Innovative Teaching Strategies in Mathematics and Statistics

International Journal of Trend in Scientific Research and Development (IJTSRD)
Volume: 3 | Issue: 2 | Jan-Feb 2019 Available Online: www.ijtsrd.com e-ISSN: 2456 - 6470
@ IJTSRD | Unique Reference Paper ID - IJTSRD20331 | Volume – 3 | Issue – 2 | Jan-Feb 2019 Page: 323
Innovative Teaching Strategies in Mathematics and Statistics
Kalpana Abhay Ghatpande
Assistant Professor, Department of Management Tilak Maharashra Vidyapeeth , Pune, Maharashtra, India
ABSTRACT
During II world war the Military Officials used the system of planning the war material for the future days, that was actually
system of Mathematical Modeling. The idea of Statistical Methods. The impact of this has started to change course contentand
structure, in both introductory and advanced coursesfor statisticiansasscientists and academicians.Soforfuturedirectionsin
the teaching and learning of statistics musttakeintoaccountnewinnovativepedagogicalinstructions, educationaltechnologies
and the abundance of Web resources that are now available. With theStatistics, Mathematicsisverymuch importantSubjectto
study but much hard to learn and study. This paper gives the new solution to this problem. And currentlyidentified challenges
in the teaching and learning of statistics & Mathematics of useful strategies and innovations for developing research-based
statistics courses in the context of recommendations for reforms, outlining the place of information technology within this
framework. & a review of the literature on the topic of statistics & Mathematics education and gives instructors a set of
guidelines for generating new and effective teaching material.
KEYWORDS: Practical examples, use of Statistical tools, Interpretation of the tools, LPP, Graphs , Collection of Data
INTRODUCTION
M – for Mathematics
M – for Mother
We are very very close to our mother because our mother
know us before and after of our life starts so is Mathematics.
There is some conflate between ancientand modern studies.
But there must be something which start with Pythagoras
and will not end with Einstein, but is the oldest and the
youngest. The Embryo is the basic single cell for the birth of
human, in subsequent time span divides with the
Mathematical rules as the first 2 parts and then .But now
there is a trend in the students to say ,”I heat Mathematics
,it’s very difficult to study and no use in life.”
So teachers has to use many more different padagoes, ideas
,methods to make the teaching interesting and simple but
useful like they want. To get the adequate response fromthe
students, have to teach the subject with some audio –video
methods like slides presentation, the creating good andlight
healthy environment to maintain the quality in teaching –
learning methods. The computational knowledge of the
subject but is also concerned with the selection of the
mathematical content and communication leading to its
understanding and application. Teaching and learning
mathematics involvescomplexitieshavetosimplifyifcertain
rules are followed. The appearance and quality of
instructional material, like study Materials , different notes
Question paper solution books the presentation of content,
the pedagogic skills of theteacher,thelearningenvironment,
the motivation of the students are all important and must be
kept in view in any effort to ensure quality in teaching-
learning of mathematics. Now a days Mathematics playing
roll in many different fields like Computer Science ,
Engineering , Valuation , Physiotherapy, Medicine, digital
encryption, communication ,Management technology,
modeling real life phenomena, predicting disasters,
organization of enterprises, in business profit and loss and
transport etc. It would be impossible to tackle any of the
problems associated with mathematics education. So there
must be the very simple but useful changes in the syllabus.
And each one of them will have been shapedbymathematics
education. The word statistics regarded as the sciences of
statecraft in ancient time it’s used forthekeepingrecords for
the state administration s. Also the political parties used it.
The records of land, agricultural activities health and wealth
of the society. First time the statistical record was
maintained by, Land & Revenue Minister TORDAMAL of
Akbar (in 1556-1605 A.D.) .After that in 16ooth century it
was used for collection of data of the stars & planets for
prediction of the weather climate of the particular areas. In
17th century Captain John Grant of London introduce new
phenomenon to use the statistics for the Medical field ,Social
sciences ,Management ,shares Business trends profit & loss
etc. and called as vital statistics . The life insurance company
used it for preparing Mortality table & calculations of
expectations of life at different ages and groups. William
Petty wrote a book,’ ’Essay on Political Arithmetic (old name
of Statistics).
Objectives
In this paper, efforts to discuss innovations and innovative
practices in teaching mathematics at the undergraduate
level, under teaching methods, strategies and pedagogic
resources have been made. The process of innovation is
generally described as consisting of three essential steps,
starting with the conception of an idea, which is then
proposed and is finally adopted. Though many ideas have
been conceived to bring about change in the teaching of
Mathematics, it is yet to be proposed and adopted. So, the
innovations discussed may not be new in terms of the idea
but is new in terms of practice. To collect the data on the
current subject and to analyses it and write the proper
interpretation with help of the use of Statistical tools.
1. To teach the most difficult subject with interestingways.
a. 2. To make the subject more and more
interesting and interpretative.
2. To make the students more techno savvy.
3. To get more positive response the from the students to
attaind the lectures.
4. Use of computer and the soft wears to solve the
numerical.

