S. Umamaheswari

Bio: S. Umamaheswari is an academic researcher. The author has contributed to research in topics: Work (physics) & Telecommuting. The author has an hindex of 1, co-authored 1 publications receiving 1 citations.

Integrating vocabulary instruction into math classroom

Abstract: Background: The emphasis on vocabulary instruction in math classes has gained momentum in recent years. Mathematics vocabulary instruction enables students to comprehend and understand mathematical concepts. Most of the study and research findings on integrating or incorporating vocabulary instruction in math classes focus on high school and middle school students. As Math is the foundation for science and engineering, training on math concepts begins at school and extends to the college level. Methods: The study draws on a simple percentage method to understand students’ proficiency in math vocabulary, their difficulties in comprehending the word problems and integrating vocabulary instruction into Math classes. An online questionnaire survey was distributed among first-year undergraduate engineering students in Chennai to identify students’ exposure to math vocabulary and their views on integrating vocabulary instruction into the math classroom. The primary data collected through an online survey is analyzed using R studio. Results and Discussion: As the students come from different backgrounds, the level of understanding the math vocabulary, new or unfamiliar words from real-life experience, adds complexity in the teaching-learning process. Given the system of education with a prescribed time (classes) for completion of the syllabus, both the students and teachers may find it challenging to focus on math vocabulary instruction. The research paper highlights the importance of learning math vocabulary for first-year engineering students and integrating vocabulary instruction into the math classroom. corresponding author 2010 Mathematics Subject Classification. 62P25, 97C50.

Remote work: A statistical analysis to understand the new normal

Abstract: The pandemic situation has been an unprecedented experience for the world. As of March 2021, India is third among the most affected countries due to the novel Coronavirus (COVID-19). After a screeching halt, people have returned to their daily routines with a new shift in their working style. Telecommuting, commonly known as ‘work from home’ or ‘working remotely’, has become a new practice for many. The Information Technology and the education sector being the dominant fields of the service sector, march towards this practice of remote working. This research aims to understand whether people from Information Technology and education field are accustomed to the transition from the workplace to remote work. The article mainly focuses on studying three main aspects of life: Professional, Personal and Social. A study was conducted by circulating questionnaires among one hundred and ten employees of the Information Technology and the education sector. The data is analyzed using the statistical methods executed on R studio, an integrated development environment for R and visualization tools. The statistical analysis of the paper helps us to figure out whether the individuals are finding it comfortable or challenging to work from home.

Developing mathematical thinking through activity based heuristic approach: a case of making connections between patterns, sequences and graphs

Abstract: Teaching approaches is a key factor that contributes to the improvement of learner achievement. Moreover, learning mathematics through activities helps learners to develop mathematical thinking which is the foundation for development and a basis for sustainable development in mathematics. In this study, 77 third year pre-service mathematics teachers at Makerere University were provided with an experience of utilizing the activity based heuristic approach in making connections between patterns, sequences and graphs with the intention of developing their mathematical thinking. The participants were subjected to a whole-class discussion after which they reflected on the discussion. The whole-class discussion was videotaped and data were collected through observation of the video and making reflective notes. Having used observation narratives and thematic analysis of reflections from the whole-class discussion through the lens of the conversational framework, it was observed that learning mathematics through activities helps learners to develop mathematical thinking which is the foundation for their development and a basis for their sustainable development in mathematics. The learners are engaged in the learning process and besides, develop several other competences like communication, creativity and innovation, presentation and working in a team. From the pre-service teachers’ perspective, the major implication of activity based heuristic approach is the need for an exigent change of the pedagogical training approaches for Makerere University’s pre-service mathematics teachers. Article visualizations: