Thcoretical base of mathematics education

Mount Tabor Training College, Pathanapuram, EDU04.7:

and learning EDU-o 4 2 unit
Unit I: Introduction to teaching

Subunit 1: Learning
Learning is the process of acquiring new, modifying existing, knowledge, behaviours,
or

to learn is possessed by humans, animals, and

some
skills, values, or preferences. The ability
in some plants.
machines; there is also evidence for some kind of learning

that is the result of

Learning is often defined as a relatively lasting change behaviour
in

be to fall into the trap of only considering

experience. When you think of learning, it might easy
adulthood, but learning is actually
an
fomal education that takes place during childhood and early
all of life.
ongoing process that takes place throughout
the early part of the twentieth
Learning became a major focus of study in psychology during
major school of thought. Today, learning remains
an
to become a
century as behaviorism rose

important concept in numerous areas of psychology, including

cognitive, educational, social,
and developmental psychology.

involve both beneficial and negative

important thing to remember is that learning
can
One
continually, both for
Learning is a natural and ongoing part life that talkes place
behaviours.
of

better and for Sometimes

worse. learn things that help them become more knowledgeable
people
detrimental to their overall
and lead better lives. In other instances, people can learn things that are
health and well-being

The learning of mathematics is necessary

to strengthen the following aspects:

based on meaningful
Mathematical thinking: construction of mathematical knowledge
experiences for students

carried out deductive and inductive processes

> Reasoning mathematically:
Raise and solve problems
information with mathematical content
Interpret and generate
and communication technologies
>Correctly apply the use of training
with words,
Interpret and represent
mathematical expressions, processes and results
materials
drawings, symbols, numbers and
mathematical language.
Communicate the results obtained using progressively
1
 atics education
of mathenmat
Theoretical base
EDU04.7:
Pathanapuram,
Mount Tabor Training College,
of mathematics
Subunit 1(a): Learning process a wide
can happen in
same.
Learning
the
things is not always psychological
p o e S S
Ot learning new
a number of different
learning occurs,
To explain how and when
Oways.
theories have been proposed.

Learning through Classical Conditioning

Learning through Operant Conditioning

Learning through Observation
is a learnng

The Constructivist Approach Applied to the Area ofMathematics Constructivism 1s an

of knowledge
construction. The construction
theory that describes the process of knowledge understand
that students
active process, not passive. Effective learning of mathematics requires
most
learn more. The
what they know and need tolearn, and this motivation will help them
and Bruner whose
authors within this stream of learning are Piaget, Ausubel, Vygotsky
recognized
principles can be summarized in:

Learning is an internal constructive process.

of cognitive development.
The degree of learning depends on the level

The starting point for all learning is prior knowledge.

Learning is a process of (re) construction ofcultural knowledge.

mediation or interaction with others.
Learning is facilitated through
of internal reorganizationof schemes.
Learning involves a process
she should know
occurs when what the
student already knows with what he or
Learning
is in conflict.

mathomatics

students
Cbproxts

2
 Mount Tabor Training
College, Pathanapuram, EDU04.7: Theoretical base of
mathematics education
Subunit 1(b): Stages of learning
When I see the symbol "143' I do not
imagine one hundred and forty-three objects set out
before me. Symbols are an essential ingredient of mathematics. They condense a
concepts into 'manageable' form. You do not need to
hierarchy of
imagine one hundred and forty three
objects
in order to understand the
symbol "143", you do need to have understood our very useful
but
of notation, whereby the 4' system
represents four groups of ten and the 1 represents a hundred, which is
itself ten groups of ten. The Romans would have
symbolized the same number in another way. Such
notation enforces a complex thought
process than does our decimal notation. Symbols area very
important part of mathematics.

How does a child develop abstract thought?

