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__WHAT IS DIAGNOSTIC WORK AND REMEDIAL TEACHING IN MATHEMATICS__

__WHAT IS DIAGNOSTIC WORK AND REMEDIAL TEACHING IN MATHEMATICS__##
__1. Diagnostic work and remedial education in mathematics-__

__1. Diagnostic work and remedial education in mathematics-__##
What is Diagnostic work and remedial teaching in mathematics |

In school, the students study different subjects and the teacher teaches the subjects, in the teaching of the subject, the main objective in front of the teacher is that the students should understand the subject properly so that they have a high quality. The same goal is also in front of the student that he should get as much information about the subject as possible so that he can be ranked high in the classroom. In fact, the above goal is at the top of both.

But the more important thing than the success is that the student should understand the teaching points of the subject right from the beginning and the teacher should keep his attention on these points while teaching the subject. By doing this, the student is not able to get knowledge of many fine and salient points and still he / she passes in the class, but the question is not only to pass but also to have complete knowledge of the subject. Based on the test, we have knowledge of the success of the students and they are placed in different categories A, B, C but are under diagnostic test. Students did not understand What teaching points concerning their knowledge.

For example, a person is suffering from fever, the doctor detects the symptoms of that person's fever as if the fever is malaria or typhoid. This method is called diagnosis. Depending on the correct diagnosis, the disease is treated and fever is prevented. With the knowledge of medical science, the work of diagnosis is also taken in the education sector.

But the question is who to diagnose in education. Each subject has its own nature and has its own learning points which are different from other subjects. Each subject has its own terms, suffixes, symbols, formulaic verbs which are different from the other. Thus in teaching a mathematics subject, the teacher has to pass one type of term, suffix etc. to the students. This work has been done since the beginning. Since the subject is taught, then the teacher should have clarity of teaching points so that he can give the students the right knowledge of mathematics, as well as the student Is accurate knowledge of mathematics might be possible.

As an example we use + - = ÷ × etc. symbols as arithmetic. If somehow the student gets his wrong knowledge, then the student will always keep using this wrong knowledge and his subject matter will decrease, so its diagnosis is absolutely necessary.

The work of diagnosis should be done from the beginning, that is to say, before starting the subject teaching, the correct position of the students should be determined by diagnosis. Diagnostic work should be done after each chapter so that it can be prevented or treated at the same time. If the student's shortage is not overcome in time, then that deficiency increases and the subject knowledge of the student decreases. As soon as there is a feeling of deficiency, then it should be treated so that deficiency does not go ahead, we prepare diagnostic tests for diagnosis.

__Now the question arises as to which different positions are taken into consideration for diagnostic work in Mathematics so that their lack can be accurately understood. The following terms are taken into consideration for diagnosis.__##
__2. Steps in Diagnostic Work in Mathematics__

(1.) To find out the different terms (Mathematics), Symbols, facts etc. which students have not got the right knowledge in mathematics.

__2. Steps in Diagnostic Work in Mathematics__(2.) How many students are not clear for each term, suffix, fact, symbol, etc. In this, the percentage of students is determined by keeping the percentage of the students as high percentage. The reason for this is that if a student is not able to understand the suffix of mathematics, then a high percentage of it will come and it will be treated first. After this, suffixes with less than that percentage will be treated, this process will continue till all the suffixes have correct knowledge of the students.

(3.) The third step is that whatever the terms, suffixes, facts etc. have not been clear to the students, they should know the reasons for not being clear. Once knowledge of the right cause is known, its prevention can be remedied.

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__3. Different reasons for students not to be clear about maths terms, suffixes, facts etc. (Causes as to Why Terms, Facts, Concepts etc. Of Mathematics Are Not Clear to the Pupils) -__

(1.) Ongoing deficiency from previous class-

__3. Different reasons for students not to be clear about maths terms, suffixes, facts etc. (Causes as to Why Terms, Facts, Concepts etc. Of Mathematics Are Not Clear to the Pupils) -__If the mathematics, terms, suffixes, facts etc. are not well explained to the student in the previous class, then the new knowledge, which is the basis of the previous class knowledge, is hindered in understanding it, so before giving new knowledge their shortcomings are known. Taxes must be redressed. Knowledge of these deficiencies in the classroom is possible through diagnostic testing.

(2.) Before teaching in class, its real need should be known. The success of the students depends on their need. This facilitates their learning.

(3.) The third reason may be that the student is not interested in the study of mathematics and neither does the necessary motivation make the student successful in mathematics.

(4.) Students are unable to clear the concepts of Mathematics. If their Ability is less than the average, then in this case the suffixes of Mathematics are not clear to the students.

(5.) In addition to this, if there is no mathematics related books or supporting material available in the school, then the teacher has difficulty in making the teaching interesting.

(6.) Subject knowledge is not clear to the students even in the absence of appropriate syllabus of Mathematics.

(7.) If the teacher of Mathematics does not use different new methods in teaching, then mainly average and below average students have to face difficulty in understanding the subject.

Many teaching points are not clear in the students while studying mathematics.

