MD MATHEMATICS

CONTENT ANALYSIS

Submitted by: Mahima Yadav (2020/878)

Komal bhadana (2020/881)
Submitted to: Dr. Ashu thareja
B.el.ed -3rd year
TEXTBOOKS
Text-books are standardized collection of the subject-matter that has to be taught to
the students. They facilitate the teaching of new concepts and skills and maintain the
knowledge already acquired and help the correlation of the theoretical knowledge
with the practical aspects of life.

Need for a Good Textbook in Mathematics

A mathematics textbook is very useful for a teacher in the following ways.
1. A textbook is written according to the syllabus and gives the outline of the course.
Therefore, it helps the teacher to decide about the limits and depth of the content to
be presented to the students while teaching.
2. A textbook provides insight to the teacher in planning the lesson, in selecting the
problems to be worked out, the methods of teaching to be adopted and the teaching
aids to be used.
3. The textbook is written by experienced teachers of mathematics. By using textbooks,
a teacher of mathematics, especially a beginner, can avail the experience and
expertise of the authors.

A textbook is an important aid for learning mathematics.

It is useful for the students in the following ways:
1. The textbook helps the pupils to relate, what they are learning, to life.
2. It helps to foster the right study attitude among the students since the textbook
presents definite and concrete details in a scientific and intensive manner which could
arouse the students’ interest and curiosity.
3. The textbook provides important source of materials for reviewing and recapitulating
the lessons taught in the class.
4. It places within the reach of the pupil the theoretical development, worked out with
much thought and a wide view of the bearings of the subject. This helps in meaningful
learning.
5. The textbook helps in pre-preparation of the lesson and gets the students acquainted
with lessons to be taught.
6. It provides adequate materials for drill and practice and thus helps in fixing the
mathematical principles and formulae in the minds of the students.
7. It saves time and labour of the students as they need not copy the illustrative
problems, exercise problems and homework problems.
Importance of text – books

Usefulness to the teacher:

1. It provides suitable subject matter and guideline regarding the syllabus of the subject.
So, the teacher neglects no portion of the syllabus and does not waste time on relevant
details.
2. The text books help the teacher planning his lessons, deciding his method of teaching
and preparing suitable aids.
3. It provides certain well illustrated examples about a topic.
4. Text books are usually written by the well experienced teachers and subject experts.
A teacher can make use of their services by making use of their Text-books.

Usefulness to the students:

1. They provide the students with well graded exercises for drill, revision and review.
2. Text books help in pre-preparation. At their home, students may get themselves
prepared for studying the next day lesson.
3. Text-books help in doing self-learning, self-study and helping the students to acquire
the habit of independent learning.
4. Text-books should be quite useful in case a student has to remain absent from class
due to one (or) the other reason they can understand the concept easily

Characteristics of Good Text-books:

1. It presents the subject-matter strictly in accordance with the latest-syllabus.
2. It is written by experienced teachers.
3. It should contain well graded problems for revision.

4. The day-to-day needs of the students and their physical and social environment
should find due place in the text book.
5. It should be according to the aims and objectives of teaching Mathematics in that
particular class.
6. The new development and invention in the field of Mathematics should find their
place in the text-book.
7. The psychological as well as logical order should be followed in the organization of
the subject matter of the text-book.
8. All the definitions, concepts and principles given in the text book should be as clear
and definite as possible.
9. It should make use of the national and international standard terminology in terms
of symbols, formulae and definitions.
10. The principle “from simple to complex” should be followed in the arrangement of the
topics of the text-book.
11. It should meet the abilities, experience and interest of the students for which it has
been written. It should cater to the needs of all types of students – slow, average and
fast learners.
12. A textbook should have a lot of examples and questions, that the child appreciates
the abstractness of concept.
THEME- MONEY
CLASS: 3rd

What is money?

Any item or verifiable record that is widely accepted as payment for goods and
services is referred to as money.

Money math involves many of the math skills you learn in school, such
as addition, subtraction, multiplication, division, fractions, decimals,
and percentages.
PRIVATE PUBLISHER BOOK
ANALYSIS

BOOK NAME: NEW COMPOSITE MATHEMATICS

WRITTEN BY: Mrs. RACHNA JAIN
EDITED BY: Mrs. BHAWNA MALHOTRA
PUBLISHER: AAY BEE PUBLICATION
PUBLISHED IN: NO INFORMATION WRITTEN ON BOOK
NO. OF PAGES: 140 PAGES

PRICE: Rs. 368 (The book is quite costly and might not be affordable
by everyone)

BINDING: THE BOOK IS BINDED TIGHTLY AND IT IS DIFFICULT TO KEEP

THE BOOK OPEN. CHILDREN MAY FACE DIFFICULTY IN READING THE
WORDS WRITTEN IN CORNERS.

