- IlakyaArasi, soundhariya, Premkumar, Dinesh, Preethi and SandhiyaBala
The Mathegramming team visited Kanyakumari to conduct a three-day capacity building workshop with the teachers at Infant Jesus Girls High School in Mulagumoodu. The aim of the workshop was to engage with the teachers and help them understand how they can change the pedagogy of mathematical concepts by using materials and visualizing the metacognitive process adopted in solving math problems, and engaging in interactive storytelling. Additionally, the workshop also focused on building leadership skills in the teachers using Radical Transformational Leadership Tools (RTL) (Monica Sharma, 2017).
Day one opened with an introduction to help the teachers understand the context of Mathegramming, what we do, and who we are. We introduced ourselves using our universal values which made the teachers curious about the same. The introduction was followed by a session on using the Stand & Fear Tool where the teachers identified and enquired about their own universal values and how they can harness them to face their fears. After this brief induction on Mathegramming and our core values we proceeded to mathematical concepts.
The first session revolved around identifying patterns in numbers and how they change when added, subtracted, multiplied and divided, the same was done by visually showing these concepts using materials like the Cuisenaire Rods, Dienes Blocks and Ganith Rack. Multiplication of numbers was shown by the concept of area method using Dienes Blocks. We started with primary concepts to help the teachers get comfortable with the concept of visualization, this was done because basic clarity of the concept will help them deal with higher level concepts in higher grades.
In the afternoon the teachers were introduced to the four profiles i.e., an RTL Tool to understand different parts of our identities. While closing on day one the teachers came to share their insight about all the tools and activities they learned.
The second day started with two minute stillness and focused attention on breathing, then we introduced Deep Listening and Background Conversations to the teachers. The session incorporated time for reflection so that teachers can reflect on the past and apply what they learnt to think about what they could have done differently. This was followed by a session introducing square numbers using Dienes Blocks and square roots of perfect square numbers by understanding the pattern behind the square numbers.
We introduced addition and subtraction of integers using the Othello tokens. In the afternoon they learnt about System Principles (RTL) by watching a short film titled the Story of Stuff. After closing System Principles, we moved to visually explaining the concept of fractions using the fraction kit. Afterwards teachers were given time to explore the scratch projects related to the concepts they learnt about in the past two days, developed by the Mathegramming team. They were interested in showing theseprojects to their students. The day closed with four reflections.
by the teachers highlighting the usefulness of background conversation and deep listening. Teachers also shared that they liked the concept of opening a session with two minute stillness and adding thought breaks. They are motivated to adopt the same in their practice with the students.
The last day began with the two minute stillness followed by introducing the Conscious Full Spectrum Response Model (CFSR). The teachers struggled to fill the sheet as it demanded them to think about different areas. We encouraged them to come up with an idea to fill the CFSR model using the examples from our own CFSR sheets.
After we closed the session on CFSR sheets we moved on to explore how to visualize decimal numbers and how to multiply decimal numbers visually. At first, they were hesitant and thought that multiplying following the usual method would be better, but afterwards they realized how their students could benefit from this technique. Then we introduced algebraic equations using weighing balance and algebraic tiles to differentiate the confusing terms. They all worked on the algebraic tiles on how to show different terms in their class. They liked the visual idea of the algebraic tiles and how to make them.
In the afternoon, we reconnected with RTL tools and explained about the three types of complaints. Then, we explored concepts of electronics such as resistance and how it works. We started with measuring our body resistance using the multimeter, then measured the body resistance with ultrasound gel. Then we explained how our body resistance plays a role in lighting up the LED light with a 9V battery.
Since the sessions were delivered in Tamil, the concepts were easily understood by the teachers and did not daunt them. The teachers had never thought of teaching Mathematics visually, they were inspired to do it with their students now. However, the teachers much like the students were hesitant in coming up and sharing their learnings but after doing this a few times they got comfortable with the process we adopted, and voluntarily came and shared their insights.
Mathegramming team is grateful for the opportunity to hold this session with the teachers and create a change in how mathematics is taught. It directly impacts our growth and pushes us outside of our comfort zones. We look forward to more such opportunities in the future.
Reflections:
My name is Premkumar I deeply care about courage and equality for myself and others. I have learnt that I can do more and I can change many things if I want to change. It was a nice journey with the teachers and I am looking forward for many events like this to develop my learning and give something valuable to others to make their life better.
My name is Soundhariya. I deeply care about courage for myself and for others. It was a great opportunity for me to work with the teachers. They were excited and curious to learn about mathematics and electronics and how these subjects are used in our daily lives. They shared their thoughts with the group while working on the RTL session and mathematical concepts. The session created values of equality, responsibility, and reaching our full potential.
My name is Dinesh. I stand for care and perseverance for myself and others. It was a new experience for me to train the teachers, and I had a great chance to share my learnings with them. On the first day of the session, I was the PC for my table and initially acted from my fear(judgment). I answered their questions and guided them on how to do the exercise, which brought confidence in me. I noticed that I acted from my stand, not from my fears. I realized that courage is not the absence of fear, but the ability to act in spite of fear.
My name is Preethi. I stand for courage and kindness for myself and others. It was a wonderful experience to work with teachers and get to share my learnings with them. When I work with teachers, I get to recognize areas where I can grow and develop my skills. I learnt how to be creative so that I can make them engage and understand the concept. It built confident in me to teach them effectively.
My name is IlakyaArasi. I stand for patience and courage for myself and others. I learned that training the teachers-to encourage them to do things differently, to make them act out from their comfortable space is a challenging work. This journey made me reflect to prepare myself differently for the further opportunities.
My name is Sandhiya Bala. I stand for courage, care, and happiness for myself and others. It was a new experience for me to teach the RTL (Stewardship tools) to teachers, and I had a great opportunity to share my learnings with them. It removed my fear while conducting the session with them. Personally, it gave me a chance to reflect on many aspects of my life, such as my career. I noticed that I acted from my values (universal values) while teaching the tools, and I learned how to manage work-life balance. It has built my confidence to teach them effectively