As we are in the year of digital revolution, we need to train our children on skills for the digital age. Computational Thinking [CT] has been recognized as one of the 21st century skills and involves understanding a problem. CT has been introduced into the main stream curricula in many countries and India has joined them with the National Educational Policy 2020 which recommends that computational thinking e taught from foundational stages.
CS PATHASALA:
CS pathasala is an association for computing machinery India [ACM INDIA] initiative to bring a modern computing curriculum to Indian schools.
TAMILNADU has created a new curriculum for all subjects since 2017.In mathematics a new track called “INFORMATION PROCESSING” has been introduced for classes 1 to 8 which brings computational thinking into the school mathematics. Moreover a strong foundation for CTskills will be essential for children growing up in this century. As it happens such understanding and thinking lies squarely within the realm of mathematics in school. We can envisage the possibilities along five lines.
We are also glad that our school also participated in this digital revolution. Last year,our school students initially launched their CT skills by stepping into BEBRAS INDIA CHALLENGE where they proved themselves great. And also proud that 4 of our students got national ranks.
Now this year[2021]again we started our travel to learn more about CT skills.Our teacher MRS.RAJATHY CHANDRAMOHAN with the team of our SCHOOL BEBRAS [students participated in the challenge] accepted the invitation from CS PATHASALA to participate in the THIRD CONFERENCE ON COMPUTATIONAL THINKING IN SCHOOL [CTis2021] IN NAGPUR. With the guidance of Mrs.P.Malarvizhi [B.T.ASST.]Strahans road,Pattalam, Chennai 12. Author of INFORMATON PROCESSING for upper primary TN TEXTBOOK.
This paper describes the impact of CT skills through “Information Processing” units in math, especially the magic triangle activity, by
sharing my experience connecting with the pandemic situation.
About our School:
Our school is located in north chennai, Royapuram (not Royalpuram), which is a seashore area. So, most of our students’ parents are fishermen and work for daily wages. Our school is a Government- Aided Upper Primary cum Higher Sec School, with more than 1200
students and 30 teachers.
CT in Math (Information Processing) was introduced in the year 2018_19. For Mathematics we have given 7 periods weekly.
Understanding Level of the Children:
One could easily observe that most women sit in groups and play traditional games with dice and tamarind seeds. During the pandemic children used to watch TV (not Kalvi Tholaikatchi), play games on mobile phones. So, is the background of the children, for whom
Math is taught. As it is the need to connect the context with the curricular goals, I have taught “The magic triangle” activity for VI Std. students. The process is explained in detail here.
Magic Triangle Activity During Pandemic:
During 2018-19 the activity related to Magic Triangle was done using different objects but currently in the pandemic scenario the activity was done through online classes.
The preparation step (day 1)
As the children are from different level of understanding, first we allowed children to speak out/discuss/explicitly express on what did they know already, say drawing a line, number line, numbers, operation on numbers, positive & negative numbers…then focused on discussion on problem which has more solutions in number operations in regular problems to be openended problems.
Regular problems: Open-ended problems:
1. 2 + 5 = ____ 1. ____ + ____ = 7
2. 4 + 3 + 1 = _____ 2. ____ + ____ = 10
3. 7 + ____ + 1 = 13 3. ____ + _____+ ____ = 19
The answer to each problem is not single more than one solution.
Implementation step (day 2)
As it is Pandemic period, students were given implementation activity through online classes. The problem is about arranging six members 1,2,3,4,5,6 in a Magic Triangle. The word “Magic” itself created a fantasy among the students.
Problem 1:
The students were given the problem without giving any help. The time given to solve is 40 minutes.
From the above numbers 1,2,3,4,5 and 6 inside the circle such that there is an arrangement in which the sum of three numbers on each side of the triangle are all the same. Explaining the way, you get the answer correct. After having one right solution, try to find other solutions.
Last 20 minutes given for showing the solution to the online class. Students sent the work in the group finding solutions through different methods.
One student sent
Selected the small numbers 1,2,3 in the corners. From remaining numbers 4,5,6 the students tried these methods.
Magic Triangle of sum 9
Selected the small numbers 1,2,3 from corners and remaining 4,5,6
Tried 1 – 2 ( Here 1 + 2 = 3, so the student choose 6)
1 – 3 ( Here 1 + 3 = 4, so the student choose 5)
2 – 3 ( Here 2 + 3 = 5, so the student choose 4)
Another student explained that,
i. 1 – 2 ( Here 1 , 2 => small numbers, so 6, the larger is selected to get sum 9)
ii. 1 – 3 ( Here 1 , 3 => are the next small numbers, so 5 is selected which is the next larger to get sum 9)
iii. Obviously 4 is the last chosen number for the 3rd side.
