1. W
E
L
C
O
M
E

3. SHINI S.S
B.ED MATHEMATICS
KUCTE. KUMARAPURAM
THIRUVANANTHAPURAM

4.  Basic principles of project method
 Steps involved in project method
 Example of project method
 Criteria of a good project
 Role of the teacher
 Merits of project method
 Demerits of project method
 Some projects for mathematics

5. Project method is of American origin
and is an outcome of Dewey’s philosophy of
pragmatism.
--

6. Oxford  learners dictionary as a ‘plan of
action’.
Dr.Kilpatrick 
‘A project is a unit of wholehearted
purposeful activity carried on
preferably in its natural setting’.
J.A.Stevenson 
‘A project is a problematic act
carried to completion in its most
natural setting’.

7. Bellard 
‘ As a bit of real life that has been
imported in to the school’.
--

8. In project method ,teaching and learning are
considered from the child’s point of view and in
this method knowledge and skills are learnt by
pupils through practical handling of problem in
their natural setting. This method is an ideal
way of promoting creativity, arousing curiosity
and including the spirit of enquiry among the
students. However, in this method teaching is
more or less incidental.

9. Basic principles of
project method

10.  Learning by doing
 Learning by living
 Children learn better through
association , cooperation and
activity.

11.  Law of readiness
 Law of exercises
 Law of effect

12. Principle of activity
Activity is a significant feature of this
method. Children select,plan,execute and
evaluate their project themselves.

13. Principle of social experience
The project is selected from real life
situations and every project should be a
social experience for the children.

14. Principle of reality
The project can not be motivating and
interesting for the learner unless it is
natural and real from the learner’s
point of view.

15. Principle of utility
Knowledge is meaningful and
worthwhile if it is practicable and
useful.

16. The selected project should be
purposeful and therefore
motivating for the learner.
purpose and goal make the
project meaningful and
significant.

17.  Providing a situation
 Selecting and purposing of the project
 Planning of the project
 Executing the project
 Evaluating the project
 Recording

18. PROVIDING SITUATION
The project should arise out of the felt needs
out of the students . The teacher should
provide such situations to students which may
arouse some suitable questions to which the
students seek answer . It should look
important must be interesting and purposeful
for the students . The teacher can provide a
variety of situations through discussions ,
questioning , library work ,field work etc.

19. Selecting and purposing
The selection of the project is done by the students
themselves . The teacher should refrain from
purposing any project otherwise the whole purpose
of the method would be defeated . However , the
teacher can guide the students in the selection of a
good project , keeping in mind the interest ,aptitude ,
and ability of the students. In this step the nature
and goal of the project is determined as well as the
limits and scope of the project is clearly defined.

20. Planning
 Planning involves the section of the most
appropriate and feasible set of activities to be
executed.
 The students should choose the most practical
plan of action.
 The students themselves should do the planning
with the teacher as a guide.

21. While planning ,the points to be taken in to
consideration are
 The nature and scope of the project
 The degree of complexity of project
 Time allotted to finish the project
 Availability of material resources
Discussion may be held among students before the final
draft of the plan is agreed upon.

22. Execution
In this step the teacher helps the
students in assigning work to different
students in accordance with their
interest , aptitude and capabilities.
Each member of the group should be
actively involved in execution of the
project as per the purposed action plan.

23. EVALUATION
 The students along with the teacher should
review the progress of the project at frequent
intervals .
 This is to ensure that the students are
progressing towards the realization of the
objectives of project without evaluation , the
project can move out of the focus .

24. The evaluation of the project has to be done in
the light of
 Proposed plan
 Difficulties in the reaction
 Achieved results

25. RECORDING
The student are required to maintain a
complete record of work including the
choice of the project ,the planning , the
discussion held and duties assigned .
Also references and books consulted and
readings taken, difficulties faced,
guidance sought, details of places visited
and surveyed and so on should be
carefully recorded .

