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Drama embodies this completely. When learning or using drama, it involves the logical and emotional parts of the individual. It is not just a skill to learn. It is a way of learning. Drama emphasizes on both physical and mental involvement. Often through activities like improvisation, role play and games drama creates situation in which these possibilities can be explored. It enables the child to get involved in the process, do, feel, live and many other things in a natural way. This process is the essence of the “learning by doing” methodology.

It was the end of the rainy season somewhere in month of September-2016 when I joined one of the biggest not -for- profit organisations in India, the Azim Premji Foundation. It gave a sharp turn to my life. The programme I joined, associateship programme, is mandated with the initial process to understand a government school through observations and facilitations of classes for a year as we needed to work with public school system, developing the teacher capacity more in terms of perspective along with content.


Dear parents,

Just imagine, in a routine mathematics class a teacher enters the class room with a colorful board game. Instead of instructing students to take out their math textbooks/note books and setting work for them, he just opens the game board and allows students to play the game. The eyes of the students sparkle and they enjoy playing. Even the back benchers (who generally do not get involved in class room work) come forward to play and give a neck to neck fight to the scholars in the class.

Rarely has a book so perfectly matched its title. The Gentle Man Who Taught Infinity by Sheshagiri KM Rao is one such and what a gentle read it was! Written as a tribute to the mathematics teacher who influenced his life, Sheshagiri Rao has managed to show us with his account just how far reaching a teacher’s influence can be and how this teacher did it, not commandingly or overtly or even intentionally but with his sheer love for the subject he taught and his innate respect for the students he taught.

The following problem appeared in the International Mathematical Olympiad (IMO) of 1977, held that year in (the former Republic of) Yugoslavia

In this article, we study the following problem. Three circles of equal radius r are centred at the vertices of an equilateral triangle ABC with side 2a. Here we assume that r > a. Find the area of the three-sided region DEF enclosed by all three circles, in terms of r and a.

In this edition of ‘Adventures’ we study a curious problem concerning the divisors of a certain number. Partial information has been provided about the divisors and on that basis we are required to find the number. The information provided seems at first sight to be meagre in the extreme. But strangely, it suffices to make progress. Read on!

W e are introduced to the concept of an even number and an odd number in primary school or even earlier. Any natural number divisible by 2 is even; if it is not, it is odd. The definition is extended to integers once we learn the arithmetic of negative whole numbers. Then we make simple observations such as: the sum of two even numbers is even, as is the sum of two odd numbers, and sum of an even number and an odd number is odd.

Pose these problems to the Senior School students...


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