One of the primary objectives of the Mathematics Laboratory and Technology Centre at Delhi Public School, R K Puram, which was founded in 1994 to improve and enhance school mathematics, has been to explore the use of technology and their relevance in Indian classrooms. The activities of the lab can be broadly classified as follows:
* To create and conduct projects and activities that focus on applications of mathematics to real-life problems
* To integrate the use of technology, specifically graphing calculators, computer algebra and other software packages in mathematical modelling activities
* To investigate the use of technology in teaching mathematics at the middle school and senior secondary level
Technology plays a key role in most of the activities conducted by the centre. It is equipped with computers, computer algebra systems such as Mathematica, software packages such as Geometers Sketchpad and Autograph and graphics calculators, in particular, the Casio CFX 9850 GB plus. All these are important tools for exploration and visualisation. Presently, the laboratory is a part of mainstream teaching where students meet once a week at an allotted time and perform experiments and activities under the guidance of the teacher.
Over the last few years, students have worked on several projects in the lab. For example, some of the key projects done by students of class XI and XII include mathematical modelling in genetics (based on matrices and probability), RSA: Public Key Encryption (based on number theory), brand switching problem (based on matrices and probability), equilibrium temperature distributions (based on Matrix Theory), queuing problem at a vehicle service station (based on calculus and probability) and many others.
The centre conducts research projects to study the effect of the use of various technologies and teaching methods on students mathematical understanding and performance. These may be categorised as follows:
* Projects related to exploring the effect of hand-held technology such as graphic calculators on students concept formation in maths
* Projects related to investigating the effect of computer technology such as computer algebra systems and other mathematical software on students understanding in mathematics
* Use of computers and technology has redefined the role of the teacher. The role of the teacher in the lab has been found to be significantly different from that of the usual classroom.
The computer serves as an electronic whiteboard whose output is entirely in the teachers control. The teacher acts as a facilitator, the students to making their rather than providing the solutions on the blackboard. Lessons become more enjoyable and this results in a stronger link between the teacher and students. The computer encourages students to explore and discover on their own
Technology has greatly increased the range of students mathematical activities by enabling them to explore concepts and discover results for themselves.
Students also explore problems by writing their own programmes, which enable them to think actively about the they are implementing in solving the problems. This increases their ability to think analytically. The lab makes the student aware of career options in mathematics.
In the laboratory, students may be exposed to problems of an exploratory nature, which they do not otherwise encounter in their regular syllabus or curriculum. This does not preclude the curriculum from the laboratory. Rather it enriches the subject of study and encourages a spirit of research among students.
Courtesy: Myeducationtimes.com
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