Teacher Development

After travelling 20km along the NH-8 from Rajnagar, Rajsamand to towards Ajmer, I took a diversion into a narrow stony lane. After taking that turn, I travelled 2km more along that lane through little dense jungle to reach at the base of a hummock. At the top of that hummock, was my desired destination, Upper Primary School Deviyon Ki Merda.

These videos are produced by TESS-India to support school leaders in enhancing the quality of teaching and learning in their primary or secondary school. We are sharing the 2nd part of the series.

In this episode of "How To Prove It", we discuss some more applications of Ptolemy's theorem.

Expose your learners to 'degenerate' triangles.

These are excellent GeoGebra exercises for students helping them to develop and practise skills of visualisation, logical sequencing, making connections and recalling theory. Read on.

Here's an addendum to Fagnano's Problem.

There appears to be a persistent belief in mathematical textbooks and mathematics teaching that good practice involves first providing students with a concise definition of a concept before examples of the concept and its properties are further explored. The problem with this overwhelmingly popular approach is that it creates the misconception that mathematics always starts with definitions, and hides from students that a particular concept can often be defined in many different equivalent ways. This article sheds some light on this.

On tilings. This is an extension of earlier articles published in At Right Angles (March & July 2014 issues).

At Right Angles met up with author Ramya to discuss her article on Knot Theory. Over coffee, Ramya adeptly made sense of a tangled bunch of wool which I had carried with me to try and see if Knot Theory could help me untangle the web.

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