“To create learning communities where all students and teachers engage with mathematics and move collaboratively towards an understanding of mathematics as a discipline.” – The vision for CLIx Math
While there has been a steady rise in the enrollment in secondary schools in recent years, many of the issues and concerns related to the quality of mathematics learning have remained persistent. There is often a paucity of teachers and resources and a gap between intended and implemented curriculum. Pedagogical practices mostly focus on practising textbook-exercises and memorisation instead of deepening mathematical thinking and problem-solving. For learners, the consequent implication is a considerable gap in their conceptual understanding and limited opportunities for making meaningful connections with their life-world. There is limited scope for appreciating the nature and beauty of mathematics as a subject. CLIx Math modules aim at changing the approach towards mathematics learning and teaching at high school level.

  • Module on Geometric Reasoning: The first CLIx Math module on ‘Geometric Reasoning’ stresses on activities around the analysis of geometric shapes and their properties, informal deduction, gradually building facility with reasoning, leading to an understanding of the need for formal deductive proofs.
  • Module on Proportional Reasoning: CLIx Math module on ‘Proportional Reasoning’ aims to enable students to identify and understand multiplicative relationships in contexts involving comparisons, sharing and scaling, leading to conceptual applications both within and across subject domains.
  • Module on Linear Equations: CLIx Math module on ‘Linear Equations’ will focus on developing a conceptual understanding of linear equations. This will be done by activities involving collecting data and modelling situations using this data. The focus will also be on developing an understanding of the physical meaning of slope of a line in different situations.

Key Features

Clix Mathematics focuses on three core aspects to bring about desired changes, with technology as an enabler:

  • Re-interpreting the Curriculum: Strengthening the intended curriculum by building modules that use parts of the textbook content as the basis for building foundational concepts, strengthening reasoning ability and understanding of core ideas.
  • Transforming the Pedagogy: Learning through meaningful explorations and games, discussion of mathematical ideas and focus on the processes of math– reasoning, communicating mathematical ideas, making and testing conjectures, etc. Remedial activities bridge conceptual gaps wherever required.
  • Engaging and Supporting the Teacher (through TPD): Providing teachers access to high-quality resources, helping them develop a better understanding both of mathematics as a discipline and of the specific content to be taught and its purpose, and creating communities of educators that are engaged in discussing issues related to maths learning and teaching.

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