AKSHITA MEHTA | University of Delhi (original) (raw)
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Papers by AKSHITA MEHTA
This paper aims at suggesting modelling tasks in teaching and learning of mathematics. It begins ... more This paper aims at suggesting modelling tasks in teaching and learning of mathematics. It begins by providing the relevant literature of mathematical modelling and lays down how it is different from problem solving and word problems. It explores the importance and place of mathematical modelling in the curriculum and lays down related frameworks. It focuses on selected questions from the NCERT textbook of class 11 which have been modelled. Further, it analyses and mentions how these modelling tasks can be carried out by a facilitator in a classroom.
This report share our experiences and learning on our visit to an innovative/alternative school i... more This report share our experiences and learning on our visit to an innovative/alternative school in Rajasthan. As the report proceeds, it gives a picture of what alternative education is, the school's vision & philosophy, infrastructure, pedagogy and assessment, school & classroom culture, school- community interface and issues of classroom management.
Education in the true sense is the understanding of oneself but present day education neglects th... more Education in the true sense is the understanding of oneself but present day education neglects this and overemphasizes technique. This paper highlights what could be the implications of such cultivation of skills without a true understanding of life and how is this leading to growing inequalities in educational opportunities.
The aim of this paper is to address the fact that disability is a socially constructed phenomenon... more The aim of this paper is to address the fact that disability is a
socially constructed phenomenon and it results from the
interaction of various social and biological factors. Also, this
paper addresses how schools and teachers can better
support inclusion of all children. All that is required is an
inclusive lifestyle rather than theories on inclusion for which,
presently we are struggling. Every human has deficits and
challenges and, also strengths and gifts. When we, as a
society, start looking at each other from the eyes of strengths
each of one of us has, rather than the deficits then only we
can achieve our objective of "perfectly inclusive society."
Thesis Chapters by AKSHITA MEHTA
This study explores the metacognitive skills and mathematical reasoning in mathematics during pro... more This study explores the metacognitive skills and mathematical reasoning in mathematics during problem solving tasks. The study uses the analytical framework of Schoenfled (1985) to study the problem solving and reasoning behaviour at the executive or control level. The study is conducted in three phases to explore the objectives in students studying in grade 5 of a Delhi-based school.
In Phase 1, the researcher administers a 12 item Test 1 (N = 40) which caters to four of the basic mathematical domains - measurement, numerical operations, patterns and data representation. The purpose of this phase is to select a sample (N = 12) of high achieving students and to group them into three groups such that the members of each group has an equal mean score of Test 1.
In Phase 2 the researcher designs and administered a 12 days interventions (on the basis of IMPROVE by Mevarech & Kramarski) in which the researcher develops Metacognitive skills while problem solving and reasoning (of 4 skills). At the end of each skill, the skill is tested and it is recorded through field observations to analyse the mathematical reasoning behaviour of the group.
In Phase 3, the researcher conducts a Test 2 (N = 12) similar to Test1 in terms of content, instructions and items. The purpose of the phase is to see the effectiveness of intervention and various other factors.
The intervention helped in exploring the different kinds of metacognitive skills in cooperative settings during problem solving and mathematical reasoning. The results suggest that a continuous interplay of metacognitive and problem solving behaviour appears to be necessary for successful development of mathematical reasoning and maximum student involvement.
This paper aims at suggesting modelling tasks in teaching and learning of mathematics. It begins ... more This paper aims at suggesting modelling tasks in teaching and learning of mathematics. It begins by providing the relevant literature of mathematical modelling and lays down how it is different from problem solving and word problems. It explores the importance and place of mathematical modelling in the curriculum and lays down related frameworks. It focuses on selected questions from the NCERT textbook of class 11 which have been modelled. Further, it analyses and mentions how these modelling tasks can be carried out by a facilitator in a classroom.
This report share our experiences and learning on our visit to an innovative/alternative school i... more This report share our experiences and learning on our visit to an innovative/alternative school in Rajasthan. As the report proceeds, it gives a picture of what alternative education is, the school's vision & philosophy, infrastructure, pedagogy and assessment, school & classroom culture, school- community interface and issues of classroom management.
Education in the true sense is the understanding of oneself but present day education neglects th... more Education in the true sense is the understanding of oneself but present day education neglects this and overemphasizes technique. This paper highlights what could be the implications of such cultivation of skills without a true understanding of life and how is this leading to growing inequalities in educational opportunities.
The aim of this paper is to address the fact that disability is a socially constructed phenomenon... more The aim of this paper is to address the fact that disability is a
socially constructed phenomenon and it results from the
interaction of various social and biological factors. Also, this
paper addresses how schools and teachers can better
support inclusion of all children. All that is required is an
inclusive lifestyle rather than theories on inclusion for which,
presently we are struggling. Every human has deficits and
challenges and, also strengths and gifts. When we, as a
society, start looking at each other from the eyes of strengths
each of one of us has, rather than the deficits then only we
can achieve our objective of "perfectly inclusive society."
This study explores the metacognitive skills and mathematical reasoning in mathematics during pro... more This study explores the metacognitive skills and mathematical reasoning in mathematics during problem solving tasks. The study uses the analytical framework of Schoenfled (1985) to study the problem solving and reasoning behaviour at the executive or control level. The study is conducted in three phases to explore the objectives in students studying in grade 5 of a Delhi-based school.
In Phase 1, the researcher administers a 12 item Test 1 (N = 40) which caters to four of the basic mathematical domains - measurement, numerical operations, patterns and data representation. The purpose of this phase is to select a sample (N = 12) of high achieving students and to group them into three groups such that the members of each group has an equal mean score of Test 1.
In Phase 2 the researcher designs and administered a 12 days interventions (on the basis of IMPROVE by Mevarech & Kramarski) in which the researcher develops Metacognitive skills while problem solving and reasoning (of 4 skills). At the end of each skill, the skill is tested and it is recorded through field observations to analyse the mathematical reasoning behaviour of the group.
In Phase 3, the researcher conducts a Test 2 (N = 12) similar to Test1 in terms of content, instructions and items. The purpose of the phase is to see the effectiveness of intervention and various other factors.
The intervention helped in exploring the different kinds of metacognitive skills in cooperative settings during problem solving and mathematical reasoning. The results suggest that a continuous interplay of metacognitive and problem solving behaviour appears to be necessary for successful development of mathematical reasoning and maximum student involvement.