PAPER QUALITY: PAPER QUALITY IS GOOD. THE PAPER IS NEITHER

TOO THIN NOR TOO THICK.

AVAILABILITY: EASILY AVAILABLE

FONT: THE FONT IS NORMAL AND READABLE. (The font used are very
interesting and readable, the varieties of colours used makes the
students interested towards the book)

CHAPTER NAME: MONEY (The name of the chapter is self- explanatory

and similar. Learner easily gets the idea about the content of the
chapter after reading the name)

THICKNESS OF BOOK: The book is not too light not too heavy. A child
of grade 3 can easily handle the book.
FRONT COVER

The front cover is the first of the physical parts of a book. The
cover of this book is attractive. The name of the book is clearly
written with all other things such as grade and name of the
publisher. And at the top of cover it is also mentioned that the
book is as per NEP 2020.
The cover of this book is age appropriate and filled with lot of
illustrations. Different colours, shapes, mathematical tools, and
cartoon images are used. Moreover, some mathematical tools
such as calculator, protractor, divider, calculator that are there
on the cover page makes child curious as maybe they have
never used them before or some of them never seen these
tools priorly.
Some of the mathematical themes, questions are there which
make the child to appreciate what they had already learnt in
previous classes (multiplication, addition) and some of the
theme such as composition and measurement are new for the
child.
CONTENTS

The content page is quite colourful with a watermark of

counting’s from 0-9 and with some common mathematical
notations which were likely to be introduced to the learner in
Previous classes like +, -, *, / and =. These symbols act as a
resource for the teachers to analyse their previous
understanding and their awareness of mathematical notations
as mostly learners are do not appreciate their real meanings.
(On basis of discussion done while reading Rohit sir’s reading)
Furthermore, some shapes were also there which are not
clearly visible. There are 16 chapter and each box represent
one chapter the average length of each chapter is around 10
pages. The name of chapter is written in bold heading whereas
the sub topics are written beneath the Heading. There is less
space between two boxes due to which the learner face
problem while reading the content.
INTRODUCTION OF CHAPTER
The chapter starts with a basic definition of money and the currency of
India that is rupee and paise and how we convert paise into rupee or
vice versa. After the definition, some basic information is provided
such as the symbol of rupee and paise, how to write them jointly or
separately. And then examples are there.
What we conclude after observing the introduction of chapter and
some suggestions are:
• The chapter doesn’t start with any story or any other activity
which might be helpful for the child to understand the concept.
• There is no scope for analysing child’s previous knowledge.
• After giving definitions and start with questions may does not
work or may be the Child lose interest in the chapter.
• There is no scope for play or hands on activities until the teacher
makes effort to start the chapter in an interesting way to grab
learner’s attention.
• Due to no illustration child only learn or rote memorise the rupee
but if some pictures were used then the child may understand or
recall the notes of 10rupee, or 100 rupee which he/she have
seen and touched.
NCF 2005 envisions school mathematics as:
Children learn “important” Mathematics which is more than formulas and
mechanical procedures. In this chapter there is a focus on formula more.
Children see Mathematics as something to talk about, to communicate
through, to discuss among themselves, to work together on. There is
very less or no scope for communication and discussion.

Examples given/ activities

There are different types of examples given and before every

example the formula is mentioned. Different colours are used to
make it attractive but there are no illustrations. The examples
are quite easy and easily understandable for the child or they
can do these on their own once they abstract the concept. It
helps in developing the concept. After a set of particular type
of examples there is an exercise having same type of questions
which help to build strong understanding of concept.

Exercise questions

Exercise questions are given under the heading of activity and

there are different types of questions or mostly every type of
question related to money are given which are required for the
enrichment of the concept. But due to less illustration or real-
life situations or concrete examples, may be child face some
difficulties.
The exercise questions are age appropriate. Word problem
questions are also there and they are neither very lengthy nor
too short.
There are some questions which allow the child to use other
concepts as well if they are unaware the concept of money.

