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B-ED in Pedagogy Of Mathematics at S.A.V.A. Ghosh College of Education
Dharmapuri, Tamil Nadu
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About the Specialization
What is Pedagogy of Mathematics at S.A.V.A. Ghosh College of Education Dharmapuri?
This Pedagogy of Mathematics program at S.A.V.A. Ghosh College of Education, affiliated with TNTEU, focuses on equipping future educators with advanced methodologies for teaching mathematics effectively. It covers theoretical foundations and practical applications crucial for fostering mathematical thinking and problem-solving skills in students. The program is designed to meet the growing demand for highly skilled mathematics teachers in Indian schools, from primary to secondary levels, contributing to a stronger mathematical foundation for the nation''''s youth.
Who Should Apply?
This program is ideal for Bachelor of Science (B.Sc.) graduates with a strong background in Mathematics, aspiring to become school teachers. It also suits individuals seeking to transition into the teaching profession or those currently working as unqualified teachers who wish to obtain a formal B.Ed qualification and enhance their pedagogical skills in mathematics. A keen interest in educational psychology, curriculum development, and innovative teaching methods for mathematics is highly beneficial.
Why Choose This Course?
Graduates of this program can expect to secure positions as PGT (Post Graduate Teacher) or TGT (Trained Graduate Teacher) Mathematics in government, private, and international schools across India. Entry-level salaries typically range from INR 2.5 LPA to 4.5 LPA, with experienced teachers earning upwards of INR 8 LPA. Graduates also have pathways to pursue M.Ed for academic leadership roles, or specialize further in educational technology for mathematics, aligning with national educational reforms.
Student Success Practices
Foundation Stage
Master Core Pedagogical Theories- (Semester 1-2)
Dedicate time to deeply understand theories of child development, learning, and teaching covered in core papers. Form study groups to discuss and critically analyze these theories, relating them to practical classroom scenarios. Utilize online educational platforms like NPTEL or Swayam for supplementary lectures on educational psychology and philosophy.
Tools & Resources
NPTEL courses on Education, Swayam courses, NCERT textbooks on educational psychology
Career Connection
A strong theoretical foundation is crucial for developing effective teaching strategies and for answering competency-based questions in teacher recruitment exams (CTET, TET, etc.).
Develop Innovative Mathematics Teaching Aids- (Semester 1-2)
Actively participate in practical sessions for ''''Pedagogy of Mathematics'''' and create low-cost, effective teaching-learning materials (TLMs) for various mathematical concepts. Experiment with digital tools for creating interactive visuals and simulations. Document the design process and potential classroom applications of each aid.
Tools & Resources
GeoGebra, Khan Academy resources, DIY craft materials, YouTube tutorials for TLM creation
Career Connection
Demonstrating creativity in TLM development enhances practical skills and makes a candidate stand out in teaching demonstrations during interviews, especially in modern schools.
Engage in Reflective Teaching Practices- (Semester 1-2)
Maintain a reflective journal to document observations from school visits, micro-teaching sessions, and task assignments. Analyze what went well, what could be improved, and how different pedagogical approaches impacted learning outcomes. Seek regular feedback from peers and mentors on teaching performance.
Tools & Resources
Personal journal/blog, Peer feedback sessions, Mentor consultations
Career Connection
Reflective practice cultivates self-awareness and continuous improvement, which are vital qualities for a lifelong learner and effective educator, contributing to career growth.
Intermediate Stage
Undertake Mini-Action Research Projects- (Semester 3)
Identify a specific teaching-learning challenge in mathematics (e.g., difficulty in understanding fractions, lack of engagement in geometry) during school observations or micro-teaching. Design and implement a small-scale action research project to address this challenge, analyzing data and reflecting on outcomes. Present findings in college seminars.
Tools & Resources
Basic research methodology guides, SurveyMonkey for data collection, Statistical software (Excel)
Career Connection
This develops problem-solving skills and demonstrates a proactive approach to improving educational practices, highly valued for academic roles and professional development.
Leverage ICT for Mathematics Instruction- (Semester 3)
Explore and master various educational technology tools for teaching mathematics, beyond basic presentations. This includes interactive whiteboards, educational apps, online collaborative platforms, and virtual labs. Develop lesson plans that seamlessly integrate these tools to enhance student engagement and understanding.
Tools & Resources
Smartboard software, Desmos, Wolfram Alpha, Google Classroom, Online coding platforms for basic programming concepts in math
Career Connection
Proficiency in educational technology is a critical skill for 21st-century teachers, making graduates highly desirable in schools adopting blended learning and digital classrooms.
