Exploring Mathematics and Civil Society: A Student-Centered Approach

1. On Endeavoring to Find a Relationless Relationship Between Mathematics and Civil Society Within the Framework of Universal Design for Learning: A student-Centered Approach Humbly Presented By: Dr. C. Rama Chandra Prabhu., Ph.D.,Department of Applied Sciences,Higher College of Technology,Ministry of Manpower, P.O. Box-74, P.C-133,Al-Khuwair, Muscat, OmanE-Mail: prabhu_ramachandra123@rediffmail.com

2. INTRODUCTION • The World of teaching and learning the art and science of numbers, quantities and measurements is shimmering in the dawn of a new paradigm called Universal Design for Learning (UDL), which if used properly can diminish the differences between individual learners.

3. INTRODUCTION cont • From a rugged stage of collective actionaround shared interests, purposes and values, the term“Civil Society”,hasgrown and matured into a grandeur beyond comparison and became the backbone of many democratic setups by facilitating an understanding of interconnectedness of society and interests within it.

4. INTRODUCTION cont • In this short presentation I want to linger around the following • The concept of student centered approach • Universal Design for Learning (UDL) • Teaching Mathematics by using UDL in a student centered environment • The role that can be played by a civil society in teaching mathematics. • Exploring the possibility of finding a relationless relationship between Mathematics and Civil Society • Finally I want to conclude with a strategy for using Civil Societies in creating an awareness of mathematics in the daily life of a common man and also to combat the problem of declining numbers of students pursuing mathematics as a specialization especially in educationally developing countries

5. Student Centered Approach • The conventional roles played by a teacher and a student are redefined In a student-centered approach to teaching. • The teacher becomes a facilitator of learning instead of a dispenser of knowledge, and the students take more responsibility for their own learning.

6. Student Centered Approach cont • Student-centered teaching is based on the constructivist model in which students construct rather than receive or assimilate knowledge • Constructivist learning models require active input from students and requires their intellectual effort which finally aids retention. The role of the teacher in student-centered learning is to facilitate the student’s learning by providing a framework (i.e. activities for students to complete) that facilitates their learning.

7. Universal Design for Learning (UDL) • Universal Design for Learning (UDL) is a theory of learning and teaching based on neuroanatomy and functional neuroimaging research techniques coupled with new media technologies and addresses individual learning differences. • The concept of UDL was originated in the field of architecture and slowly became an essential part of teaching strategies.

8. UDL, cont • According to the recent advances in Neurological sciences, there exists three different but interconnected learning systems in the brain: one recognizes patterns, another generates patterns and the third determines priorities. • Individuals learn differently depending on which learning system is the most active and how these systems interact.

9. Teaching Mathematics by using UDL in a student centered environment • Even though Mathematics is an abstract science, a teacher can aid the learner according to UDL by providing • Many different means of representation to give the learners a wide variety of choices for acquiring information and knowledge. • Multiple means of expression to provide learners alternatives for demonstrating what they know, and • Multifacetedmeans of engagement of learners to stimulate and tap their interests by challenging them appropriately and motivating them ultimately towards self learning and realization.

10. Teaching Mathematics by using UDL in a student centered environment, Cont • Teaching Mathematics becomes more challenging in a student centered approach because • Higher levels of cognition to occur, students must build their own knowledge through activities such as analyzing real physical problems or constructing models that engage them in active learning. • Effective learning happens when students take stock of what they already know and then move beyond it.

11. The role that can be played by a civil society in teaching mathematics • From the historical perspective, Civil society movement can be viewed as two sides of a coin: • One side is the emergence of it as a major social force resisting any change which brings a threat to the democratic setups by massive demonstrations in countries around the world. • The second side of it is a far more useful collective activity of like minded people helping and empowering individuals and institutions to reach pinnacles of glory in all walks of life including science, technology & service sectors, by providing second line of support other than government in providing financial and infrastructural facilities by collective philanthropic contribution of money and man-power.

12. The role that can be played by a civil society in teaching mathematics, cont • If proper initiatives are taken in either forming new civil societies having mathematics as the main focus at a national level or extending the activities of an already existing international mathematical societies in an educationally developing country, the teaching process of mathematics will be improved in the following ways. • Successful and proven methods of mathematics teaching and learning can be implemented quickly without much expenditure and involvement of government • Easy and quick sharing of teaching materials, strategies, student evaluation procedures and even training of mathematics teachers can be achieved

13. The role that can be played by a civil society in teaching mathematics, cont • The involvement of people in general and mathematics teachers with their students in particular can be increased in out of working hours especially on weekends and other public holidays by organizing popular talks, seminars, workshops and exhibitions, which ultimately enhance public awareness on utility of mathematics in daily life. • Last but not the least, an universal structure and mutual support can be enhanced among the enthusiastic people involved in this abstract science of mathematics by developing a real sense of its absolute utility in day to day life. This activity finally creates a security and social support to the students of mathematics.

14. Exploring the possibility of finding a relationless relationship between Mathematics and Civil Society • Any Society will be happy, If the collective problems faced by it are solved in a less time and in an effective manner. • Mathematics offer a unique power and flexibility to not only solve the problems faced by a society in no time, but also mathematical modeling became a very powerful tool in prediction of problems and pro-active planning for their prevention. • If we see the bottom line of any civil society which is either formed for a noble cause of protecting the freedom and interests of men and women or for mastering and promoting mathematics to unite the mankind for peace and prosperity, the invisible cause is to protect the ultimate welfare of the society. Hence, there exists a relationless relationship between civil society and mathematics. • Let us all collectively endeavor to bring mathematics and civil society to a common platform at a national level and wedlock them for the prosperity of the mankind.

15. Conclusion • Civil Societies must be strategically used in creating an awareness of mathematics in the daily life of a common man. • A major research initiative must be undertaken through civil societies involving both social scientists and mathematicians to explore the root causes of declining numbers of students pursuing mathematics as a major especially in all the educationally developing countries by critically considering the local factors and constraints. • Finally, a joint initiative must be undertaken by the national civil societies, local governments and international civil societies to properly guide the students and change the mind set of the parents in paving way to generate multifaceted mathematicians for our future borderless world.

16. REFERENCES • What is Universal Design for Learning? http://www.cast.org/research/udl/ • SEVEN PRINCIPLES FOR GOOD PRACTICE IN UNDERGRADUATE EDUCATION by Arthur W. Chickering and Zelda F. Gamson http://honolulu.hawaii.edu/intranet/committees/FacDevCom/index.htm • GLOBAL CIVIL SOCIETY: THE PATH AHEAD-A Discussion Paper by David C.Korten, Nicanor Perlas, and Vandana Shiva http://www.pcdf.org/civilsociety/default.htm • Student-Centered Approach, http://pixel.fhda.edu/id/Survey/survey_notes.html • Invasion of IT on Technical Education by C.Rama Chandra Prabhu University News, Vol. 39(2), Pgs. 5, 2001 (INDIA) • Impact of IT in widening Rich-Poor Divide by C.Rama Chandra Prabhu, University News, Vol. 41(15), April 14-20, 2003 • Basic Sciences and Engineering Education in India: The inseparable Duo, by C.Rama Chandra Prabhu, University News, Vol. 43(30), July 25-31, 2005 THANK YOU