Author: Prathap Ganasan

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 24^th and 26^th 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.

Insights from the team:

My name is Premkumar I deeply care about courage and equality for myself and others. I was able to notice the gap in the Conscious Full Spectrum Response (CFSR) and all other templates and I am able to relate the Synergistic Operational Strategies with the Mathegramming academy. I could see that my plan and strategies were aligned well after the design session.

My name is Sivasankar. I stand for courage for myself and others.  I noticed from the design session that I need to have the relevant information needed for the project, Information like students’ progress, social media, etc.

My name is Soundhariya and I stand for courage for myself and others I learned how to reframe my CFSR sheet. I got more clarity and I got some points to insert in my project specifically about policies, schemes, and laws.

My name is Ilakya Arasi, I stand for patience and courage for myself and others.
While filling the CFSR with my team I am able to see how vast our project is. When I had filled it alone without my group my approach was only about how to teach and learn maths rather than the societal and cultural changes we wanted to achieve from the project. In SOS, I realized there are many things I need to learn and explore and there is so much to practice.

My name is Dharani. I deeply care about perseverance and equity for myself and others. I noticed the alignment between the three circles and was able to add more operating principles to the project. I gained more specificity in the action plans.

My name is Preethi and I stand for courage and kindness for myself and others. Through the design session, I have acquired the knowledge of optimizing CFSR, which will prove valuable for my upcoming projects.

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..

Teachers at STEM Land have already been using Geogebra for some demonstrations in classrooms and the Mathegramming Academy presented a session on GeoGebra that would step up their ability to interact and engage with children 12^th May 2023.

 GeoGebra is a free and open-source interactive mathematics software that allows users to create and manipulate mathematical models, graphs, and figures. GeoGebra can be used for a variety of mathematical tasks, including graphing functions, creating geometric constructions, solving equations, and performing statistical analysis.

Dharani, Soundhariya, Premkumar, Sivashankar, and Ilakyarasi from Mathegramming Academy presented the following using Geogebra.

1) 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 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 with this classroom that allowed everyone to see the progress of individuals signed in.

2) 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.

3) Premkumar presented how to create 11³ as (10+1)³ as a 3D construction with polygon and prism extension.

4) Soundariya presented how to create interactive (and randomized) questions and answers and provide input boxes and buttons  and respond to the users inputs using the if condition.

The session was intense for 1-1/2 hrs and was enjoyable and enlightening. Here are some reflections from the attendee teachers:

 My name is Poonguzhali. I stand for care and love for myself and others. My insight is to Set aside time to work with the software regularly and challenge myself to create new and more complex models and visualizations. With time and practice, I’ll become more skilled and confident in using Geogebra to solve mathematical problems and visualize mathematical concepts.

 My name is Pratap, and I stand for happiness for myself and others. During the Geo Gerba session, I learned the importance of curiosity in acquiring knowledge from others. Supporting others not only aids in visualizing mathematical concepts but also enables the efficient completion of projects within a short timeframe. When creating classrooms, it is beneficial to identify where children are facing challenges and understand their difficulties. This allows for intervention and assistance, enabling children to progress from being dependent to interdependent to independent in their work

For completion here are instructions on how to:

Create a question for the addition of two random numbers which is refreshed by a button, has an input box to enter the result, and shows the result as a text.  

The ‘If’ Condition in Geogebra:

The ‘If’ condition is a conditional statement that allows users to perform different actions based on a particular condition. In Geogebra, the ‘If’ condition can be used to control different aspects of the construction, such as the visibility of objects or the value of variables.

Syntax:

If [condition, Then (action1), Else (action2)]

In this syntax, the ‘condition’ is the logical expression that evaluates to either true or false. If the condition is true, ‘action1’ will be performed, otherwise ‘action2’ will be performed.

For example, let’s say we want to create a construction that shows the sum of two numbers, but only if the sum is A=random between (-10, 10) and B=random between (-10, 10). We can use the ‘If’ condition to achieve this as follows:

• Create two input boxes to enter the two numbers.
• Create a button to calculate the sum.
• Create a text box to display the sum.
• Now, let’s define the actions for the button using the ‘If’ condition:

If [(c== A +B,” correct”, “no. try again)]

In this syntax, ‘A’ and ‘B’ are the names of the input boxes. If the sum of the two numbers is equal to C, then it displays the sum is correct, otherwise, it displays “no. try again” will be displayed in the text box.

Creating Buttons in Geogebra:

Geogebra allows users to create buttons that can be used to trigger different actions or functions. Buttons can be created using the ‘Button’ tool, which can be found in the ‘Input’ category of the toolbar.

– Pratap

Unending education is an important principle for Auroville and C3SLD, as part of my learning and engagement I participated in a talk on “Reimagining our future: communities confronting the realities of climate change” organized by forest researchers.

In this panel, experts and practitioners discussed the various ways in which climate change is affecting their respective regions and what measures they are taking to address it through community action. They shared insights on how communities can work together to develop innovative solutions to climate-related challenges, such as building sustainable infrastructure, promoting renewable energy, protecting biodiversity, and reducing waste.

One inspiring example is Auroville, an international city in southern India that aims to be a sustainable and self-sufficient community. Deepti, a volunteer from Auroville, shared examples of sustainable practices and innovations that the city has implemented. She also discussed the challenges and opportunities involved in building a sustainable community, highlighting the importance of collaboration and knowledge sharing.

The phrase “Reimagining our future: communities confronting the realities of climate change” emphasizes the need for us to rethink our relationship with nature and prioritize the health of the planet over short-term economic gains.

Communities play a crucial role in confronting the realities of climate change, as they often have unique knowledge and resources to address the impacts. By working together and sharing knowledge, we can create a more sustainable, just, and resilient world that can withstand the challenges of climate change and ensure a liveable future for generations to come.

Attending the talk on “Reimagining our Future: communities confronting the Realities of climate change” was truly inspiring and an eye-opening experience for me.  This exposure provided a platform for me to share my experiences and perspectives on how communities can confront the realities of climate change and work towards a more sustainable future. I was able to connect myself with Auroville as an international city approaching issues related to ecology and climate change, and the sustainable practices and innovations that they have implemented.

I also got inspired by working together and sharing knowledge, communities can develop innovative solutions to climate-related challenges and promote sustainable practices in all aspects of life. Attending talks like these motivates me to learn more and see the connections between our work and the issues faced by the world at large and work towards more sustainability.

My name is Dharani. I deeply care about perseverance and equity for myself and others. It has been a year of learning in STEM this has been a shift from the management training that I was going through before I came here. Learning in STEM can be challenging, but it is also incredibly rewarding in this blog I share my journey.

I joined STEMland as a volunteer and later joined the working team. I learned scratch programming, GeoGebra, puzzles, and games. Then I started working on codifying STEMland. Now I m part of an exciting online mentorship program Mathegramming Academy.

I was introduced to the Radical Transformational program by STEMland for the first time.  I had positive experiences with learning Radical Transformational Leadership (RTL) and filling out a CFSR. I have become more time-conscious, which is an essential skill in STEM and in life in general. It underwent significant personal growth and transformation through learning and practicing RTL. The principles of RTL, such as believing in the dignity and worth of all people, embodying a mindset of abundance and sufficiency, and practicing a commitment to integrity and authenticity, had a profound impact on me and the organization. By learning to fill out a CFSR and becoming more time conscious, I have developed valuable skills that help me succeed in STEM. I continue to embrace the principles of RTL in my personal and professional life.

STEM developed many skills like Critical thinking, Creativity, Perseverance, and Collaboration in me.

One of the most important qualities that I have incorporated into my life during my journey in STEMland is perseverance. STEM is a challenging field, and there are inevitably times when I encounter obstacles or setbacks. However, by persevering through these challenges, I developed resilience and grit that serves well in all aspects of my life.

Another quality that I have developed during your STEM journey is critical thinking and asking questions. In STEM, it is essential to be able to analyze complex problems and come up with innovative solutions. By developing critical thinking skills, I’m equipped to tackle challenges and find creative ways to solve them.

Finally, my journey in STEMland has likely taught me the value of collaboration and teamwork. STEM is a highly collaborative field, and many of the most significant breakthroughs in science and technology are the result of teams of people working together. By learning to work effectively with others, I learned to achieve my goals and make a positive impact in the world.

I learned time management and I notice my integrity being held throughout my endeavors. I got opportunities to learn more about Auroville and take part in meditations. I learned many things through peer learning and helped myself with the insights from fellow mates to groom better. I learned to take feedback for growth.

