WHAT SKILLS A MATHEMATICS TEACHER CAN

IMPART TO A LAY PERSON THAT WOULD BE USEFUL

IN LIFE?
By

Joshi Shitalben Hiteshkumar

(B.Sc. Semester-V, Shree R. R. Lalan College, Bhuj)
Under the guidance of

Prof. Kiransinh D. Rathod

(Head, Mathematics department, Shree R. R. Lalan College, Bhuj)
Submitted to

Prof. A. R. Rao Mathematics project competition-2015

October-2015

CERTIFICATE
1

This is to certify that the project entitled What skills a mathematics teacher can
impart that would be useful in life? submitted by Joshi Shitalben Hiteshkumar is
the work reviewed under my guidance for Prof. A. R. Rao Mathematics project
competition. It has not been submitted for any other degree in any university in any
form.

Date:

Prof. K D Rathod

Place: Bhuj

ABSTRACT
This Project represents How a mathematics teacher teaches mathematics to lay person.
Lay person uses mathematics but dont know how to use properly, in fact most people hates
mathematics but they dont know that they use mathematics once in an hour, from this we can
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say that sufficient knowledge of mathematics is very important in everyday life. In this project I
worked on what skills a mathematics teacher can impart to lay person that would be useful in his
everyday life, with views of some primary, secondary and higher secondary mathematics
teachers also introduced some learning skills for mathematics, how to raise curiosity in lay
person (student) and method of learning mathematics with the help of puzzles, Abacus, games
etc and point out some applications of mathematics in day to day life.

Key Words: Lay person, arithmetic, place value, Vedic mathematics, abacus, puzzles, ratio,
proportion, conversions.

ACKNOWLEDGEMENT
I have taken efforts in this project. However, it would not have been possible without the
kind support and help of all mathematics Teachers of Indrabai Girls High school, Bhuj. Shri
D.C.Soni (Assi. Teacher in Netra High school) and Manish (Assi. Teacher in Netra primary girls
school). I would like to extend my sincere thanks to all of them.
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I am highly indebted to Prof. Kiransinh D. Rathod (Head, Department of mathematics,

Shree R.R.Lalan College, Bhuj) for their guidance as well as for providing necessary information
regarding the project & also for their support in completing the project.
I would like to express my gratitude towards my parents, their kind co-operation and
encouragement which help me in completion of this project.

CONTENTS
1.

Introduction

2.
Know learners background and thoughts about mathematics
6
3.
How to raise curiosity towards mathematics?
7
4.
Different kinds of teaching mathematics
8
4.1 Simple arithmetic sums
4

4.2 Place value

4.3 Vedic mathematics
4.4 Puzzles and Games
4.5 Abacus
5.
Teach mathematics to lay person according to his/her work field
5.1 House wife
5.2 Farmers
5.3 Others
6.
Method of learning mathematics
15
6.1 Know mathematics
6.2 Understand mathematics
6.3 Apply in routine life
7. Uses of mathematics in real life problems
8.
Inferences
19
9.
References
19

1.

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17

Introduction

First of all the definition of layperson is, a person who is not qualified in a given
profession and/or does not have specific knowledge of a certain subject. Farmer, Housewife,
scrap collector, vendor, mason, etc. are using mathematics in their routine life. But dont know
how. So we consider them as a layperson in mathematics. A mathematics teacher can teach them
with some specific tricks. For this teacher can impart some skills in him/herself such as he/she
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teach them by using some objects with which they dealing. Also using puzzles, mathematical
games, abacus they trained for mathematics. For learning any subject interest in it is very
important, so here what skills develop for raise curiosity in mathematics also included. Any
person attract towards any subject when he/she know about its importance in everyday life so
here pointed out some uses of mathematics in day to day life.

2.