A baby sees feels and explores physical objects, such as his (or her) toys. It is not long
before he recognizes words to represent them. (The spoken word is an abstraction from reality.)
Later he will recognize pictures of them
(another abstraction). And much later, he will associate
written symbols with them. His mathematical experience like all his experience must progress
through this sequence of abstraction. We shall categorize the sequence(stages of learning) by:

E- Experience with physical objects,

L-Spoken language that describes that experience,

P- Pictures that represent the experience,

S- Written symbols that generalize the experience.

Let us trace this sequence for a child's learning about the concept "ball':

E-He sees, feels, tastes, holds, rolls and drops his ball. He has 'fun', and learns about many of its
properties,

L- He associates the sound of the word 'ball' with his toy. This is useful. If he says the word, he

may be given the ball to play with. He will soon associate "ball' with other objects that have the

same rolling property as his ball.

3
 Pathanapuram, EDU04.
Mount Tabor Training College, itself. The picture
different from the ball
picture of a ball. The picture is very
with his own ball
P - H e recognizes a in common

ball. But the child sees that it has enough

does not roll, or feel like a

to be called 'ball'.
'ball'. This is
that we write to represent the sound
later, he learns the symbol
S- Much
with a real ball, and it is only
properties at all in
common
has no
sophisticated. The symbol
"ball'.
sounds that utter in saying the word
artificially associated with the
we

in attaining
children need to progress through
As we proceed to analyse the stages that e
to the sequence
of abstraction,
we shall often refer
mathematical understanding and competence, only with
can be concerned
mathematics textbook for children, however carefully prepared,
1-p-s. A
children can start
the last two items pictures and symbols. No book for young
of the sequence,

where they need to start, namely with experience and spoken language.

the sequence of
Mathematics is widely regarded as an abstract subject. To help explain
Liebeck
mathematical concept, Pamela
abstraction that children need to forgo to truly understand a

(1984) devised the E.L.P.S theory:

E-Experience with physical objects,

L-Spoken language that describes the experience,
P-Pictures that represent the experience,
S-Written symbols that generalise the experience.

on pupils making connections

The connectionist approach, alternately, places its emphasis
the particular
from one context of mathematics and drawing upon that knowledge, applying these to

area of maths that they are Both theories share similarities. Most obviously, both
learning.
their previous experiences when attempting to understand new
encourage pupils to draw upon

concepts.

Experience
As presenting children with data-orientated (abstract) worksheets would not give pupils any

connection to the 'real world', instead children should measure objects around the classroom
the
(fellow pupils, length of feet, playground area). Through this, pupils physically experience
4
 Mount Tabor Training College, Pathanapuram, EDU04.7: Theoreticalbase ofmathematics education
various properties of measurement through play, touch, feel and comparison in a way that related to
the real world. This is a fundamental part of Libeck's message.

A connectionist teacher will use past experiences by drawing connections to those of his

pupils, thenceforth applying these to assist them in learning

new skills. An example of
connectionists using experiences in the classroom is when a teacher urges pupils to calculate the

the pupils' knowledge of subtraction,

change due in asgnonetary transaction: the teacher draws upon
and applies it accordingly.

Language
Liebeck (1984) states the next
pupil has drawn upon their relevant experience,
Once a

abstraction is the use of language. If a child has

important stage in the sequence of learning through
broadens
an opportunity to describe, through verbal language,
the experience that they have had, it
that they may
and an opening to discuss and consider any problems
presents
their understanding
have encountered.

on verbal interaction, believing,

as
Similarly, connectionist teachers also place emphasis
an

confidence and competence in explaining their

this allows pupils to leave primary school with
is seen as such a key element across the
views and challenging the theories of others. Language

board as it is the most effective tool when seeking to develop children's mathematical concepts.

