Learning Mathematics by Using Rectangular Box by Mrs. Ainil Nilam Suri

On February 25, 2023, a workshop was held as the titled “Learning Mathematics by Using Rectangular Box,” dissemination by Mrs. Ainil Nilam Suri, which focused on utilizing teacher-made mathematics teaching aids. The workshop brought together 25 teachers and aimed to highlight the benefits of integrating hands-on teaching aids into mathematics instruction. The event was conducted in a face-to-face format, enabling direct interaction among participants to assist in the creation of teaching aids using easily accessible materials.

Ainil Nilam Suri dissemination following the workshop is of paramount significance. The goal was to address a common challenge: the reliance on basic counting methods for addition and subtraction among students. Additionally, students often struggle to identify patterns within mathematical concepts. To tackle these issues, Ainil Nilam Suri decided to disseminate the use of a particular teaching aid—rectangular boxes.

The chosen title, “Learning Mathematics by Using Rectangular Box,” succinctly captures the essence of the workshop’s focus. By introducing this innovative teaching aid, Ainil Nilam Suri aimed to transform the way mathematics is approached and understood. The rectangular box becomes a versatile tool that facilitates not only basic arithmetic operations like addition and subtraction but also more complex tasks such as composition and decomposition of numbers. Through the tactile and visual representation provided by the rectangular box, students are better equipped to grasp abstract concepts and develop a deeper understanding of mathematical relationships.

The dissemination’s brief background sheds light on the problem Ainil Nilam Suri aimed to address. Counting-based approaches to addition and subtraction can hinder students’ ability to identify patterns and develop critical thinking skills. The rectangular box, as a teaching aid, serves as a bridge between concrete and abstract learning, enabling students to visualize mathematical concepts and discover patterns on their own.

The dissemination itself likely echoed the workshop’s hands-on approach. Ainil Nilam Suri likely shared practical insights into creating and effectively utilizing rectangular boxes as teaching aids. The interactive nature of the workshop and dissemination emphasizes collaboration and knowledge sharing among fellow teachers. By encouraging colleagues to adopt this method, Ainil Nilam Suri has contributed to enhancing the quality of mathematics education and fostering a more engaging and effective learning environment.

In conclusion, Ainil Nilam Suri dissemination serves as an exemplary illustration of the power of teacher-made teaching aids in transforming mathematics education. Through the introduction of the rectangular box as a versatile tool, Ainil Nilam Suri aims to revolutionize the way mathematical concepts are taught and learned. This dissemination not only addresses current teaching challenges but also empowers fellow teachers to enhance students’ mathematical comprehension and pattern recognition abilities.

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