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ASSIGNMENT
TOPIC: MATHEMATICS LABORATORY




NAME : CHINCHU.P.S
OPTION : MATHEMATICS
CANDIDATE CODE: 180/13376003
NEW B.Ed COLLEGE
NELLIMOOD

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INTRODUCTION

The mathematics laboratory provides an opportunity for individualized instruction,
introduction to the use of calculators and computers etc. It is a setting in which
students can develop their independent study programmes. The literal meaning of
the word laboratory is a room where a group of pupils learns the subject matter
actually performing experiments. The laboratory approach embodies the concepts
of active learning, Pupils involvement and participation and relevance. It is a
demonstration of the concept of an activity oriented mathematics programme. Now
a days laboratory approach to mathematics instruction is being used effectively in
many schools.








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Need and Significance of Mathematics Laboratory
Recently laboratory work in mathematics is receiving increasing attention. The
underlying idea of a mathematical laboratory is that pupils will develop new
concepts and understandings meaningfully through experimental activities dealing
with concrete situations. It is particularly difficult to understand mathematical are
as they are abstract in nature.
They can be learned better through observation of the concrete situations and
experiments and manipulation of concrete objects. Most students find such work
highly interesting and through such activities they can develop many mathematical
concepts and insights with an interest and clarity often not attained through a
strictly intellectual approach. Moreover, these concepts become more meaningful,
functional and endurable when they are seen in relation to actual application. The
creative and constructive urges of the students can be satisfied through the
involvement in the laboratory work.
The activities involved in laboratory work in mathematics fall broadly into two
classes namely demonstrations and experimental activities. In demonstration
some physical instrument or device is used to illustrate and clarify the explanation
of a mathematical concept or method. Experimental activities include the kind of
activities which are carried on individually or by small groups working together
and are primarily aimed at helping experimenters themselves to understand
concept/ideas clearly.