Pictures
describe their methods, Liebeck (1984)
Once pupils have been encouraged to verbally

introduces the next stage of learning as incorporating

pictures or diagrams as these 'clarify the

essentials of a problem at its outset.

to a less-able pupil in year two placement class,

it
For example, while teaching doubling
was tested by devising an
was found that he struggle
with this concept, so the Liebeck's theory
in picture form.
activity that required him to count group objects
a of

the
Once he calculates the number of objects in
the group he can be asked to copy exactly,
thus
of the other side of the picture. Then, he could count up both groups, and
group objects on

understand that a group of, say four, when doubled, equals eight
5
 mathematics education
EDU04.7: Theoretical base of
Pathanapuram,
College,
Mount Tabor Training the use of symbols
understánd a concept is
need to apply to fully form, they
The Final attribute pupils simplified
written
in a
apply their knowledge
to solve and that i n
(Liebeck, 1984). For pupils correct in stating
symbols. Liebeck (1984) is
the appropriate
need to know and recognise must have
abstract from, they
to understand
mathematical concepts in time to
order for pupils
must judge
when it is the appropriate
relative symbols. Yet teachers
understanding of the
introduce symbols to a pupil.
can be
at a very early age
to children
Research suggests that teaching conventional symbols
the conventional
ineffectual. This suggests that if children
are not yet confident in using
mathematical
their own symbols to represent
a particular
mathematical symbols, then devising
notion often gives them a greater understanding of a concept.

Implications of E-L-P-S thepry

in
iconic, symbolic phases
Liebeck's (1984) ELPS approach is related to Bruner's enactive,
of the ideas to start
Experience-children need practical experience
stands for
some ways. The E Liebeck
differs from Bruner's;
with. L is for language,and this is where Liebeck's approach
fo
the language of mathematics,
highlighting the need
children to learm
emphasises the need for on to represent
recommends that children go
children to talk about the ideas. She then
adults and of
or diagrams
before moving on to formal recording
mathematical ideas through pictures (P)

mathematics through the use of symbols (S).

as a starting point
Bruner and Liebeck all emphasises practical activity
The work of Piaget,
the world around them.
children. Children are naturally curious and explore
for learning with young
build on this in order to support
Adults working with young children can
They love to play. that appropriate toys
and other
is to ensure
One way to do this
mathematical development.
the mathematical
for the adults to recognise
available for children to play with and
resources are
can then observe
children interacting with the
r e s o u r c e s . Adults
and
potential of these toys children using appropriate vocabulary
and provide additional
resources or play alongside
resources

to maximise this potential.

and asking appropriate questions
information and
expressing, and interpreting
of communicating,
Language is the should
means

learners but even those at the workplace

1deas. The modern era demands literacy. Not only

6
 Mount 1abor 1raining College, Pathanapuram, EDU04.7:
Theoretical base of mathematics education
be able to translate between
representations, within mathematics, between mathematics and other
areas as well; to communicate findings orally and in writing. Mathematics
gives people the power
and utility to express, understand and solve problems in diverse settings (NETM, 1985).

As mathematics has words and symbols which is an extension of existing

language and
since it has its own syntax and grammar, it is possible to say that math is a language. As it is quite
rightfally claimed that math is a language, then it may as well be asseried that math is learned just
as a language is. Children learm using telegraphic language implying that they start off with one or
two word utterances, and then they pass on to formulaic speech which is the usage of short
structures. The same process applies to learning mathematical concepts as well, like in learning

addition first and then multiplication. Otherwise, the latter will not signify much to the learner.

Subunit 1(c): Role of mental math

Mental maths is the process of doing mathematical calculations in your head, without the use of
a calculator, abacus or even pen and paper. This is used in many walks of life outside of the

classroom. For example:

Working out the cost of sale goods when shopping. For example, if there's a 20% off sale,
you'll know exactly how much you expect to pay.
Calculating a tip. If you dine out and receive a good service, chances are you'll leave a tip.
Metric conversions. You don't have to travel far to see measurement units change

Working out exchange rate. Ifyou enjoy a summer holiday abroad, you'll no doubt need to
there.
exchange currency to spend while you're

There are many other places mental maths is used, probably without even thinking about it, in

everydaylife,such as cooking recipes, comparing values of products/services when shopping,

working out a score/grade and even calculating interest due.

Why is mental maths important?