Overall, my one-year journey in STEMland was full of exciting opportunities and valuable experiences. I learned that staying committed to learning is the way to achieve the goals in STEM and I continue exploring.

My name is Dharani. I care for perseverance and equity for myself and others. This blog is a reflection on attending a session on Data privacy.

On 8^th April 2023, C3streamland organized a session on Data privacy for the teachers of Udavi School and STEMland. Dr. Sanjeev Ranganathan briefed us 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.

The session started with the movie The Social Dilemma. It is a documentary that explores the unintended and at times designed aspects of social media and its impact on society. It highlights the ways in which social media platforms like Facebook, Instagram, Twitter, and YouTube use algorithms and data mining to keep users engaged and addicted, while also nudging their behaviour and opinions.

The film features interviews with several former executives and engineers from major social media companies who discuss the ethical concerns they have about the industry. They explain how the business models of these platforms rely on collecting vast amounts of personal data from users and using it to create highly targeted advertising, which can reinforce user’s existing beliefs and create echo chambers.

The film also addresses the psychological effects of social media, such as increased rates of anxiety, depression, and social isolation, as well as its impact on political polarization and the spread of misinformation.

Overall, this raises important questions about the role of social media in our lives and the need for greater regulation and accountability in the tech industry.

Sanjeev discussed the applications of Artificial intelligence and the intended and unintended consequences of technology. He also briefed us on how to transcend it by self-awareness.

He also enlightened us on the policies on data protection and the strong need to have data protection policies. Data protection safeguards sensitive data against loss, manipulation, and misuse. The Hon’ble Supreme Court of India established the right to privacy as a fundamental right under Article 21 of the Constitution of India as part of the right to life and personal liberty.

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.

Overall, the session was enlightening and an eye-opener for us. Many of us shared insights and wanted to have a few more sessions on data privacy protection.

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. The symposium is held every four years and features a range of presentations, workshops, and discussions on topics such as mathematics curriculum development, teacher education, assessment, and the use of technology in mathematics teaching and learning. The ICMI symposium provides a forum for sharing ideas, research findings, and best practices in mathematics education, and plays an important role in shaping the future direction of mathematics education worldwide.

 Pratap Ganesan, Saranya Bharathi, Muralidharan Aswathaman, and Vasantharaj Gandhi 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.

One of the ways the teachers shifted the culture in their community was by addressing social issues that had previously been ignored. For example, they tackled the notion that only women should do kolam (a traditional Indian art form using rice flour), and encouraged the participation of men as well. This mixed-gender approach during the kolam event was a significant shift in the cultural norm.

As part of their project, the teachers organized a vegetable gardening competition to further encourage families to grow their own food. The winners of the competition were awarded a variety of vegetables, which could be used to make a nutritious dinner for their families. This initiative was highlighted in the symposium and received positive feedback from the audience.

During the symposium, participants were able to connect with the teachers and provide examples from their own experiences. This allowed for a meaningful exchange of ideas and strategies for addressing socio-ecological issues in different communities around the world.

Reflections from the authors

Attending the conference was a turning point for me as it boosted my confidence to speak about our work with children and helped me understand the significance of contributing to the world and the impact we create. I take pride in my personal growth as I was able to answer the audience’s questions without any assistance. The response was overwhelming, and I am grateful for the opportunity to connect with a diverse audience worldwide. Our approach to breaking down societal barriers and isms with children inspired many, and people expressed their interest in knowing more about our work. I am grateful for the support of Sanjeev Ranganathan, Saranya Bharathi, Muralidharan Aswathaman, and Vasantharaj Gandhi in making this happen. The team spirit and the commitment that you all contribute enriched our work with children and I will use it in my life.

I noticed that being part of this research paper and presenting it to a wider audience around the globe helped me realize the importance of the work we do here. Seeing people appreciate the paper this much indicates that we as a team are addressing the isms and doing things in an alternative method for the betterment of society.

I have learned that I presented well, but I still need more practice. I took extensive notes on Sri Aurobindo’s principles of true education, but only two minutes were allocated for me. As a result, I was only able to convey the essence of the Aadi Massam project and the garden. However, I noticed that I am able to summarize and convey my ideas effectively in a very short amount of time.

Overall, the teachers’ presentation at the international ICIM symposium was a success. They were able to share their innovative approach to shifting culture and addressing social issues, and their work was well received by the audience. The teachers’ dedication to their project and their willingness to try new approaches were admirable and inspiring, and they made a positive impact in their community.