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Importance of Mathematical Laboratory
Mathematical laboratory in a school is very important and useful. The importance
of mathematics laboratory can be enumerated as follows:
i. Habit of critical thinking and logical reasoning can be developed.
ii. Complex theoretical concepts can be made clear by performing suitable
experiments.
iii. Learning of subject matter can be given a practical shape.
iv. Practical mindedness can be developed among the students.
v. Interest in learning mathematics can be developed.
vi. Scientific attitude or temperament can be developed among the students.
vii. Bookish knowledge of the students can be correlated practically with their
daily life.
viii. Learners can be enabled to construct mathematical knowledge on their own.
Functions of Mathematics Laboratory
The primary functions of a mathematics laboratory are to:
i. Make mathematics teaching and learning, interesting and purposeful for the
students.
ii. Provide activities that arouse the curiosity of the students and maintain their
interest in learning.
iii. Enable students to develop proper skills in handling equipments and gadgets.
iv. Make students appreciate the practical applicability of mathematical
principles and laws.
v. Concretise the abstract mathematical concepts.
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vi. Help the students develop powers of observation, analysis and drawing
inferences.
vii. Help the child develop the ability for keen observation.
viii. Develop in pupils a positive attitude towards problem solving.
Material and Equipments for a Mathematics Laboratory
For the effective functioning of a mathematics laboratory, it should be well
equipped. A mathematics laboratory may contain the following type of materials
and equipments.
Materials
i. Concrete Materials:
The mathematics laboratory should contain materials such as Beads,
Pebbles, Sticks, Ball Frames, Seeds, Balance, Weights, Measuring Tapes, Scissors,
Pins, Abacus, Cardboard, Board Pins etc. which are very helpful for demonstrating
elementary mathematical concepts.
ii. Tracing Materials:
Tracing Papers, Chart Papers, Carbon Papers, Coloured Pencils, Inks, Brushes,
Drawing Papers etc.
iii. Pictures and charts:
Pictures and charts depicting mathematical concepts should find a place in a
mathematics laboratory. Pictures of mathematicians charts showing the
contributions of mathematicians history of mathematics, biographies of
mathematicians are also very helpful in inspiring students and can be placed in the
mathematics laboratory.
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iv. Models:
Various mathematics models which will offer opportunities for students to explore
and investigate should be placed in the mathematics laboratory.
Instruments and Equipments
i. Drawing Instruments:
In mathematics laboratory, the students are require to draw and sketch geometrical
figures, graphs and so on. Therefore in every laboratory there should be a set of
drawing instruments like Pencil, Chalk, Compass, Rulers, Protractor, Divider, Set
Square etc for the teachers to demonstrate the drawing on the blackboard and
instrument boxes for the students use. Stencils for drawing geometrical figures also
important tools in a mathematics laboratory.
ii. Weighing and Measuring Instruments:
Mathematical laboratory work quite often involves the important activities of
weighing and measuring. Therefore instruments for measuring and weighing such
as measuring tapes, balances of different types, measuring jar and graduated
cylinder should be there in a mathematics laboratory.
iii. Surveying Instruments:
Surveying in an important aspect of mathematical laboratory work. Laying out
right angles, finding the angular distance estimating the height of a building,
estimating the distance of an object, finding the angle of elevation and depression
are all useful activities which make use of surveying instruments. The surveying
instruments should have a place in the mathematics laboratory.
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iv. Projected Aids:
Projected aids like Film Projector, Over Head Projector, Epidiascope, Television,
Liquid Crystal Display (LCD) Projector etc should be arranged in the laboratory.
v. Proportional Dividers:
This instrument works on the principle of proportionality of similar triangles. It can
be used for enlarging or reducing figures, pictures, maps, graphs etc.
vi. Computing Devices:
Slide Rules:-
The students need to do computation with speed and accuracy. In order to achieve
this a mathematics laboratory should have calculating devices like Slide Rules and
Calculators. A Slide Rule consists of two or more logarithmic scales sliding on
each other. It provides rapid means of arithmetic operations and is quite handy in
those schools which cannot afford to buy calculators.
Calculators:-
Calculators are very helpful in doing complex computations with greater speed and
accuracy. An advantage of calculators over computer is that they are smaller in
size and lend themselves to systematic use over a long period. If this is to be
effective, the learners must be given the opportunity to perform more enjoyable
and productive mathematical tasks. These days calculators have become very
common among school children and they use them quite frequently for
computation. But the systematic use of calculators should be explicitly planned for
by the teacher. Inappropriate use of calculators for example where mental
calculation would be possible and more desirable can quickly lead to more
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endemic situations where their only activity will be button pressing for thinking. In
this sense the uncritical use of calculators can be counter productive.
The use of calculators should be restricted until the children understand the basic
ideas behind the operations particularly the concept of place value in simple
calculations. Moreover the children may be allowed to use calculators only after
they attain sufficient competence in basic skills of addition, subtraction,
multiplication and division. The children must be able to do these operations
mentally. The use of calculators at a very early age will make the mathematical
tasks a mechanical process. As the students move to higher classes, they may be
trained to make use of the various function keys to find the required answer. For
whatever part of the mathematics curriculum calculators are used, the teachers
should always shift the focus from actually calculating to think about the ideas
behind the calculation. The ideas of conceptual fluency and mathematical
exploration should form the basis for the use of calculators. The teachers should
plan the use of calculators in such a way that its use should result in better clarity
of concepts and should provide enough opportunities for mathematical exploration.
At a basic level some of the exercises are simply to allow pupils to become
familiar with their particular calculators but even these can be developed into
mathematical exploration and ideas about proof.
Computer:-
In this technological age one cannot under estimate the role of computers in
mathematical work. A computer is an effective device for storing information;
analysing and interpreting data. Therefore it is desirable to have a computer in the
mathematics laboratory.

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CONCLUSUION
The list of materials given above is not exhaustive. A teacher of mathematics can
use his discretion in selecting instruments to equip the mathematics laboratory. The
type of instruments and materials for a mathematics laboratory to a great extent,
depends upon the needs of students and the nature of mathematical activities
carried out there.
REFERENCE
1) James A (2005) Teaching of Mathematics, New Delhi: Neelkamal
Publications Pvt Ltd.
2) Mangal S K Teaching of Mathematics, Ludhiana: Prakash brothers
educational Publishers.
3) Soman K and Sivarajan K; mathematics Education Methodology of
Teaching and Pedagogic Analysis Calicut University, Central Co-operative
stores.