Many will argue that we now all have a calculator to hand in every life situation, thanks to
from good mental
ever-evolving smart phones. There are plenty of benefits for children, stemming
skills are
maths skills development. At a basic level, things like concentration levels and listening
7
 mathematics education
EDU04.7: Theoretical base of
Pathanapuram,
Training College,
Mount Tabor mental
arithmetic problem
as a result of practicing
is also improved efficient with use.
improved, and
self-confidence
stronger
and more

brains sharp, getting

actually keeps
our arithmetic
solving. Mental
maths
learning mental
continue practicing and
that children
That's why it's r e c o m m e n d e d
throughout their education.
the ability to
which improves
number sense,
Mental greatly improves a person's
maths also By
thinking and plotting to develop.
understand relationships between quantities,
allowing logical
other skill sets
children are able to improve
from a young age,
developing good mental maths skills
scenarios in everyday life.
and easily work out answers to mathematical

Role of mental maths

calculations. There is a specific part of the

Every child can train their brain for mathematical
it can become a
brain that performs mental maths but if it is not developed properly at an early age,
to do mental maths in
challenging task. For this reason, it is important to develop the ability
between 5 to 10 years. This
children while they are still young. The best age considered for this is
without using pencil or paper.
will develop their ability to perform basic arithmetic rules at speed
summarised as:
Some of the important roles of mental maths can be

Enhances children's ability to concentrate.

Stimulates children's interest in maths.
in maths.
Helps with the application skills
Helps to reduce mistakes in problem-solving
skills.
Strongly associated with better memory
Stimulates both sides of the brain.

Subunit 2: Teacher
works in a classroom.
A teacher is a person who helps people to learn. A teacher often
There are many different kinds of teachers. Some teachers teach
Others teach older children in middle, junior
young children in kindergarten or primary schools.
colleges
high and schools. Some teachers teach adults in more advanced schools (for example,
high
and universities). Some are called professors
8
 Mount Tabor Training College,
Pathanapuram, EDU04.7: Theoretical base of mathematics
education
Definition
A teacher is one that
teaches; especially: one whose occupation is to instruct. A
thing that teaches something; that is a person or
person whose job is to teach students about certain subjects
There are different ways of teaching. Most teachers use a
variety of methods to teach.
Teachers often explain new knowledge, write on a blackboard or whiteboard, sit behind
their desks on chaira, help students with their work, or mark students' work. They may use
a computer to write tests, assignments or report cards for the class. A teacher in a sentence can be

said as Experience is a good teacher'.

Subunit 2: Roles of a teacher

The role of a teacher is to help students apply concepts, such as math, English, and science
through classroom instruction and presentations. Their role is also to prepare lessons, grade papers,
manage the classroom, meet with parents, and work closely with school staff.

The role of a teacher changes depending upon the grade in which they teach. Elementary
school teachers play an important role in the development of students. Aside from the primary role
of lesson planning and classroom instruction, teachers are taking on other roles in education. They
are:

Knowledge manager
Facilitator
Mentor
Social engineer
Teacher as knowledge manager
Teaching becomes a profession of knowledge management. Teachers use technology to
design projects and communicate with students on site or off site. They create knowledge systems

of projects. They use the knowledge systems for collaboration with students and with other
teachers.

Knowledge managers are whose main capital is knowledge. Working with the knowledge

means providing; updating and making children understand all the relevant information and
knowledge. For a child to survivein this competitive world he should possess knowledge on
9
 Pathanapuram, EDU04.7: Theoretical
base of mathematics edn
Tabar Training College,

knowledge workers who

constantlsr .