Ques. Arun bought 6 notebooks each costing Rupees

12.50. How much he pays to the bookseller?

In this equation a child who do not appreciate the notation

“rupees” will consider this question as normal multiplication or
repeated addition. Whereas, a child who appreciate the
concept of rupee and paise will recall 12.50 as 12 rupee and 50
paise, instead of reading them as 12.50 and find the solution
accordingly. As noticed here, notations plays a major role in our
concept building which we read in Rohit sir’s reading.
Development of concepts
Concepts are developed in a flow. From basic to higher level.

* Addition of money
* Multiplication of
*converting rupee * Subtraction of money by a number
into paise money
* word problems on
*converting paise * word problems on multiplication of
into rupee basis of addition and money by number
subtraction of money

Mathematical processes
According to the position paper of NCF 2005 there are 6
mathematical processes. These processes are written below
and we can use these methods in this chapter with some efforts
of teacher and with some modifications:
1. Formal problem solving - Problem solving requires a
combination of concepts (addition, multiplication,
subtraction etc.) which we can notice in money concept.
2. Estimation of quantities and approximating solutions-
If we give some real-life situations to the learner, they use
this process (For ex- If a boy wants to buy 15 toffees and
one toffee is of Rs.3. How much approx. money you
required)

3. Visualisation and representation – Representation of

concept (on number line, fake notes, other concrete
objects) and giving the child enough opportunities and
resources to visualise mathematical concepts.

4. Making connections- Let the child appreciate that there

is a connection between concept of addition,
multiplication, place value and concept of money.

5. Mathematical communications- Giving child enough

space and opportunity to do maths talk, discussions as it
helps in better understanding as well as increase the peer
learning. In addition to this NCF05 also talks about
communication, discussions, etc.

6. Systematic reasoning
Modes of representation
According to Bruner, there are 3 modes of representation:
• Enactive
It includes manipulatives, and concrete materials
example- pencil sticks. In this content use of different
type of fake notes as manipulatives will be beneficial
for building concepts

• Iconic
It includes visuals in the form of pictures

• Symbolic
It includes numbers stated with their place values

This chapter uses the “Symbolic mode” of representation.

This content gives the scope of using enactive and iconic
mode of representation. It is totally up to the teacher that how
she facilitates these modes of representation
Footnotes/ Facts

The book has provided some great footnotes which include

certain definitions of the concepts, some facts related to the
content and teaching tips are there in some chapters which
include suggestions or ideas for the teacher and parents to
make learning of topic more comprehensive and complete.

Language and Length of chapter

The average length of all the chapters is around 10 pages
which include the previous concepts as well as the new
concept throughout the book. The fonts and language of the
chapter is quite clear and legible which make it easy for the
student to understand the things and grab their attention and
interest towards the book.
The language is easy and understandable by the child. At some
places (in examples or in questions) dialogue kind of boxes are
given which helps the child to build the concept in better way
and relate it with his/her day-to-day life activities.

Sociocultural aspects
In this content we analysed that the word problems are gender
biased in most of examples and the questions the more
importance is given to the male gender. We find that the
average representation of boy and girl in the examples and
question is 2:10. That is, for every 10 questions the
representation of female gender in 2 only.
Moreover, the content gives limited opportunity for peer
learning and there is individual learning only but according to
Lev Vygotsky’s sociocultural theory describes learning a socio-
cultural process. According to him learning takes place in two
levels. First, through interaction with other and then integrated
into individual’s mental structure. Here, Vygotsky’s theory is
not applicable.
Closure of the chapter

The chapter ends with “Points to remember” and “mental

maths” which help in revising the whole content again with both
theoretical as well as practical questions. The questions given
in mental maths are little bit trickier as compared to the
questions which are given in the exercise of the chapter.
It helps the teacher to assess the child whether he/she build the
concept of money or not. It helps the teacher, facilitator or the
parents to assess whether the concept are built according to
the requirement of the curriculum.

Overall analysis [pvt. publisher]