It is to be noted here that students involve some important CT skills such as Selection and Elimination Strategy: In Magic numbers, students select the relevant numbers in the circle with respect to other given numbers and eliminates the other irrelevant numbers.
Problem 2.
Magic Triangle of sum 10
Another student used stones instead of numbers
I. First side she kept 1,4,5
II. Second side with 1 as common. She kept 6 when she counted, she had 4, then she placed 3.
III. Third side for middle place when she counts the corner stones. On the whole 8 stones were there. So she kept 2 stones to get the answer 10.(students also use paper balls, wooden blocks, tamarind seeds, paper cups and whatever available things to play this activity)
Impact:
1. During the pandemic period, students enjoyed this magic triangle.
2. Children develop the mathematical skills of pattern recognition, abstract thinking, algorithmically which leads to reasoning skills of selection and elimination
3. It kindles the creativity skill.
4. After practicing these types of activities students were ready to accept the International Challenges like Bebras without fear. 35 students
participated in the Bebras Challenge in 2020, where 4 students achieved the reward “Best of the school”.
5. Students show interest in solving newspaper puzzles like Magic Square, Sudoku and so on… that means the student approaches mathematics with confidence more casually without fear than before.
6. Playing games and watching videos on mobiles, instead they began to have fun with math puzzles and games.
7. Chance to discuss with their siblings, parents, grandparents, other family members and neighbours about the puzzle. It probed out the other Traditional games like Pallanguzhi, Thaayam, Kallattam etc., As an impact, they formed a mini club to play math games.
8. Traditional Games also involves CT skills in setting rules:
1. Who is the winner?
2.When is the winning position?
3. How it should be played when
one will be considered out of the
game).
9. Decision making skills are strongly dev eloped : They learnt multiple ways to solve a given problem (Eg. If one throws 12 in dice and if there are 3 different options to move, when the child is forced to choose the best move to win easily).
10. Impact of Magic Triangle activity has taken the math skill to the Community through the Traditional Games which involves strategy, pattern, fast addition and multiplication, developing fine motor skills, quick counting, hand – eye coordination, and decision making skills.
Feedback:
From the Parents:
The parent of the student P. Keerthika (std VIII)
Instead of children sitting in front of the TV or SmartPhone for hours due to its addictive quality is only going to increase obesity and lethargic behavior. Playing these Native games are social exercises to play together in teams.
The parent of the student BalaPrakash (std VIII)
No awareness about these games in the current generation, teachers even suggest these games be introduced in schools as they are the best social exercise.
The sister of the student Madhumitha (std VII)
Many IT companies are now making use of these activities and games for their staff, for leadership training or as de-stressers. Many strat playing and remark that the game stimulates thinking capacity.
From Science Teacher:
‘Pallanguzhi’ , besides being a great way to strengthen mathematical concepts, is an excellent braille game as it involves ‘touching and Feeling’. It is even prescribed to improve arthritis.
From the Students:
Sudharsan – VIII
These ‘Magic Triangle’ activity and ‘Traditional Games’ gave me more exercise to the brain and also not strain our eyes.
Kaviya -VII
After doing this activity and playing these games I became fast in adding numbers and increasing memory power.
Swathi – VIII
I feel jolly and stress free when playing Pallanguzhi
Conclusion:
Students after familiarizing themselves with the Magic Triangle Activity, they came to know about other traditional games of reasoning skills. It makes it easy to attend the talent exams like NMMS, NAS, TRUST and NTSE. Further to accept their challenges in mathematics and competitive exams with time management. Finally, I conclude that students will approach mathematics with confidence and CT skills with the aim of attaining life skills.
References:
● Government of Tamil Nadu Standard Six, Mathematics, Revised edition– 2019, ©
SCERT 2019, Tamil Nadu Textbook and Educational Services Corporation.
● Government of Tamil Nadu Standard Seven, Mathematics, First edition – 2019, ©
SCERT 2019, Tamil Nadu Textbook and Educational Services Corporation.
● Government of Tamil Nadu Standard Eight, Mathematics, First edition – 2019, ©
SCERT 2019, Tamil Nadu Textbook and Educational Services Corporation
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