be high level ir
teachers must
So
various aspects. that of their profession.
as well a s
knowledge
own
professional
>Teacher as facilitator

or make easy. A facilitator is someone who helps a group of

Facilitate means promote
and assists them to plan to achieve them without taking
nle understand their common objectives
in the discussion.
a particular position
centered learning like library work, project work, experimentation,
Teacher provides student
students to how to continue learning by interacting with printed
home assignment etc. and guides
etc. As facilitator teacher help students to overcome difficulties, clarify
matter, natural realities
a

doubts, develop confidence

and inspire to proceed in learning.
>Teacher as mentor

Parents are the first mentors for any child and then are teachers. A teacher has a great power
fact that children are like
to influence all development of a child. Teachers need to realize the
over

to the clay. As a mentor, teacher

clay and just teacher as a potter who gives a desired shape

hones his skills and prepares him for his challenging tomorrow

act guide and serve as role models

as a

information
offer counsel and provide

make him learn in an interesting anda

creative manne
social engineer
Teacher as
He is a social engineer and sculptor
of the society.
Teachers are the pillar and makers
to his ideals in his
his students according
and skills he moulds
because by his esteem knowledge according to the needs
individual
and demands ofthe
is able to mould single a
his effective
classroom. A teacher modifications in him through
and behavior
desirable changes
He can inculcate
society.
efforts

Subunit 3: Teaching
function is to impart
Its special
the process of education.
Teaching is an important part of associated with 3
R's i.e.
skill. Teaching is usually three focal
develops understanding and among
knowledge, which is established
relationship
Arithmetic. Teaching is a is a tripolar
Reading, Writing and matter. Thus teaching
the subject
education- the teacher,
the student and
points in
10
 Mount Tabor
Training College, Pathanapuram, EDU04.7:
Theoretical base of mathematics education
process. Teaching is a process of interaction.between teacher and student.
The teacher and the
taught are active, the former in teaching and the latter in
learning.
Aspects of teaching:

1. Who is to teach?

A teacher is to teach.
2. Whom to'teach?
A child is to be taught.
3. Why to teach?

Teaching is not for storing information but to enabling the child to deveop his
various faculties.
,

4. What to teach?

Those experiences and activities are to be provided which enable the learner acquire
desirable knowledge, skills and attitudes.

5. How to teach?

This implies that the teacher must be well versed in methodology of teaching as well
as technology.
6. When to teach?
Teaching situations should be such as they develop motivation in the students to
learn.
7. Where to teach?

Classrooms, library, laboratory, workshops, playgrounds etc. are the various places
to carry on teaching.
Subunit 3(a): Phases of teaching

Teaching is to be considered in terms of various steps and the different steps constituting
the process are called the phases of teaching. The teaching can be divided into three phases:

11
 Pathanapuram, ED
Mount Tabor Training College,

nstruction

Ev tlon eum
Eeorton S t a feedbmc
e t r e t l v e Phese o t - A e t i v es t m g )

Phases o f teaching

Pre-Active Phase of Teaching before class-

which a teacher performs
In Pre-teaching phase includes all those activities
is done for taking decision
1 teaching. It is the
planning phase of the instructional act. Planning
about thefollowing aspects:
Determining goals/objectives
Selection of the content to be taught
Organization of the content
Selection of the appropriate of methods of teaching
Decision about the preparation and usage of evaluation tools
Interactive Phase of Teaching
The second phase includes the execution of the plan, where learning experiences are

provided to students through suitable modes. It is the stage for actual teaching. All those activities
which are performed by a teacher after entering a class are combined together under interactive

phase of teaching. The teacher provides pupil verbal stimulation of various kinds, makes
explanations, ask questions, listen to the student's response and provide guidance. The major

operations in this phase are:

Perception
classroom
When a teacher enters the class; his first activity is concerned with a perception of
the class group. Students also
climate. He tries weigh himself, his abilities for teaching against
to

behaviour and personality characteristics ofthe

teacher.
tries to have perception of the abilities,

Diagnosis
to their abilities,
A teacher tries to access the achievement level of his students with regrds

teacher can ask questions to know

how far students know about the topic.
interest and aptitude. The

Reaction Process
The student
Here teacher observes the response of
the students to the teacher's questions.
various stimuli and teaching
has to lean the proper way of reacting and responding to the

12
 Mount TaborTraining College, Pathanapuram,EDUO4.7: Theoreticalbaseofmathematicseducation
techniques presented to it. The teachers performs the following activities in order to analyze the
nature of verbal and non-verbal inter-action of teaching activities

Selection and presentation of stimuli

.Feedback and reinforcement
Use of strategies
Post-Aetive Phase of Teaching
This can be done in number
The Post-active Phase concerns with the evaluation activities.
comments,
of ways including
tests or quizzes
or observing student's reaction of questions,
by
is
structures and unstructured situations. Without evaluation teaching is an incomplete process. It
related with both teaching and learning.
of teaching-
The following activities are suggested in the post-active
1. Defining the exact dimensions ofthe changes caused by teaching.
2. Selecting appropriate testing devices and techniques.
3. Changing the strategies in terms of evidences gathered.
Subunit 4: Maxims of teaching/learning

so a teacher requires two things;

content knowledge
Teaching is an art as well as a science,
For successful and effective teaching, teacher must
and knowledge about the process of teaching.
know and use the maxims of teaching.

The word maxim means a statement giving general truth or rule of conduct. A maxim is a
instruction. The
statement, which acts as a guiding principle to the teacher in the task of imparting
the active involvement and participation of the
maxims of teaching are very helpful in obtaining
of the learners and motivate
learners in the teaching learning process. They quicken the interest
them to learn. Some of them are as follows:

1. From known to unknown

This means that the new knowledge to be imparted

should be linked with the experience
to the
already gained by the pupils. Ifthe teacher links the new and unfamiliar knowledge
and meaningful.
knowledge already known to the pupils, learning becomes easy
2. From simple to complex

13
 Mount Tabor Training College, Pathanapuram, EDU04.7: Theoretical base of mathematics education
his means that what issimple and easy must precede the difficult and complex. That is,
the
subject matter should be divided into different
aspects and all these aspects should be arrange
according to the difficulty value of
the content.
3. From actual to
representative
when actual
objects are shown to children, they learn
Tor a
long time. easily and retain them in their minds
Representative objects in the form of pictures, models etc. should be used tor tne
grownups.
4. From
particular to general
This maxim is based
upon the effectiveness of the
inductive approach in drawing
generalizations. As per this maxim a number of
pupils should be enabled to arrive at particular examples should be given first and then
some
cases. generalizations by closely observing these particular

5. From
empirical to rational

Empirical knowledge is based on the knowledge gained

through observation and direct
experience. Rational knowledge is based on the logical analysis of the
experience.
6. From easy to difficult

We must graduate our lessons in order of ease of understanding them. Students'

standard
must be kept in view. This will help in sustaining the interest of the students.
7. From concrete to abstract

A child's imagination is greatly aided by a concrete material. Things first and words after
is the common saying. Children in the beginning cannot think in abstractions.

8.From definite to indefinite

In the teaching process, the teacher should move from definite to indefinite because we have

basis of
the knowledge of definite things and the known facts are more reliable. For example, on the
tables, we teach mathematics. With the help of tables we can teach how to solve the sums of

multiplication, square-root and division.

14
 Mount 1abor Training College, Pathanapuram,
EDU04.7: Theoretical base of mathematics eau
9. From indefinite to definite

1aeas or children in theinitial stages are indefinite, incoherent and very vague. 1nese a are

to be made
definite, clear, precise and syvstematic, Effective teaching necessitates tnat
and
cv
idea presented should
stand out clearly in the child's mind as a picture.

10. From psychological to logical

matter. Psychological
Logical approach is concened with the arangement of the subject
approach looks at the child's interests, needs, mental makeup and reaction5.

11. From whole to part

1s
whole. The whole approach
is more to the child than the parts of the
Whole meaningful
its parts can be seen by
to be learnt 'makes sense' and
because the material
Detter than part learning
the learner as inter related.

12. From analysis to synthesis

of
into convenient parts andsynthesis m e a n s grouping
Analysis m e a n s breaking problem
a
made simple and easy by
whole. A complex problem can be
these separated parts into one complete

dividing it into units.