ANALYSIS FOR BOTH BOOK AND THEME

The concepts and the content (chapter) are placed in such a

way that there is a hierarchy between the concepts i.e., the
content start from revision, then numbers then number
operation and so on as we observed in the content table. It will
help in construction of concept in connected manner. And the
child will appreciate the connectedness of concept and
structure which is also mentioned in Rohit sir’s reading. The
task/activities/questions are age appropriate and related with
child’s day-to-day life and their surroundings. Learners easily
relate them with their life [ for ex. Most of the questions revolve
around either school i.e., number of children in school,
stationary products or some of the examples are related with
the child’s personal life i.e., sports items, tv, dresses etc.] and
the language used in these tasks are easy and understandable
by the child of grade 3.
Moreover, the content gives enough opportunities to the child to
develop various process skill such as classifying, ordering,
grouping, predicting, finding patterns and relationships,
measuring and calculating, communicating effectively,
optimisation which we learnt in our LME and PEVS class. It is
true that all these skills are not developed consciously or
knowingly or in one chapter but the unknowingly every chapter
gives he child to develop one or two process skills unknowingly.
Such as the child develop the process of grouping and
regrouping in the chapter addition and multiplication,
estimation, approximation and optimisation in money chapter,
measuring and calculating in measurement theme etc. In
addition to this the content provide the scope of developing
both formal and informal method of calculating. It is observed
in measurement chapter where informal/ non-standard modes
are used for calculating length (handspan, fingers, cubit were
shown with illustrations). After 5-6 chapter there is a small
revision test which helps the child to revisit the previous
topics or themes and helpful for the teacher to assess what
the child had learnt in previous themes. If they are still doing
some errors then it will help the teacher to analyse where or in
which or what type of problem the child is facing as it is
conceptual problem or procedural. Also, the book is providing
enough content to develop both conceptual and procedural
process. One major drawback of the content is that the book
contains very less or in some chapters there is no illustration
used. The book is colourful and attractive but there is less use
of activities, stories, dialogues, situational questions, group
activities, which leads to limits the development of
mathematical process such as mathematical talk and peer
learning. In addition to this, some of the chapters are framed in
such a way which did not lead any discussion and there is one
way teaching in the classroom which may leads to the rote
memorisation of concepts without developing the
understanding of concept. The book provides ample
opportunities for home task and written work. The book did
not separately focus on riddles and puzzles but mental maths
box is given at the end of every chapter but it includes only the
content related to that particular chapter.
In the content of this book Dienes theory is not applicable as
there is no such activity/question/play is given which includes or
follows all process of dienes theory that are dynamic principle->
principle of perceptual variability-> principle of mathematical
variability.
The book sticks to the notion of practical learning in students,
where questions are solved in a practical way and students
have to use their own understanding.
SCERT BOOK ANALYSIS
(Chhattisgarh State Board)
BOOK NAME – MATHEMATICS
PUBLISHED BY- Chhattisgarh Text Book
Corporation, Raipur
No. Of Pages- 200
Publication Year- 2021
Binding- Paperback
Availability- Easily available
Font- The font is of normal size and easily
readable.
Thickness of Book- The book is neither too heavy
nor too light. A child of grade 3 can easily handle
the book.
Chapter Name [To be analysed]- Money
Language used- English
Reflection on name of book- The name of the
book is simple (Mathematics) and self-
explanatory.
COVER PAGE
The book is downloaded online due to which cover page is not
available.

PREFACE

According to Preface this book focuses on mathematics learning

should not be confined to textbook learning should be enjoyable and
children can relate the concept of book with their real-life situation.
And according to position paper- “Making mathematics a part of
children’s life experience is the best mathematics education
possible.”
The book focuses on many aspects that are mentioned in position
paper, in ncf2005 and we discussed in class. Some of the aspects
discussed below:
• Symbols which are familiar to children
• Easy language
• Examples should be used
• Activities either individual or group should be there to
keep child engaging
• Book has several lessons which enhance discussion with
friends and teachers (here maybe they are talking about
peer learning and maths talk)
• There is a focus on constructing concepts
• Examples and activities used in this book are related to
child’s experience and interest.

[Reference on which the above points are mentioned are:

Rohit Sir’s reading, ncf2005, position paper, readings
done in class]

SUGGESTIONS FOR TEACEHRS AND

PARENTS
The writer is starting this discussion with an example which is quite
appreciable and attract teacher as well as parents. Here, with the
help of examples the author is trying to explain the learning process
of children, how a child start learning, how he/she abstract things,
how they proceed, how we relate one concept to others which is
totally different from suggestions in the book that I’ve in other
books.
Suggestions which we can use in our classrooms are:
• Every page of the textbook contains interesting activities and
practice exercises. Make more such tasks, ask children to
develop them and also to solve them.
• Children must be given sufficient time to understand and learn
a new concept. Children develop new techniques to
understand concepts, and must be encouraged in these
endeavours.
• Mistakes are a natural process of learning while learning a
concept or in solving problems. Children must not be
discouraged on mistakes. Instead, they should be encouraged
to develop new methods and ways to solve problems.
• Children learn from their peers, and therefore, must be
encouraged to indulge in conversations and group work, and
then to present the work that was done in the group.
• Develop and use new materials, innovative games, exercises,
and activities depending on the needs, interest and background
of the children.