The Let’s Talk Trash group in Auroville is a community of dedicated individuals committed to keeping their surroundings clean and sustainable. They have a routine of collecting waste every Sunday from different areas in and around Auroville. This week, they decided to come to Edyanchavady, and I enrolled the Shifuans, a group of of C3STREAM students, to join them. We met at the government school in Edyanchavady, and a few children from the school also came forward to lend a helping hand. The Let’s Talk Trash group provided proper gloves to each and every one of us, and we started collecting waste from the roadside and inside the school campus. They had different bags for paper, plastic bags, mixed waste, and glass bottles. It was amazing to see how everyone was so enthusiastic about cleaning the area and segregating the waste. After an hour of cleaning, we brought everything back to the school to load it onto the van. We washed our hands, and the Let’s Talk Trash group gave a short explanation of waste segregation and what happens when everything is put together. They explained that it is burned, and how that contributes to pollution and is not an environmentally friendly option. Burning plastic is a harmful practice that releases toxic chemicals into the air, which can cause various health problems. Polluting a pond can have severe consequences on the ecosystem and the living beings that depend on it. The pond is a vital part of the water cycle and serves as a habitat for many aquatic species. One of the major causes of pond pollution is human activity. Dumping waste, garbage, chemicals, washing clothes and other harmful substances into the pond can lead to a host of problems. The waste materials can cause an imbalance in the pond’s natural ecosystem, affecting the oxygen levels and the quality of water. This can lead to the death of aquatic plants and animals, making the pond unfit for other species to survive.

Through cleaning and waste segregation activities, the children learned about the impact of waste on the environment and the importance of preserving it. They also learned about the negative effects of pollution on living beings, including animals and humans. The children and Shifuans learned the importance of taking responsibility for their actions and the impact they have on the environment. They learned about the need to properly dispose of waste and reduce their environmental footprint. Participating in cleaning activities helped the children develop teamwork and collaboration skills. They learned to work together to achieve a common goal and appreciate the importance of each person’s contribution. The children also learned about the importance of maintaining a clean and healthy environment for their own health and safety. They learned about the proper use of protective equipment, such as gloves and masks, to protect themselves while cleaning. Overall, participating in cleaning and waste segregation activities helped the children develop a sense of responsibility and environmental awareness, while also building important life skills such as collaboration and problem-solving. These learning outcomes can help them become more conscious and responsible citizens of the world committed to preserving and protecting the environment. It was a great learning experience for everyone, especially the children. They realized the importance of keeping their surroundings clean and how to segregate waste properly. It was heartening to see​how everyone came together to make a difference in their community. We hope to continue to work with the Let’s Talk Trash group in the future to keep our community

Insights: ” It gave me a sense of purpose and inspired me to be more mindful of my plastic usage. It also gave me satisfaction knowing that I contributed to our environment”

Sanjay & Pratap

This is the second post in the series of building more practical circuit applications that children can use in their daily life and show their friends and family. The first post was here, Cycle Safety light – C3STREAM Land Designs (auraauro.com)

The cycle safety light in the previous post relied on a 9-V battery which runs out or has to be recharged. Ashwin, a friend of Ajay (who built the previous application) decided to go one better than his friend and get rid of the battery altogether. To this end, he relied on a DC motor to generate the power to light up an LED.

The fact that a DC motor when mechanically rotated generates a voltage was known to the kids. They took advantage of this fact to use the rotation of the bicycle wheel on a vertical axis to rotate a DC motor on a horizontal axis. See the pictures to see how he accomplished this. He fixed a wheel of the required diameter to the DC motor axle. The diameter is such that it touches the bicycle wheel at a single point along both their circumferences. Thus, when the bicycle wheel rotates, it rotates the DC motor as well. Pretty ingenious isn’t it? God, these kids are creative.

Take a look at the pictures and the video which is the final demonstration. Pratap and I helped the kids a bit, mostly with materials and some muscle with lifting the bike, rotating the wheel, and holding the torch lights. But this was the kids’ brainchild through and through. He and I were just the laborer and the quartermaster. I think what we have here is a local and practical implementation of what the government is trying to achieve via the Atal Tinkering Labs.

At the end of the day, my heart was filled with bursting. There is so much joy in these things. Why did it take me so long to discover this sort of Joy?