Actively Participate in School Internship- (Semester 3-4 (pre-internship preparation in Sem 3, main internship in Sem 4))
Treat the teaching practice and internship as a real job. Observe experienced teachers, assist with classroom duties, teach multiple topics, and engage with students and parents. Seek opportunities to handle co-curricular activities related to mathematics (e.g., math clubs, olympiads) to gain holistic school experience.
Tools & Resources
School teachers and administrators, Lesson plan templates, School curriculum documents
Career Connection
A strong internship performance often leads to recommendations and can directly facilitate placement, as schools often hire interns who have proven their capabilities.
Advanced Stage
Develop Comprehensive Teaching Portfolios- (Semester 4)
Compile a professional teaching portfolio showcasing lesson plans, innovative TLMs, student work samples, self-reflection journals, action research reports, and certifications. This portfolio should be digital and ready for presentation during job interviews.
Tools & Resources
Google Sites/WordPress for digital portfolio, Canva for design, Curated teaching artifacts
Career Connection
A well-structured portfolio provides tangible evidence of skills and experiences, significantly boosting employability and demonstrating readiness for a teaching role.
Prepare Rigorously for Teacher Eligibility Tests (TET/CTET)- (Semester 4)
Begin systematic preparation for state-level TET and national CTET exams well in advance. Focus on Child Development and Pedagogy, Language, and Mathematics content specific to these exams. Utilize online mock tests and previous year question papers for practice.
Tools & Resources
Official CTET/TET syllabi, Online coaching platforms, Previous year question papers (PYQs), Study guides
Career Connection
Qualifying these exams is mandatory for teaching positions in government and many private schools, opening up a wider range of career opportunities across India.
Network and Seek Mentorship- (Semester 4 and beyond)
Connect with alumni, experienced educators, and school leaders through college events, professional conferences, or online platforms like LinkedIn. Seek their advice on career paths, interview preparation, and professional challenges. A mentor can provide invaluable guidance and open doors to opportunities.
Tools & Resources
LinkedIn, Teacher conferences/workshops, Alumni network of S.A.V.A. Ghosh College
Career Connection
Networking expands professional horizons, leading to early career insights, job referrals, and sustained professional growth within the educational community.
Program Structure and Curriculum
Eligibility:
- Bachelor''''s Degree (B.A. / B.Sc.) from a recognized university, with a minimum of 50% marks (45% for reserved categories) in the relevant subject.
Duration: 2 years (4 semesters)
Credits: 100 Credits
Assessment: Internal: 20%, External: 80%
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EPCC 101 | Childhood and Growing Up | Core | 4 | Growth and Development, Adolescence and its Challenges, Socialization in Diverse Contexts, Theories of Child Development, Role of Home, School, Community |
| EPCC 102 | Contemporary India and Education | Core | 4 | Constitutional Provisions for Education, Challenges in Indian Education System, Education Policies and Commissions, Equality and Equity in Education, Human Rights and Education |
| EPCC 103 | Learning and Teaching | Core | 4 | Understanding Learning, Theories of Learning, Teaching as a Profession, Stages and Approaches to Teaching, Motivation and Classroom Management |
| EPCPMA1 | Pedagogy of a School Subject – Mathematics – Part I | Pedagogy Specific | 4 | Nature, Scope and History of Mathematics, Aims and Objectives of Teaching Mathematics, Mathematics Curriculum, Teaching Approaches, Methods and Strategies in Mathematics, Instructional Media for Teaching Mathematics, Planning for Instruction |
| EPC 101 | Reading and Reflecting on Texts | Enhancing Professional Capacities (EPC) | 2 | Reading Comprehension Strategies, Critical Analysis of Texts, Reflective Journaling, Academic Writing Skills, Developing Reading Habits |
| P1-1.1 | Tasks and Assignments (EPCC 101) | Practical | 2 | Childhood Observations, Case Study Analysis |
| P1-1.2 | Tasks and Assignments (EPCC 102) | Practical | 2 | Analysis of Educational Policies, Community Surveys |
| P1-1.3 | Tasks and Assignments (EPCC 103) | Practical | 2 | Lesson Plan Development, Classroom Observation |
| P1-1.4 | Tasks and Assignments (Pedagogy of Mathematics – Part I) | Practical | 2 | Developing Math Teaching Aids, Micro-teaching Practice |