International Journal of Trend in Scientific Research and Development (IJTSRD) @ www.ijtsrd.com eISSN: 2456-6470
Methods –Secondary data is use for the conclusions. The
literature review of the available research papers on the
subject.( Journal of Statistics Education ISSN: (Print) 1069-
1898 (Online) Journal homepage:
http://amstat.tandfonline.com/loi/ujse20
Statistical Education in the 21st Century: A Review of
Challenges, Teaching Innovations and Strategies for Reform
Svetlana Tishkovskaya & Gillian A. Lancaster) . Not
generated any formula but use the Statistical tools formulas,
the method to improve the response tothestudyofStatistics
and Mathematics in each and every field like Business,
Computer Science, Physiotherapy, Nursing, Government
Departments and all possible services. Method is a style of
presentation of content in classroom. The following are the
innovative methods that can be used to make teaching-
learning process of Mathematics& Statistics effective. I n
general Mathematics is use to teach with Mathematical
Induction Method. Induction method is use to prove from
specific examples to generalization .In classrooms, usually
instructions start with the abstract concepts which are
beyond the understanding of the students. Formulas,
theorems, examples, graphs results are derived, proved and
used. So if teacher explain with specific examples, formula,
the symbols and variables in the formula, how to decide the
table to draw and put the values in the table, how to
calculate the values in the columns and rows & then move to
generalizations and abstract things. Then teacher again
needs to show how generalization can be derived and it
holds true through specific examples. For example –To
calculate the central tendency &Measures of Desperation,
Standard Deviation
22






−=
−
∑
∑
x
xi
fi
fi
σ
Students use to calculate fixi2 = (fixi )2 that’s not correct but
it should be fi *xi * xi = fi* xi2
Calculation of S. D
Class fi xi fi xi fixi2
0-10 40 05 200 1000
10-20 20 15 300 4500
Calculation of M.D
Class fi xi fixi
−
−xxi
0-20 45
20-60 30
Students not getting the exact concept of mod value and
confused.
Use of Computers – In general the computer or computer
software are not used to study or teach. But now days the
different soft ware’s are used. The teachers used the
combination of the computer programming, PPT, different
presentations of the information’s of the particular subject,
TV – the sports channel telecasts the live game commentary
for Cricket, Football like all possible National &International
sports. One can suggest to watch the particular and
understand the analysis of the commentators .So students
also enjoy to watch the TV and improve their statistical
knowledge, analysis of data, data samples etc. He can also
make project report on that. For the BCA students can use
Excel sheets, making different tables for the calculations of
Measure of central Tendency- MEAN ,MODE ,MEDIAN in the
colleges Department of Computers are well equipped with
computer laboratories. Now a days there are practical
classes for Teaching Mathematics and for Statistics practical
problems are used .With the help of soft ware’s like SPSS ,R
Studio students can draw tables ,calculationsalsothegraphs
like Histogram ,Bar charts ,two dimensional and also three
dimensional to promote students active engaging and
learning using the Geogebra, SageMath and Scilab to
attempts long and difficult numerical and algebraic
manipulations .When handling the computer students were
very crazy to answering mathematical questions; to do
experimentalactivities easier;todevelopproblemresolution
skills dealing with more interesting . With computer
software difficult problems in so far as numerical, algebraic
graphical and programming resources are available; to
encourage discussion on different topics likecurrent(1)Use
of helmet with two wheelers (2)Live in Metro cities.(3)
Traffic problem of the area.(4)To find the pick hours of the
particular road solutions or strategies , with the help of
surveys and the use of Statistical tools .When answering
mathematical questions; to make experimental activities
easier to handle; todevelopproblemresolutionskillsdealing
with more interesting and difficult problems in so far as
numerical, algebraic graphical and programming resources
are available; to encourage discussion of different solutions
or strategies as one works with multiple representations of
the same mathematical object or process. They can be used
for solving problems in Calculus, Algebra, Solution of
Differential Equations, Linear Programming, Statistics,
plotting of points in two and three dimensions and also to
create a three dimensional view of an objectand manymore.
On Internet available collections of activities, data sets, web
applets, text materials, assessmentitemsandawide rangeof
websites which present rich and motivating teaching
material. The most attractive& usefulpartof thissection is to
provide of the availability online tools for teachingstatistics,
highlighting some of the more common examples of each
type of tool. In the next section, we present an annotated list
of some of the resources, which are freelyavailable online,
together with their strengths and weaknesses, audience
level, content and interface design.
Example- use of Sage Mathematics software – Mathematical
tool
Computer Algebra system
Numerical calculations
Symbolic Manipulations
Based on programmer language Python
Roots of Quadratic Equations
Plots graphs 2D ,3D ,1D
We can written our on programme
-Mathematica ,Metlab, Mabal
-64 bits system required
May use online
Case sensitive-like small capital
635+543 –shift &enter key use
= 1178
Multiplication with *
Division /
Division with reminder //
55 % 3
Index

Sqrt –square root
Sqrt(pi.n())
Sqrt(2.0) = 1.41421
So like all possible arithmetic calculations and examples can
solve with the help of Sagemaths .The students are very
crezy about the use of computers so it helps to the faculty to
use their psychology to give the easy way to solving the
problem ,to develop the interest in Mathematical
calculations & Statistical methods.
To study the LPP problems students must know the
particularly the English languageand thepropergrammaras
like clause of the sentence – at the most , at least ,exactly, to
that point ect. Also has to dissect the given paragraphs with
the help of Mathematical concepts and should be expressed
in the Mathematical valid equations. To solve the equations
with the different methods like Graphs – feasible solutions
method and its interpretation, simultaneous, elimination of
variable, substitution etc.
Group and Oral Presentation in Mathematics Learning -
With the help of the our Nations diversity in language the
merits of oral presentationsinmathematics&Statisticsgives
the different types of the ideas .More types of students and
many more ideas. Thus the teacher has to encourage all
types of students to study basic things in Mathematics and
Statistics. Every students in the classroom don’t have much
Mathematical brain .Therefore pedagogies must have the
simple methods of formulas and the calculation parts to get
much more interest in self-study and classroom learning
improve and built the confidence and ability of the students
in usual educational methods . Oral presentationsof provide
all students with a chance to display their knowledge in fun
and creative ways. It provides to theteachertoherethe clear
and clean ideas of the students The Mathematics in their
words ,justify their own opinions. The graph of the study of
Mathematics is decline.
Identified Problems
No Identified Problems
1 Teaching &learning Mathematics & Statistics as discipline.
2 Mathematics & Statistics Phobia
3 Less curiosity for learning
4 Deficiencies in basic statistical knowledge
5 mathematical background of students
6 Statistics courses given often taught with no link to the subject area,
7 Students with no mathematical background.
8
Traditional assessment techniques do not provide valid and reliable
measurements on important student outcomes.
9 Lack of graduate programs and courses to train statistical educators.
10 Less Focus on mathematical and mechanical aspects of knowledge
11 Evaluating techniques
12 Lack of expertise in the subject
13 Lack of interest by the students of other discipline.
14 Deficiency in use statistical tools to assess statistical thinking.
15 Interpretation of the Statistical tools.
Outcome - Probable Solutions to the Identified Problems
1 Focus on mathematical and mechanical aspects of knowledge. It results in students not
being empowered to apply statistical content knowledge to solve problems arising from
a specific context.
2 Try to describe negative attitude towards statistics, pre-dispositions against statistics,
lack of interest displayed in students from other disciplines.
3 Try to improve the interest in learning both the subjects for employment.
4 Give the current examples.
5 Has to brush-up the basic statistical & Mathematical knowledge
6 Has to service teaching are taught with link to the subject area& by subject-specific
specialists who are statisticians.
7 Try to improve the Mathematical & Statistical background of the students in person.
8 Traditional assessment techniques do not provide valid and reliable measurements on
important student outcomes such as statistical reasoning.
9 The FDP programs must arrange for the faculties.
10 Find more and more current examples and the employability resources for the students.
11 Evaluating innovations in education Rigorous evaluation of innovation in higher
education is key to its sustainability and success. It is crucial that when universities
transform their teaching, they also study the effectiveness of their methods and share
the outcomes of this evaluation with colleagues internally and externally.
12 FDP programs for the faculty members
13 Give the confidence to the students for the best teaching.
14 Practice & difficulty sessions must arrange for the students.
15 FDP, practice computer laboratory sessions must arrange.
Outcomes -

References
[1] UGC model curriculum statistics 2001
[2] Venkataraman, G et al,. (2012). Curriculum and pedagogy in mathematics: Focus on the tertiary level, Proceedingsof the
Indian national presentation on mathematical education 2012.
[3] Workshop at MIT.
Age No. of Students Domain Height Weight
Training
Yrs
Pre- intervention
speed
Post- intervention
speed
M F M F M F M F M F M F M F
12 0 1 Right Right NA 163 53 7 132 134
13 3 13 Right Right 171.3 58 131.1 127
14 4 6 Right Right 178 164 61 50 7.13 6 156 124.38 160 129
15 2 1 Right Right 177 168 63 52 9 8 154 139.24 157.44 144
Test used - Stdent's t test S.D.= 0.135
t(table) = 20.045 t (calculated) = 27.651 t(table) < t(Calculated)
Interpretation-There is significant improvement in the patient after 6 weeks of treatment.

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