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B-ED in Mathematics Methodology at Sri Krishna College of Education
Kancheepuram, Tamil Nadu
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About the Specialization
What is Mathematics (Methodology) at Sri Krishna College of Education Kancheepuram?
This B.Ed. Mathematics Methodology program at Sri Krishna College of Education focuses on equipping future teachers with advanced pedagogical skills specific to mathematics. It delves into the nature of mathematical learning, effective instructional strategies, and curriculum development, aligning with national educational frameworks like the NCFTE. The program prepares educators to make mathematics engaging and accessible, addressing the critical need for skilled math teachers in India''''s rapidly evolving education sector.
Who Should Apply?
This program is ideal for mathematics graduates seeking to pursue a teaching career at the secondary and senior secondary levels in India. It also benefits existing educators looking to refine their mathematics teaching practices, as well as individuals passionate about making a significant impact on students'''' mathematical aptitude and problem-solving skills, contributing to the nation''''s STEM talent pool.
Why Choose This Course?
Graduates of this program can expect to secure positions as trained mathematics teachers in government, aided, and private schools across India, from primary to senior secondary levels. Entry-level salaries typically range from INR 2.5 to 5 lakhs per annum, with experienced teachers earning substantially more. Growth trajectories include becoming head of department, curriculum developer, or educational administrator, often aligned with CTET/TET qualifications.
Student Success Practices
Foundation Stage
Master Core Mathematical Concepts and Pedagogy- (Semester 1-2)
Dedicate time to thoroughly review foundational mathematics concepts alongside the pedagogical theories taught. Actively participate in micro-teaching sessions and peer teaching exercises to apply theoretical knowledge, focusing on clarity and effective communication in presenting mathematical ideas.
Tools & Resources
NCERT textbooks, Khan Academy for concept review, Peer feedback groups, Micro-teaching labs
Career Connection
Strong conceptual understanding and early pedagogical practice are crucial for building confidence and effectiveness in the classroom, directly impacting school internship performance and future teaching roles.
Develop Diverse Instructional Strategies for Mathematics- (Semester 1-2)
Beyond traditional lecture methods, explore and practice innovative strategies like activity-based learning, problem-solving approaches, and using educational technology for mathematics. Create engaging teaching aids and digital content to demonstrate complex mathematical concepts in a simplified manner.
Tools & Resources
Geogebra, Desmos, Mathematics teaching aid kits, YouTube educational channels
Career Connection
Proficiency in varied teaching methods enhances classroom engagement, caters to diverse learning styles, and makes you a highly sought-after mathematics educator in the Indian schooling system.
Build a Reflective Teaching Portfolio- (Semester 1-2)
Start documenting your teaching journey by maintaining a reflective journal of observations, lesson plans, and self-assessments. Collect samples of teaching aids, student feedback (where permissible), and critically analyze your strengths and areas for improvement in mathematics pedagogy.
Tools & Resources
Personal reflective journal, Digital portfolio platforms (Google Sites), Feedback forms
Career Connection
A well-maintained portfolio demonstrates your growth and dedication, providing concrete evidence of your teaching skills during interviews and demonstrating commitment to continuous professional development.
Intermediate Stage
Excel in School Internship and Classroom Management- (Semester 3-4)
Actively seek opportunities during School Internship Phase I and II to implement diverse teaching strategies and manage varied classroom situations. Focus on effective lesson delivery, assessment, and building rapport with students, especially in handling mathematical misconceptions and anxieties.
Tools & Resources
Mentor teacher guidance, School administration support, Classroom management resources
Career Connection
Exceptional performance during internships often leads to positive recommendations and networking opportunities, which are invaluable for securing placements in reputable schools across India.
Engage in Educational Research and Project Work- (Semester 3-4)
Undertake the compulsory project work (e.g., Action Research) with a focus on a pertinent issue in mathematics education, such as improving problem-solving skills or addressing learning gaps. This builds research acumen and critical thinking in an educational context.
Tools & Resources
Academic databases (JSTOR, ERIC), Statistical software (basic Excel), University library resources
Career Connection
Demonstrating research skills can differentiate you, especially for roles in curriculum development, academic coordination, or pursuing further studies like M.Ed. or PhD in Education.
Prepare for Teacher Eligibility Tests (TET/CTET)- (Semester 3-4)
Alongside your B.Ed. studies, dedicate consistent time to preparing for national-level (CTET) and state-level (TET) teacher eligibility examinations. Focus on both pedagogical content knowledge and the specific mathematics section, practicing previous year''''s papers.
Tools & Resources
CTET/TET preparation guides, Online mock tests, Previous year question papers
Career Connection
Passing these eligibility tests is mandatory for most government school teaching positions and highly preferred for many private schools, significantly enhancing your employability and career prospects.