13. From near to far

he should be first acquainted

in the surroundings in which he resides. So
A child learns well
are far from his
environment. Gradually he may
be taught about things which
with his immediate
immediate environment.

indirect o r from seen to unseen

14. From direct to
direct
direct objects or events. The
and permanently from the
The pupils learn very rapidly
the knowledge
is very simple. A successful teacher should present
knowledge acquisition process
later on.
at the first instance and then indirectly
related to the subject matter directly

15. From induction to deduction

the inductive approach, we
maxim includes almost all the maxims stated above. In
This
establish rules through the active participation ofthe
general
start from particular examples and
15
 Mount Tabor Training College, Pathanapuram, EDU04.7: Theoretical base of mathematics education
learners. In the deductive approach, we assume a definition, a general rule or formula and apply it

to particular examples. Both inductive and deductive approaches have their own importance.

However in general, inductive approach is considered a better one.

16. Follow nature

According to the famous philosopher Rousseau, we should follow nature. That is, the
teaching work should be done in a natural way. In this method, education should be
according
the physical and mental level of the
pupils. The application of this maxim of teaching proves
appropriate for teaching all types of subject matters and for all age groups.
Benefits of the maxims of teaching

Some of the important benefits of the maxims of teaching are:

Provides joyful teaching and learning environment
Purposeful teaching
Develops creativity among students
Develops scientific attitude

Learns by doing

Subunit 5: Classroom

A classroom is a learning space, a room in which both children and adults learn about

things. Classrooms are found in educational institutions of all kinds, from preschools to universities,
and may also be found in other places where education or training is provided, such as corporations
classroom to provide a space where
and religious and humanitarian organizations. The attempts
outside distractions.
learning can take place uninterrupted by

Types of classrooms

hundreds of
of five or six to big classrooms with
Classrooms can range from small groups
lecture hall. A few examples of classrooms
students. A large class room is also called a and
used for IT lessons in schools, gymnasiums for sports,
are computer labs which are

and physics. There are also small group classrooms

science laboratories for biology, chemistry
about 7 less.
where students learn in groups of
or
 Mount Tabor raining
College, Pathanapuram,
nanapuram, EDU04.7: Theoretical
Theoretical base
Subunit 5[c(i)]: base of
of
mathematics education
m2
Changing
Classroom environment isconcept of classroom environment
a second
time is teacher for any student. A l
spent sitting in a school large amount of the child's
skills deemed classroom. This place is where
necessary and proper for them they will learn the various
Classroom being such to achievessuccess in the global society. With the
an
important
manipulate the environment to place, is important to understand the ways in whichto
it
to
Teceive maximum
Classroom environment
effectiveness in instruction
is the classroom
pnysical aspects of the
climate-the social climate, the emotional and the
classroom. It is the idea that teachers influence student
Denaviour. The student's growth and
behaviour affects peer interaction-the responsibility of influencing these
DEnaviours is placed with
the instructor. The way the instructor organizes the classroom should lead
O a
positive environment rather than a destructive
and/or an environment that is not conducive to
learning.
h e classroom environment is home away from home for both the teacher and student. This

warm, safe, and caring environment allows students to influence the nature of the activities they
undertake, engage seriously in their study, regulate their behaviour, and know of the explicit criteria
and high expeotations of what they are to achieve. Everything from the colour of the walls to the

arrangement of the desks sends impressions to students and can affect the way a student learns. The
main factors of classroom environment are

Emotional environment
Physical environment

Classroom climate
Psychological environment
Creating a positive learning environment is essential for success inthe classroom. Teachers
should create a welcoming atmosphere where student feel safe and willing to share. Classrooms
should represent the students equally and everyone should know each other's name. Teachers who
use humor in the classroom also create more positive environments.

Structuring the physical environment of a classroom means strategically placing desks,

students, decorations, and playing music. Desks arranged in a circle give the impression of sharing
while coupled desks work well as workstations. The colour of the walls and the decorations on the
walls also send impressions. Light colours open up spaces and warm colours are welcoming.Italso
includes class composition, class size and classroom management
17