Know student, his background and thoughts about

mathematics
Teaching is not as easy as presenting information and assigning work; teaching, like any
form of communication, is a two-way street. There needs to be some kind of understood
relationship between the teacher and the students so that the exchange of language and
information results in students actually learning. That is why it is important to build a
relationship with students.
Before starting teaches mathematics to lay person maths teacher must have to knowing
his/her background such as details about his/her work, profession and try to really learn where he
comes from. Identify his/her language preferences and abilities from this teacher analyze the
level of his/her knowledge in mathematics.
By using this data teacher teaches maths with particular example to particular person, i.e.
for train farmer, teacher tell him about Area, housewife trained with ratio and proportion, etc.
Furthermore teacher must have to know what those people thinking about maths. And if
mathematics is not interested subject for him/her then teacher can change their approach and
raise interest in mathematics. But how, Then See..

3.

How to raise curiosity towards mathematics?

A good maths teacher should motivate the math and engage the students. Take the
example of solving linear equation. One can start by telling students the formal rules for how to
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manipulate an equation, but I think students will find this very dry, and won't understand why
they are doing what they are doing. It becomes an exercise in memorization. Instead, one can
start with problems that can be solved with such equation. One can first get students to solve
them with other techniques (e.g. guessing and checking or using some sort of graph). After a
while one realizes there should be an easier way, which turns out to be solving a linear equation.
This way the students understand why the formal math was developed, understand how to apply
it, and see how it is related with other ideas (like graphs). Right now you might ask where one
can find good problems to use in this way. I think I will ask that as a separate question. A maths
teacher should convey the beauty of the subject
Teachers can effectively engage students by treating teaching and learning as a
collaborative process and by showing their students that their thoughts and opinions are valued.
It can be really good motivation for students to feel that they're working with their teacher to
develop their understanding.
Build on childrens natural interest in mathematics and their intuitive and informal
mathematical knowledge.
Encourage inquiry and exploration to foster problem solving and mathematical reasoning.
Use both intentionally planned experiences and everyday activities as natural vehicles for
developing student's mathematical knowledge.
Provide a mathematically rich environment, which includes manipulative, blocks,
puzzles, number books and board games, and incorporate the language of mathematics
throughout the day.
Use literature to introduce mathematical concepts then reinforce with hands-on activities.

4.

Different kinds of teaching mathematics

4.1 Simple Arithmetic sums

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Teacher must start teaching mathematics from simple arithmetical sum such as addition,
subtraction, multiplication, division, etc. But for all these things learner must be known from
tables up to 10. Knowledge of these processes is very important in routine life. In counting, place
value is also very important.
Let us see simple example, one farmer has 100 Gunny of sugar. If he wants to separate in
equal parts then he make 10 lines each contains 10 Gunny. So in this manner simple arithmetic is
useful in small things.
Let us see small conversation of how can teach about existence of negative numbers;
You: Negative numbers are a great idea, but dont inherently exist. Its a label we apply to a
concept.
Me: Sure they do.
You: Ok, show me -3 cows.
Me: Well, um assume youre a farmer, and you lost 3 cows.
You: Ok, you have zero cows.
Me: No, I mean, you gave 3 cows to a friend.
You: Ok, he has 3 cows and you have zero.
Me: No, I mean, hes going to give them back someday. He owes you.
You: Ah. So the actual number I have (-3 or 0) depends on whether I think hell pay me back. I
didnt realize my opinion changed how counting worked. In my world, I had zero the whole
time.
Me: Sigh. Its not like that. When he gives you the cows back, you go from -3 to 3.