Advanced Stage
Program Structure and Curriculum
Eligibility:
- Candidates with at least fifty percent marks either in the Bachelor’s Degree and/or in the Master’s Degree in Science/ Social Science/ Humanities/ Commerce. Bachelor’s in Engineering or Technology with specialization in Science and Mathematics with fifty five percent marks or any other qualification equivalent thereto, are eligible for admission to the B.Ed. programme.
Duration: 4 semesters / 2 years
Credits: 84 Credits
Assessment: Internal: 25%, External: 75%
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 1.1 | Childhood and Growing Up | Core | 4 | Growth and Development, Adolescence, Socialization, Individual Differences, Psychosocial Development |
| 1.2 | Contemporary India and Education | Core | 4 | Constitutional Values, Indian Education System, Education Commissions, Policies and Programmes, Issues in Indian Education |
| 1.3 | Learning and Teaching | Core | 4 | Concept of Learning, Theories of Learning, Motivation, Teaching-Learning Process, Teacher as a Facilitator |
| 1.4 | Language across the Curriculum, Part – I | Core | 2 | Nature of Language, Multilingualism, Language and Social Context, Role of Language in Learning, Reading and Writing |
| 1.5 | Understanding Disciplines and Subjects | Core | 2 | Nature of Disciplines, Interdisciplinary Approach, School Subjects, Curriculum Development, Knowledge Construction |
| 1.6 | Pedagogy of Mathematics – I | Core (Specialization) | 4 | Nature of Mathematics, Aims and Objectives of Teaching Mathematics, Approaches and Strategies of Teaching Mathematics, Designing Instruction, Mathematics Teacher |
| 1.7 | Reading and Reflecting on Texts | Enhancing Professional Capacities (EPC) | 2 | Reading Comprehension, Critical Reading, Reflection Techniques, Textual Analysis, Academic Writing |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 2.1 | Knowledge and Curriculum, Part – I | Core | 4 | Concept of Knowledge, Sources of Knowledge, Curriculum Bases, Curriculum Design, Curriculum Models |
| 2.2 | Assessment for Learning | Core | 4 | Concepts of Assessment, Types of Assessment, Tools and Techniques, Feedback and Reporting, Continuous Comprehensive Evaluation |
| 2.3 | Creating an Inclusive School | Core | 4 | Inclusive Education Principles, Children with Special Needs, Inclusive School Environment, Curriculum Adaptation, Teacher’s Role in Inclusion |
| 2.4 | Language across the Curriculum, Part – II | Core | 2 | Strategies for Language Development, Language in Subject Teaching, Writing across Curriculum, Oral Communication Skills, Assessment of Language |
| 2.5 | Gender, School and Society | Core | 2 | Gender Concepts, Gender Roles and Stereotypes, Gender and Education, Gender in Curriculum, Empowerment of Girls |
| 2.6 | Pedagogy of Mathematics – II | Core (Specialization) | 4 | Instructional Planning, Mathematics Curriculum, Instructional Resources in Mathematics, Evaluation in Mathematics, Professional Development of Mathematics Teachers |
| 2.7 | Drama and Art in Education | Enhancing Professional Capacities (EPC) | 2 | Aesthetic Education, Role of Art in Learning, Creative Dramatics, Art Integration, Performing Arts in School |
| 2.8 | Critical Understanding of ICT | Enhancing Professional Capacities (EPC) | 2 | Concept of ICT, ICT in Teaching-Learning, Digital Resources, E-Learning Tools, Ethical Use of ICT |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 3.1 | Knowledge and Curriculum, Part – II | Core | 4 | Curriculum Change, Curriculum Evaluation, Teacher as Curriculum Developer, Role of Stakeholders, Issues in Curriculum |
| 3.2 | Optional Course 1 (e.g., Environmental Education) | Elective | 4 | Environmental Concepts, Environmental Problems, Sustainable Development, Methods of Environmental Education, Teacher''''s Role in Environmental Awareness |
| 3.3 | School Internship Phase I | Practical | 6 | Observation of School, Lesson Planning and Delivery, Classroom Management, Interaction with Students, Reflective Practice |
| 3.4 | Understanding the Self | Enhancing Professional Capacities (EPC) | 2 | Self-Concept, Emotional Intelligence, Stress Management, Interpersonal Skills, Professional Ethics |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 4.1 | Peace Education | Core | 4 | Concept of Peace, Causes of Conflict, Conflict Resolution, Human Rights, Role of Education for Peace |
| 4.2 | Optional Course 2 (e.g., Value Education) | Elective | 4 | Concept of Values, Moral Development, Sources of Values, Methods of Value Inculcation, Role of Teacher in Value Education |
| 4.3 | School Internship Phase II | Practical | 10 | Advanced Lesson Planning, Curriculum Transaction, Assessment Practices, School Management Participation, Community Engagement |
| 4.4 | Project Work (e.g., Action Research) | Project | 4 | Identifying Research Problem, Literature Review, Data Collection, Data Analysis, Report Writing |