| P1-1.5 | Tasks and Assignments (EPC 101) | Practical | 1 | Textual Analysis, Reflective Writing |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EPCC 201 | Knowledge and Curriculum – Part I | Core | 4 | Philosophical Bases of Education, Concept and Nature of Knowledge, Curriculum: Meaning and Principles, Different Approaches to Curriculum Design, National Curriculum Framework |
| EPCC 202 | Assessment for Learning | Core | 4 | Concepts of Assessment and Evaluation, Types of Assessment Tools, Formative and Summative Assessment, Statistical Concepts in Assessment, Reporting Student Performance |
| EPCC 203 | Creating an Inclusive School | Core | 4 | Concept of Inclusive Education, Addressing Diversity in Classroom, Special Educational Needs, Inclusive Practices and Strategies, Role of Teacher in Inclusive Setup |
| EPCPMA2 | Pedagogy of a School Subject – Mathematics – Part II | Pedagogy Specific | 4 | Psychology of Learning Mathematics, Evaluation in Mathematics, Co-Curricular Activities in Mathematics, Professional Development of Mathematics Teacher, Action Research in Mathematics Education, Advanced Trends and ICT in Mathematics Education |
| EPC 201 | Drama and Art in Education | Enhancing Professional Capacities (EPC) | 2 | Role of Art in Learning, Drama as a Pedagogical Tool, Creative Expression in Classroom, Aesthetic Appreciation, Integrating Art Across Curriculum |
| P2-2.1 | Tasks and Assignments (EPCC 201) | Practical | 2 | Curriculum Analysis, Knowledge Representation |
| P2-2.2 | Tasks and Assignments (EPCC 202) | Practical | 2 | Developing Assessment Tools, Item Analysis |
| P2-2.3 | Tasks and Assignments (EPCC 203) | Practical | 2 | Developing Inclusive Resources, Observation of Inclusive Classrooms |
| P2-2.4 | Tasks and Assignments (Pedagogy of Mathematics – Part II) | Practical | 2 | Action Research Proposal, ICT Integration in Math |
| P2-2.5 | Tasks and Assignments (EPC 201) | Practical | 1 | Art-based Activities, Drama Scripts for Education |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EPCC 301 | Gender, School and Society | Core | 4 | Gender Issues in Education, Role of School in Gender Construction, Societal Influences on Gender Identity, Curriculum and Gender Stereotypes, Promoting Gender Equity |
| EPCC 302 | Knowledge and Curriculum – Part II | Core | 4 | Socio-Political Bases of Curriculum, Psychological Bases of Curriculum, Curriculum Development Process, Innovations in Curriculum, Curriculum Evaluation |
| EPCO 303 | Environmental Education | Optional | 4 | Concepts of Environment, Environmental Problems and Concerns, Role of Education in Environmental Protection, Sustainable Development Goals, Teaching Strategies for Environmental Awareness |
| EPCT 301 | Teaching Practice (Micro Teaching and Teaching Skills) | Teaching Practice | 6 | Micro-Teaching Skills, Lesson Planning for School Subjects, Classroom Management Techniques, Effective Communication in Teaching, Feedback and Reflection |
| EPC 301 | Critical Understanding of ICT | Enhancing Professional Capacities (EPC) | 2 | ICT in Education, Digital Literacy, Online Resources for Teaching, Ethical Use of ICT, ICT for Professional Development |
| P3-3.1 | Tasks and Assignments (EPCC 301) | Practical | 2 | Gender Sensitivity Analysis, Societal Role Exploration |
| P3-3.2 | Tasks and Assignments (EPCC 302) | Practical | 2 | Curriculum Design Project, NCERT/SCERT Analysis |
| P3-3.3 | Tasks and Assignments (EPCO 303) | Practical | 2 | Eco-Club Activities, Environmental Awareness Campaign |
| P3-3.4 | Tasks and Assignments (EPC 301) | Practical | 1 | Creating Digital Teaching Aids, E-Content Development |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| EPCC 401 | Education for Human Rights and Values | Core | 4 | Concept of Human Rights, Value Education in Schools, Constitutional Values, Global Citizenship Education, Peace Education |
| EPCC 402 | Environmental Education | Optional | 4 | Environmental Ethics, Climate Change Education, Conservation and Biodiversity, Waste Management and Pollution, Field Trips and Nature Study |
| EPC 401 | Understanding the Self | Enhancing Professional Capacities (EPC) | 2 | Self-Concept and Self-Esteem, Emotional Intelligence, Stress Management, Interpersonal Skills, Goal Setting and Personal Growth |
| P4-4.1 | Tasks and Assignments (EPCC 401) | Practical | 2 | Human Rights Awareness, Value Inculcation Activities |
| P4-4.2 | Tasks and Assignments (EPCC 402) | Practical | 2 | Environmental Audit, Nature Club Activities |
| P4-4.3 | Tasks and Assignments (EPC 401) | Practical | 1 | Self-Reflection Exercises, Personality Development |
| EPCT 401 | Internship cum Teaching Practice | Internship/Teaching Practice | 16 | School Internship Experience, Teaching in Real Classroom Settings, Lesson Delivery and Evaluation, Classroom Management, Community Engagement |
| EPCP 401 | Project Work | Project | 4 | Research Methodology, Literature Review, Data Collection and Analysis, Report Writing, Presentation Skills |
