others. I learned that When I am at my full potential, the outcome I can produce is higher and by the output, people get inspired. This can generate a new system in which everyone can involve themselves. I also learned how consistent I can be when I say ‘yes’ and get that done. This creates a huge trust in me. Throughout the practice and final performance, whatever support I was asked, I first said ‘Yes’, then we Did it. In doing the work, I was able to involve everyone from my team. As I was aware of what each individual could do, it was easier to get the required output from each individual.

Sandhiya S:

My name is Sandhiya. I stand for progress as happiness, and love for myself and others. I am happy to be part of the drama presentation. It was so nice to see children participating actively, fully involved, and working as a team. I noticed that everyone who was part of the drama, and those who supported, did so with goodwill. Not everyone needs to be instructed; when there is space for self-development, responsibilities, and creativity grow and show up so well. Many involved in that drama loved their work, and this was clearly seen during the presentation. Children had overcome their stage fear; they enjoyed from preparation to the presentation.


My name is Soundhariya. I stand for courage for myself and others. When I worked with the Nayanmargal drama, I noticed the collaboration of teamwork with full potential. All the students were able to participate with courage and break their silos. So I felt very enthusiastic throughout the event.


My name is Sharmila, and I stand for courage and patience for myself and others.  Students of Isai Ambalam performed the “Nayanmargal drama” on the occasion of Sivarathri in Bharath Nivas. Stemland teachers volunteered to help them make their jewels and backdrops. On the day of presenting the drama, the students were all ready with their costumes, and the whole stage was filled with positivity and happiness. While seeing the children performing their roles, I felt very happy and accomplished. I had a wonderful experience and I’m happy to be a part of this drama.

Premkumar M:

My name is Premkumar Murugan. I stand for self-confidence and equality for myself and others. Through the Nanyanmargal drama, I have gained many new insights. I am extremely excited to witness the performance of the Nayanmargal story by the Isai children. I deeply appreciate the talent of these Isai children. When it comes to speaking or acting on stage, I often feel fearful due to my age. However, I am delighted and pleasantly surprised to see these young children act without any fear. Participating in this drama has been a truly enriching experience for me.


My name is Nithyasandhosh, I stand for kindness and equality to myself and others. I proudly supported “Nayanmargal” drama performed by the children of Isai Ambalam School. The children are performing drama in the center of the stage after a screenplay finished. we Dhinesh, Rajesh, and I eagerly worked together with the children to change the backdrop. I am so much involved in that drama. I am developing friendship with people and the children’s dedication and sense of responsibility filled me with joy.


My name is Tamil, and I stand for courage and compassion for myself and others. I have learned that education is not only about studies. Each individual has their own identity and capability. When multiple sources are provided to children, they get the opportunity to develop themselves and their confidence. As a teacher, I have learned that I need to involve other activities that include creativity and create space for children where they can explore themselves and learn. I supported drama sessions with involvement and took on responsibilities such as supporting the setup of the stage backdrop and preparing the pallaku. Later, I was assigned to make a video of the whole process. This video gives a brief view of the preparation, efforts, and goals of the people involved. I was happy to see this video during the performance.


My name is Premkumar I deeply care about for me and others. The drama was interesting and the students done it very well. The songs were sung in the background were very good. The acting of the children showed their full potential and the efforts were taken by them and the drama also showed the importance of team work which leads to success.


My name is Poovizhi and I deeply care about Equality and equity for myself and others.
After watching the drama, I learned about the stories of Nayanmars and their importance. The way the children performed was admirable; they were confident and clearly enjoyed what they were doing. They didn’t just act out the drama but also connected with the universal values behind the story. This connection made me think about spirituality in a deeper way, rather than just following blindly.

Sandhiya Bala:

My name is Sandhiya Bala, I deeply care about courage, care, and happiness for myself and others. I learned the dedication and confidence of each child’s effort . While I support the childen. I felt the spirituality in a deeper inner values of mine.


My Name is Duraisamy Pandurangan, I deeply care about dignity, wisdom and freedom for myself and others. After watching the drama performed by the children at Bharath Nivas, I had a wonderful experience. The story of Raja Raja Cholan and Maanikkavasagar deeply connects with values of wisdom and care.

Women’s Engineering College Visits STEMland

Preethi, Sivasankar, Premkumar,Ilakya and Soundhariya

Women’s Engineering College from Puducherry explored STEMland for Learning. This visit was a special chance for students to learn about STEM (Science, Technology, Engineering, and Mathematics) in a fun and interactive way. The Mathegramming Team welcomed them warmly and explained what STEMland is all about and the importance of the ground rules. We focused on working together, being respectful, and creating a friendly space for everyone

The Mathegramming Team showed the college students how to teach STEM stuff to children in a fun way. After being given a deep explanation to students, we started to explore the games, solving Puzzles, materials, and modules from scratch. The trip made them want to find new ways of teaching and got them excited to try out creative ways that can make students interested and help them understand and enjoy learning .

As the hour came to a close, the students left STEMland with a fresh passion for STEM education. This visit was a small step towards making STEM more enjoyable and available to explore for everyone.

Reflection from our Organization members

My name is Sivaguruprasath and I stand for Courage, Full potential, and Equanimity for myself and others. Stepping up and sharing the learnings exhibits the values of full potential and dedication. I see myself as responsible for guiding students to play STEM games and explaining how they enhance Mathematics knowledge. Students were very much eagerly involved and learned games.

My name is Jayabharathi and I stand for courage and care for myself and others. It was a different experience interacting with college students when they visited our campus. They understood the difference between the usual education system and the change our organization is bringing out during the first minutes itself. I was asked to explain what Udavi taught me apart from education. It was a great chance for me to explain about the values that I gained from Udavi apart from education. They expressed their views about their way of learning which they felt was boring since it was mostly filled with mugging up concepts. I interacted personally with a few students and they were eager to know more about our organization.  They were fascinated by the various puzzles and games they experienced playing within the time given to them. A few students expressed their interest in visiting us back and taking part in our activities in the future. I noticed myself being in my stand while rendering my support to help them experience this environment and make them understand the true purpose of education as far as I can.

My Name is Sribhavani. I stand for Love and Equality for myself and others. In this session, I have noticed how youngsters are curious to learn maths using materials. This session allows me to learn new games and puzzles and support others to learn. Each one in the crew had a good time to see how schools are encouraging children to learn things differently. I see the rigor in the students to explore more about STEMLAND.

My name is Sundaresan. I stand for happiness and courage for myself and others. Interacting with college students brings back memories of my own college days. I can connect their current learning experiences with the lessons I learned during my college days. After the students learned about algebraic formulas involving cubes, they began to realize that the education system primarily emphasizes rote memorization for grades rather than fostering a deep understanding of the subject. To illustrate this point, I introduced the Dimension game to the students. Initially, they viewed it as just a game, but after my explanation, they discovered the hidden benefits of playing. The game helps improve concentration, presence of mind, honesty, and the ability to think of solutions within a given time.

My name is Ajay I deeply care about happiness and self-awareness for myself and everyone. During this visit, I can recall some of the games from stemland and support the Mathegramming team on this. There were about 60 students I explained the games like Abacan, sputnik, and some puzzles. They were excited and they wanted to spend more time in each game but they couldn’t. In the end, some of them shared what they had learned.