4.2 Place value

To understand place value (typically in 1st grade), students need to first be able to name
small numbers, do simple additions and subtractions with small numbers, and understand about
groups in counting (or skip-counting). Explain that if you have lots and lots of objects, the
efficient way is to count them in groups, not individually.
If your pupil's way of adding works, would he really need to change it? It is certainly
possible to add from left to right - or in other words, starting from the biggest place value. See
these simple examples:

tens first
67

ones first
67

hundreds first
857

ones first
857

+ 58

+ 58

+ 979

+ 979

11

15

17

16

15

11

12

12

16

17

125

125
1836

1836

4.3 Vedic Mathematics

Vedic mathematics is very useful in rapid mental calculation. It is the worlds fastest
calculating system in terms of shortcuts. It is 10 to 15 times faster than conventional system of
learning. There are set of defined formulas which one needs to memorize and understand. Here
we will understand how Vedic mathematics is helpful to the students of all age groups.
This system helps us to in reducing finger counting and also helps students in
remembering too many questions. Vedic mathematics helps us reduce common small mistakes as
this method is direct, simple and best part is that it keeps the minds of students alert. Our brain is
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like a muscle, just like other parts of our body and it requires regular exercise. This ancient
system of calculations helps a person to utilize both parts of the brain left and right hence
keeping mind active and nourished. Initially it will take 30-45 days to learn the basic; and after
doing many practice and solutions, youll be able to digest the real tact.
Let us see example of addition using Vedic mathematics;
Numbers start with number one. Then comes number two, then three and so on. The
Sutra by One More than the One Before describes the generation of numbers from unity.
Arithmetic is the study of the behavior of numbers and just as every person is different and
special so it is with numbers. Every number is special and when we get to know numbers they
are like friends. Sometimes it is useful to have the first ten numbers around a circle like this:

We use nine figures, and zero. For numbers beyond 9 we put two or more of these together to
make 10, 11, and 12 and so on. Continuing around the circle we can put 11 where we have 1, but
further out on the 1-branch. And number 12 goes next to 2 and so on. This circle can be used for
adding on numbers, and for taking away, just as we use a number line. Notice that the numbers
on any branch all end with the same figure and that multiples of ten all appear on the top branch.

4.4 Puzzles and Games

Puzzles and games help work the brain in ways it does not normally get worked. It is like
the physical stretches one does before a sports game. Puzzles and games keep the mind working
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and prepare it for the math that is to come. Also, they develop logic and critical thinking and
problem solving, which are all critical to math.
What solving puzzles can teach students ? The answer is, enhances analytical skills,
confidence booster, betterment of hand-eye coordination in toddlers, enhances cognitive skills,
idea of team work, helps in thinking out of the box, problem solving.
As a teacher, you can foster the development of early mathematical skills by providing
environments rich in language, where thinking is encouraged, uniqueness is valued, and
exploration is supported. Challenge them to solve problems and encourage their persistence. It is
also important to incorporate strategies that connect new words with concept development for
who are English language learners, aligning their English language development goals with
support for the development of mathematical language and ability.

4.5 Abacus
Abacus has been ranked as the second most important tool of all time by Forbes.com. Its
inexpensive, portable and doesnt have any removable or losable small parts. Abacus is the
ancient calculating device that can literally put arithmetic at your fingertips.
In addition to honing math skills, research shows that regular abacus use can improve
visual and auditory memory, increase concentration and improve overall attitude toward
learning.

5.

Teach mathematics to lay person according to his/her

work field
5.1. House wife
Housewife uses mathematics in her everyday life such as in cooking, home decorating,
etc. Consider a housewife going for groceries shopping. She would need to add up the total value
of the things she bought and then when she pays the store teller, she needs to calculate how much
change she should ask for back.
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Math is in every kitchen, on every recipe card, and at each holiday gathering. The
mathematics of cooking often goes unnoticed, but in reality, there is a large quantity of math
skills involved in cooking and baking.