26. Celebration of ‘Republic day’ may be the project . The
project can have the following different aspects
 Why do we celebrate this day
 The school program of its celebration
 Estimated expenditure for different items; budget
preparation
 The account of collections from amongst the
students, if any
 The preparation and organization of different items
of the program

27.  Keeping accounts of the expenses incurred .
 Execution of different programs
 Preparing the report of the program
 Evaluation of the entire celebration .
These are the directions for the students to carry out the
project . An enthusiastic planned celebration will necessitate
the learning of many valuable ideas concerned with different
subjects .
An soon as the students take up an aspect of the project , the
teach will utilize the opportunity to enable the students to
learn something .

28. Criteria of a good project

29. The project should be purposeful , useful, and
practically applicable to the daily life of the
students , with clear well defined objective .
The project should help in providing useful and
meaningful learning experiences to each member of
the group .
The project should be with in reach of the students
in accordance with their interest and ability levels .

30. The project should be feasible in in terms of the
availability of human and material resources and
time limit.
The level of complexity of the project should match
the ability level of the students.
The learning activities of the project should be life
like purposeful and natural .

32.  Guide students in selecting the project according to
their interest , aptitude and ability .
 Help students in planning and allotting activities to
each member according to the nature of abilities.
 Help in creating a friendly and democratic
atmosphere in the class room promoting co-operation
and harmony.
 Be available to the students and willing to help as and
when it is necessary.

33.  Supervise and check whether the project is
renning in time as planned.
 Suggest extra resources , if necessary , for the
sucessful execution of the project.
 Check the records maintained by the students.
 Help in the periodic assessment of the progress of
the project.

35.  It is based on sound psychological principles
and laws of teaching.
 It provide scope for independent work and
individual development.
 It promotes habits of critical thinking and
encourages the students to adopt problem
solving methods.
 It promotes social interaction ,inculcates spirit
of co-operation and exchanges of experiences
among the students.

36.  It encourages practical applications of the
subject ,making the subject functional and
meaningful to the learner.
 It provides opportunities for children to acquire
a lot of skills –observation ,reference,
interpretation and so on.
 In this method the children are active
participants in the learning task.
 It develops self –confidence and self –discipline
among the students.

37.  It upholds the dignity of labor .
 If widens the mental horizon of the students.
 It makes the learning more interesting and
facilitates better understanding of the subject
matter as the learning is related to reality and
world around him.

39.  The project is uneconomical in terms of time and is
not possible to fit in to the regular timetable .
 It does not provide any training in mathematical
thinking and reasoning .
 The learning is incomplete and uniform learning or
balanced learning is not possible for all students as
each student performs a different activity.
 Textbooks and instructional materials are hardly
available

40.  For the success of this method the teachers should
be exceptionally resourceful and gifted and
knowledgeable.
 It is an expensive method as it makes use of a lot of
resources which are not immediately available in
the school.
 Syllabus cannot be completed on time using this
method.
 Teaching is disorganized.

41. Some Projects For
Mathematics

42.  Running a co-operative bank in the school
 Running a stationary stores in the school
 Laying out a school garden
 Laying a road
 Planning and estimating the construction of a
house
 Planning for an annual camp
 Comparison of expenses incurred for a journey
using different modes of transport

43. CONCLUSION
This method brings life to the school atmosphere . Learning becomes a
co-operative affair. Its approach is scientific and psychological . As it is
not suitable for drill and continuous and systematic teaching ,it is not
very desirable to use in freely . If the teacher can devise and plan a
good project on something , the students will gain a lot . It leads to
understanding and develops the ability to apply knowledge . Its
occasional use will always remain the effective tool in the hands of the
teacher . The teacher has to work as a careful guide during the
execution of the project. Costly projects should be avoided .
Unsupervised an un evaluated project work will also be of no use.

44. Reference
 Teaching of mathematics-Dr. Anice James ,
Neelkamal publication pvt.ltd (2008)
 Education method and technique –Zubair. P.P,
Heurisco publications
 Principles ,methods and techniques of teaching
J.C Aggarwal ,Vikas publication