Are certain individuals born to be teachers and can only those be truly competent? Or can people without such aspirations develop to become ‘great teachers’? Are there certain conditions, the presence of which foster such development?

# Classroom Resources

Prospective authors are asked to observe the following guidelines.

1. Use a readable and inviting style of writing which attempts to capture the reader's attention at the start. The first paragraph of the article should convey clearly what the article is about. For example, the opening paragraph could be a surprising conclusion, a challenge, figure with an interesting question or a relevant anecdote. Importantly, it should carry an invitation to continue reading.

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Classroom teachers are at the forefront of helping students grasp core topics. Students with a strong foundation are better able to use key concepts to solve problems, apply more nuanced methods, and build a structure that help them learn more advanced topics.

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We feature here Mathematics teachers who we encounter in the course of the Foundation’s work, unsung heroes and heroines who are often the gateway into and out of mathematics for many a student. Math phobia has been endlessly discussed, it is time to focus on those whose dedication to the subject creates lifelong learners.

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Many elements in buildings – beams, pillars, windows, doors, window bars, flooring tiles – incorporate parallel lines. Line dividers on roads, railway lines, power lines are all examples of parallel lines. Parallel Lines assume a lot of importance when marking out roads or pedestrian crossings, sports courts, athletic tracks and airport runways.

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Ever since we decided to reintroduce our readers to Numberphile (https://www.numberphile.com/), I have been obsessively watching videos hosted via YouTube on the site! I have also listened to some podcasts. The content is both mathematics and interviews with mathematicians about a range of topics from“Why do people hate mathematics?”to “Fame and Admiration."

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Arrow cards are a simple manipulative to grasp place value or more generally the base-ten number-writing system that we use. Dr. Maria Montessori invented the static cards shown in Figure 1. These cards are used along with proportional material like static beads (unit = single bead, ten = 10 beads strung together forming a line, hundred = 10 tens strung together to form a square and thousand = 10 hundreds strung to form a cube) to gain a sense of numbers – the quantities they indicate and the numerals that represent them and how they are linked.

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The relevance of this book to my work is due to the fact that it is a terrific blend of conceptual understanding of fractions and the challenges faced in classrooms by the teacher during transaction of this concept. It made me re-visit my experiences in the field of education. This book has dual insightsdata from cited research studies as well as from classroom work and is a valuable resource both for teachers as well as for teacher educators. Threads have been tied beautifully from start to finish of each chapter.

**Problem-IX-2-M-1. **All prime numbers except 2 are odd numbers. Two consecutive odd numbers can both be prime. Such a pair is termed ‘twin primes.’ Except for the set (3,5,7), three consecutive odd numbers cannot be prime, since one of them must be a multiple of 3.

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Digital technologies have afforded many possibilities for the teaching and learning of mathematics and this has become a major area of research in Mathematics Education. A particular class of digital tools, known as Dynamic Geometry Software (DGS), allows mathematical concepts to be explored in a visual – dynamic way. In a DGS, geometrical figures or diagrams can be dragged and manipulated thus making them dynamic.

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**Construction steps**

1. Draw Circle (O,A), with diameter AB and centre O.

2. Draw Circle (B,A), followed by Circle (A,O).

3. Mark C, one of the points of intersection of Circle (B,A) and Circle (A,O).

4. Join BC, and let it intersect Circle (O,A) at D.

5. Claim: BD2 is almost equal to the area of Circle (O,A). [See the square at the right.]

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