Conversions
Most ranges have dials that display the cooking temperature of the oven. In North
America, most of these temperatures are written in Fahrenheit and usually are in increments of
25. In Canada, recipe and oven temperatures are often presented in degrees Celsius. It is
important then to understand how to convert a Fahrenheit temperature to an appropriate Celsius
temperature.
For example, lets say your oven displays Fahrenheit temperatures with 50 increments.
Your recipe tells you to bake your dish at 220C. What temperature do you turn your oven to?
Well, you will need to convert 220C to a Fahrenheit measurement.
We use this formula to convert Celsius to Fahrenheit:
F = (9/5) C + 32
= (9/5) 220 + 32
= 396 + 32
= 428

Making Enough
To make sure you do not over bake the cookies, you will need to set the oven to 428F.
But remember, your oven only displays the temperature in 50 increments, so you must estimate
on the dial where 428F is, somewhere between 400F and 450F.
Most recipes give guidelines as to how much a single batch will produce. But what if
you want more? It seems too time consuming to mix up another batch. What if the recipe makes
only one dozen cupcakes and you need three dozen? Clearly, three dozen is three times more
than 1 dozen, so we can multiply all the ingredients by three to make a larger batch. It is also
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important to understand how to multiply fractions. If the cupcake recipe calls for cup of milk
and we want to triple it, we need to know that:
3(3/4) = 9/4 = 2 (1/4)
So, we will need 2 and 1/4 cups of milk to make three dozen cupcakes.

Cost
We also use math when cooking and baking to estimate the cost of a certain dish. We can
understand that cheesecake is more expensive to make than a batch of cookies, particularly when
people buy ingredients such as flour, sugar, and butter in bulk and cream cheese is more
expensive. When comparing recipes, it may be beneficial to estimate the cost of each recipe.
Mathematical skills are used quite frequently when baking and cooking. It can be very
helpful to understand how math affects the quality of culinary in order to make the most
delicious meals and treats.
For train housewife for using mathematics in cooking, all the above techniques are very
useful to make her best in cooking.

5.2 Farmer
Within the broad concept of farming, there are two very important elements: time and
money. At the root of both of these is mathematics. Mathematics has enabled farming to be
more economically efficient and has increased productivity. Farmers use mathematics as a
system of organization to effectively utilize their time and manage their money.
Numbers are an integral part of farming. Locations and machines are commonly
described or labeled with numbers. For train farmer one of the most frequently used math
concepts on the farm is the use of proportions. Units and measurements used in farming are
fairly unfamiliar to other areas. We can use proportions to make conversions from the unfamiliar
to the familiar. Land is measured in acres, for example. It is hard to understand the size of an
acre because our minds are trained to visualize miles or kilometers. We can use conversions to
put an acre into perspective. There are 43,560 square feet in an acre. This is slightly smaller
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than the size of a Canadian football field, without the end zones. Other farm measurement
terminology includes quarters and sections. A quarter is 160 acres and a section is 4 quarters.

5.3 Others
Mason, Scrap collector, etc. are using mathematics in their routine life, but some of them
unfamiliar with mathematics. So, mathematics teacher train them as their work, and knowledge
of mathematics would useful in their life.
For train Mason, knowledge of geometry is useful, for scrap collector counting is very
important. In short, any person trained according to his/her work or occupation he/she would
be able to understand its use in his/her life.

6. Method of learning mathematics

6.1 Know mathematics
This is the primary stage for learning any subject. Person must know the subject
whenever he starts learning, i.e. which things contained in that subject. In precisely mathematics
learner must have to know about its branches such as, numbers, algebra, geometry, etc when he
starts learning. Before start any topic knowledge of its primary concepts is necessary. For
example for learn addition, first of all what addition is and why we can do? See one example you
have some marbles and your friend give some. Then how many marbles you have, that is the
concept of addition.
Therefore learner first knows the subject (mathematics). And then he has to start his
learning.

6.2 Understand mathematics

You understand a piece of mathematics if you can do all of the following:

Explain mathematical concepts and facts in terms of simpler concepts and facts.

Easily make logical connections between different facts and concepts.

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Recognize the connection when you encounter something new (inside or outside of mathematics)
that's close to the mathematics you understand.

Identify the principles in the given piece of mathematics that make everything work. (i.e., you
can see past the clutter.)
By contrast, understanding mathematics does not mean to memorize Recipes, Formulas,
Definitions, or Theorems.
Dos for understand mathematics:

Always strive for understanding as opposed to memorization.