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__4. The following different methods are used to know these shortcomings (Ways of Knowing the Weakness of Pupils in Mathematics) -__

__4. The following different methods are used to know these shortcomings (Ways of Knowing the Weakness of Pupils in Mathematics) -__##
What is Diagnostic work and remedial teaching in mathematics |

(2.) The students are given homework so that the class teaching can be understood properly. Even after analyzing the housework, their shortcomings are revealed.

(3.) Verbal work has its own importance in mathematics. Their lack is also realized through oral work

(4.) Sometimes students are also aware of deficiencies in mathematics through interview.

(5.) The weakness of students is known through analysis of their answer sheets.

(6.) In addition, by observing their behavior in informal situations such as laboratory libraries, mathematics seminars, math melas etc., the weakness of students is also revealed.

(7.) Sometimes analysis of Achievement Test also shows the weakness of students.

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__5. In the field of arithmetic, the following types of mistakes or errors are known by the students (Mistakes Pupils Generally Commit in Mathematics) __-

(1.) Mistakes used in mathematics are misused.__5. In the field of arithmetic, the following types of mistakes or errors are known by the students (Mistakes Pupils Generally Commit in Mathematics)__

(2.) Use of equality and difference in different mathematical facts is wrong.

(3.) Wrong use achieved by dividing and multiplying.

(4.) Incorrect use of denominator and numerator in fractions.

(5.) Distinguish the difference between two or more suffixes.

(6.) Making the equation wrong, having no clear knowledge of known and unknown quantities.

(7.) The geometry images cannot be made correctly.

(8.) Incorrect use of mathematics tools.

(9.) Displaying the language in different units of mathematics.

(10.) Converting from one unit to another.

(11.) To find the average, percentage, L. C. M., H. C. F. etc.

(12.) To give correct answers to questions that find reason and difference.

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__6. Objectives of Diagnostic Test__

A test is prepared at each level and chapter for diagnosis. Before explaining the designations of clinical trials it is necessary to give the purpose of that test. The following are the objectives of a clinical trial -

__6. Objectives of Diagnostic Test__(1.) Improving the teaching and learning of mathematics subject, it is beneficial for both the student and the teacher. If students do not understand any mathematics suffixes clearly, then the teacher has to change his method.

(2.) Identifying backward children in mathematics in the classroom so that diagnosis can be possible for improvement.

(3.) To know the elements which are hindering the subject development of students and to provide remedial suggestions.

(4.) To guide the study methods.

(5.) Assessing weakness in mathematics and adopting collective remedial method based on it.

(6.) To make changes based on deficiencies in syllabus and curriculum so that they are useful to students.

(7.) Use appropriate assessment procedure to know the shortcomings of the students.

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__7. Steps of Diagnostic Test__

(1.) Finding mistakes by students in the field of mathematics. This work is done either in the field of Mathematics by successful testing or by the students through answer sheets.

__7. Steps of Diagnostic Test__(2.) Construction of the Test Items - In this post, three or four small questions are prepared by a type of mistake.

(3.) Administration of the Test - The assay prepared is given to a large group of students.

(4.) Locate the Errors - Detection of mistakes makes work for treatment.

(5.) To categorize mistakes according to their nature (To categorize the Errors) - In this verse the types of mistakes are placed on the basis of high percentage to low percentage. The highest percentage of mistakes is prevented in the treatment. Then the percentage mistakes below that are corrected, in this order, the mistakes with the lower percentage are treated slowly.

(6.) Finally, the cause of each mistake in the verse is ascertained so that those reasons are taken care of in future and the students cannot repeat the mistake.

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__8. Remedial Teaching__

The end of diagnostic work in the subject area should be arranged for students to teach to overcome their weakness. This task is called remedial teaching. Once a student discovers weakness in mathematics, remedial work becomes easier.

__8. Remedial Teaching__Remedial work should be done at the end of each practice and not at the end of the year. If students experience any kind of difficulty in understanding the chapter, then resolving it at the same time, the weakness of the students does not go further and they take less time to understand the subject. In this way, the diagnosis and treatment go together and the subject is properly knowledgeable.

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__9. The following arrangements should be made for treatment in the college (The Following Remedial Program to be Arranged in the School) -__

(1.) To remove the weakness of the students, the same content should be repeated. Their weakness can be removed by this.

__9. The following arrangements should be made for treatment in the college (The Following Remedial Program to be Arranged in the School) -__(2.) Depending on the weakness of the students, separate teaching should be arranged in small groups.

(3.) Small projects and problems should be given in the field of mathematics. The suffixes which could not be explained in classroom teaching by them become clear.

(4.) Students should be given practice and homework at the end of the chapter so that whatever weakness is left, it goes away.

(5.) Programmed Work to the students - Their weakness should continue to give them practical work according to nature. For students who experience difficulty in understanding the facts, terms and suffixes of mathematics, the teacher should prepare the practical work from the same areas and give it to the students themselves. By working on it, the weakness of the students is removed.

(6.) Seminars should be organized in different areas of mathematics in which students have more weakness. Weakness of students can also be overcome by them.

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