ONLINE ASSIGNMENT

1. ASSIGNMENT
Name : PRIYANKA G
Register Number : 18014375008
Option : EDU 09.7 Theoretical base of
Mathematics Education
Subjects : Mathematics
Topic : Mathematics Laboratory

2. INDEX
SL NO CONTENT PAGE NO
1 INTRODUCTION
2 CONTENT
IMPORTANCE OF MATHEMATICS LABORATORY
EQUIPMENT FOR MATHEMATICS LABORATORY
3 CONCLUSION
4 REFERENCE

3. INTRODUCTION
It is true that the mathematics laboratory has not yet received the same
generate acceptance as a science laboratory. This is probably because the
mathematics teachers themselves have not recognized the signature of mathematics
laboratory as the science teachers have. Actually most mathematical teachers have
been very passive as to this respect. However, recently laboratory is that pupils will
develop new concepts and understanding particularly well through experimental
activities dealing with concrete situations. It is particularly difficult to understand
mathematical concepts as they are abstract in native. They can be learned better
through observation of the concrete situation and experiment and manipulation of
concrete objects Activities such as measuring and drawing. Counting, weighing,
averaging and estimating, taking the readings from instruments, recording,
compassing, analyzing, classifying, taking and checking data, collecting data, working
with data and so on will involving the use of physical instruments and can be labeled
as laboratory work.

4. CONTENT
Mathematics laboratory is a place where students can learn and explore
mathematical concept and verify mathematical facts and theorems through variety
of activities using different materials. The setting and arrangement of these rooms
should be such that orates an atmosphere for the study and teaching of
mathematics. The students entering the room would find themselves interested in
the biasing of mathematics.
Different chests and matte depicting various applications of mathematics can
be deployed in this exam. The black-board of mathematics room is larger than the
aortal size. In schools it would be more appropriate to have a room to serve as a
mathematics museum-cum-mathematics laboratory.
1. It helps in making clear and in understanding abstract concepts.
2. It saves teachers time by cutting short certain lengthy explanations.
3. It helps in developing the habit of verification in this. They accept
Mathematical truths only offer confirming the validity practically.
4. In enables the students to apply Mathematical facts and principles in an actual
life.
5. It enables the students to learn by doing. The things so learnt are retained in
the mind for a length face.
6. The pupils develop love for the subject and arousing their interest in
mathematics.
7. It is multi-sensory approach to learning.

5. EQUIPMENT FOR MATHEMATICS LABORATORY
Mathematics laboratory serves not only as a laboratory but also as
mathematics room and mathematics museum.
i. Concrete Materials: It should be provide with concrete materials connected
with simple arithmetical topes such as beats, sticks, pebbles, ball frames,
number cads, seedy, balance, coins, weights, measuring haps etc.
ii. Pictures and Photographs
The pictures and photographs of various mathematicians are prominently
displayed in the mathematics room it would be weal if the contributions of
these mathematicians are also indicated on such charts.
iii. Models
Various Mathematical models such as those of triangles squares, solids etc.
These helps in understanding abstract Mathematics laboratory. Now the
various models illustrating mathematical proofs as principles or statements
are available in the market.
iv. Black-Board and Geometrical Instruments.
As belay pointed out the size of black-board provided in mathematics room
should be larger than ordinary size. Colored chalks are required for in drawing
various figures and diagrams. A set of geometrical instruments like
protractors, compass, rulers etc. stencils for drawing geometrical figures
v. Equipments and material concerning other subjects

6. Eg: barometer, hydrometer, pendulum
vi. Bulletin Board or Display Boards.
The material for display on such boards
Eg: Mathematical figures, rules, graphs etc. can be collected from various
sources
vii. Prepositional Divisions, slide Rules, Calculating Machines etc.
Make use of these instruments we can imaging as reduce figures, graphics,
maps etc. Slide rules are quitted useful in mathematical calculations. A
training in Mathematical calculations can be provided by using simple
calculating machines.
viii. Surveying instruments
1. Angle mirror: which are used for laying out right angles in the field?
2. Plane table and Alidade which are used for elementary mapping and
surveying.
3. Hypsometer and clinometers: To measure angles of elevation and depression.
These can be used to measure heights and distance of object.
4. Level : used in finding differences in elevation.
5. Transit: which is an angle measure and a leveling instrument
IX. Projective Aids
Magic lantern, film strip projector, epidiascope at should also be kept in
mathematics laboratory

7. The students be encouraged to collect mathematical data from different
sources, eg: data on graphs, percentage tractions, income, investment, budgets,
insurance etc in the bon of cutting, pictures, charts, models, from various magazines
newspapers, books etc.,
Students should be actively involved in the mountains and organization of
mathematics laboratory. Laboratory experiences should be implements laboratory.
Laboratory experiences should be supplemented by regular teaching.

8. CONCLUTION
Most students find such work highly interesting and through such activities
they can develop many mathematical concepts and in rights with an interest and
clarity often not attained through a Strathy intellectual approach. Moreover these
concepts become more meaningful, functional and endurable when they ate seen in
relation to actual applications. Further, more involvement in the laboratory works
helps in satisfying the creative and constructive urges of the student. Experimental
Activities include the kind of activities which are carried on individually or by small
group working together and are or messily aimed at helping experimenters
themselves to understand concepts or idea clearly.

9. Reference
1. Teaching of mathematics - Sudhir Kumar
D. N. Ratna Linker
2. Teaching of Mathematics - Dr. Anice James
3. www.wikipedia.com