If this means you have to go back, do it! Don't postpone clarifying a point you miss because
everything new will build on it.

It may be intimidating to be faced with a 1,000 page book and having to spend a day
understanding a single page. But that does not mean that you'll have to spend a thousand days
understanding the whole book. In understanding that one page you'll gain experience that makes
the next page easier, and that process feeds on itself.

6.3 Applications in routine life

After learning topic, where it uses or its applications are important. If you know
mathematics but dont know its uses in life then your knowledge is waste. See one example; once
25 people stand on river bank, 24 of them was illiterate in maths but one of them know
mathematics. They want to cross river, the asked that man, he measure hoe deep river is, then it
was 15 feet deep. So, he concludes that every person has 0.6 feet then we easily cross the river.
Then they start but all drowning in river. Note that person know, how to do average but dont
know how to use. So with knowledge of topic, its application is also important.
If you know tables up to 40 but dont know about its use then it is meaningless.

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7. Use of mathematics in real life problems

Maths in Day to Day Life
Being fast in mental arithmetic can save your money when you go to market! Not only does
Maths underline every process and pattern that occurs in the world around us, but also, a good
understanding of it will help enormously in our everyday life. Maths is all around us, it is
everywhere we go.

Maths in commercial usage

Discount
Banking
Foreign exchange
Stock and share
Arithmetic (Profit & Loss, Percentage, Ratio and Proportion, Time problem)

How Algebra is useful?

Suppose we appoint a person for some work we give him 2 options: i. Rs.100/day,iiRs.
50/- first day, then increase Rs. 5/- per the summing day. Which is better?

Calculus
It is the study of change. It includes limits, derivatives, integrals and infinite series. It
helps us to find the area of figures, to know the acceleration of the car moving in a highway with
a uniform speed. Also, includes the movement of a artificial satellite, ship, etc.

Number Theory
It is the branch of pure mathematics concerned with properties of numbers. It is used for
creating codes for ATM/ Credit cards.

Graph Theory
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It is the study of graphs. To find the easy route that can be used by a sailor from one port
to another. The best way to reach all the port is shown by the arrows.

Geometry
It is the study of shape, size and relative position of figures with properties of space. To find the
floor area, this is needed for finding area of carpet or number of tiles.

Trigonometry
Help us to find height of tree.

Mechanics
It is concerned with the behavior of physical bodies subject to forces or displacements.
For example: Maximum distance a football can go when kicked by the goal keeper at an angle of
45o.

Maths in medicine
Reconstruction of the shape of a tumor from CAT scan and other medical measurement,
Protein modeling, etc.

Nature
Sunflower contains Fibonacci sequences. The Ancestry of Bees, Seashell- square root of
numbers.

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8. Inferences
After studying all the above things, we summarized that mathematics is outwardly hard
for all but if we teach to lay person with fundamental concepts and using above tricks it will be
easy and useful for any one and that person should learn mathematics in short time which would
useful in his life. And from this we conclude that mathematics is not just for classroom teaching
but it is for all.

9. References
1.
2.
3.
4.
5.
6.

http://mathoverflow.net/questions/5497/what-are-the-qualities-of-a-good-math-teacher
http://www.bragnam.com/programs/vedic-maths/benefits-of-vedic-mathematics
http://www.cedu.niu.edu/~shumow/itt/doc/BuildRapport.pdf
http://www.colorincolorado.org/article/learning-about-your-students-backgrounds
https://www.thindifference.com/2014/03/solving-puzzles-can-teach-students/
http://www.tkcalifornia.org/teaching-tools/mathematics/teaching-strategies/?

referrer=https://www.google.co.in/
7. http://www.vedicmaths.org/images/PDFs/Free_Books/Manual%201.pdf
8. Lay person definition of lay person by the Free Online Dictionary, Thesaurus and
Encyclopedia". Thefreedictionary.com. Retrieved 2014-06-24.
9. Mathemagic by Nagenda Vijay.

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