CONTENTS
Contents are written in very simple way. No illustrations are used.
There are 14 chapters in the book and an additional data of
Devnagari Numerals is available in the end. On an average every
chapter is of 10-15 pages, we assume it from the page number
mentioned in the content table. The font is easily readable and
proper spacing is available between the name of chapters. It helps
the child to distinguish between two chapters.

.
INTRODUCTION OF THE CHAPTER

The chapter starts with colourful pictures of different Indian currency

notes. All type of currencies (including notes and coins) is shown
here.
The pictures are followed up by some questions.

These illustrations were used by the teacher as a resource to check

the previous knowledge of the child that how many students know
about these currencies and whether they are appreciating concept of
place value and appreciating the notation of zero or considering it as
nothing. The questions that are mentioned in the introduction are
simple and easy but maybe the child get confused in the length and
breadth of the notes that they are same or not!
Suggestions for the introduction: -
• Some stories should be used to grab learner’s attention.
• Teacher can use fake currency to start the lesson. It will help
the child to appreciate the differences between different
currencies (difference between their size, length and breadth)
• After observing concrete materials (notes and coins) the child
will answer the questions given in the introduction part more
easily.
EXAMPLES GIVEN/ACTIVITIES
Examples in the book are of different types. Examples are given on
basis of topics and after examples, exercise questions are there. It
will help the learner to clear their concepts easily. The different types
of examples like visual related examples, a game, a fun activity and
situational examples.

The above example is interesting as well as self-explanatory. With

the help of this example the learner will appreciate value of each
currency. At the end of this example Informal method is appreciated
where a situation of a shopping is given and learner have to find the
amount without proper calculations. It is really appreciable as
informal method helps the child build the concept in a better way.
Moreover, it was discussed in class that informal methods should be
used in class, because it is as equal important as formal methods. In
addition to this, informal methods enhance the child’s creativity.
The examples are not very tough and related to things that
child knows. Along with examples pictures are given for the
same, for better understanding of concepts. Moreover,
informal methods are also encouraged here.
Also, examples are given from the child’s background, such as
shopping situations and according to Vygotsky’s sociocultural
theory child learn better through their environment, when they
relate the learning to environment.
QUESTIONS
After a particular type of examples questions are given.

Many questions are open ended, gives children opportunities and

encourage them to do questions in their way. The questions give
child various opportunities and are not monotonous or boring. Every
child will get the opportunity to create and share their own methods,
as position paper on teaching of maths also suggest that school
maths should be activity oriented, so the questions should be asked
in between the chapters not just in the end of chapter.

Let us take another set of questions.

In the set of questions as shown below, it is mentioned to solve the
questions orally. With the help of such type of questions learner will
appreciate informal method along with understanding of concepts.
And a teacher also gets an opportunity to observe how the child is
developing the concepts. Also, as per ncf2005, one main goal of
mathematics education is to develop numeracy skills, enhance
problem solving skills, and nurture analytical ability. As we read one
of research project in our LM class in which there is a major
difference in success rates when the child solves the questions orally
or informally and formally, So the facilitator or teacher get enough
opportunity to examine such type of research in classrooms.

METHODS USED
There is no single method used and the learner is not forced to use
same method every time. The textbook gives enough scope to the
child to discover their own methods. As we have seen in examples
and questions both gives enough opportunities to the child to learn
formally and informally. As it is mentioned in position paper that
equating maths with formulas and mechanical procedures does great
harm. Understanding how and when a mathematical technique is to
be used is always more important than recalling the technique from
memory every time. And child see mathematics as a part of their life
as something to talk about, to communicate, to discuss among
themselves, making mathematics a part of child’s life is best
mathematical education possible and it only done when the child
construct and appreciate the concept in their own way either
formally or informally and relate it with their life not only memorise
them for exams. And the book provides these opportunities to the
child.

FOOTNOTES
No footnotes for teacher or students are given.

LENGTH OF CHAPTER & LANGUAGE

USED

Language used is English. The concepts are explained in

understandable language. Mathematical symbols are used with
appropriate explanation for the same. The length of chapter is
neither too long nor too short. The chapter is of appropriate length
and does not look like it is intentionally stretched or something is
missing, it is just fine. There are sufficient questions for grade 3
students but using some more examples will be beneficial for the
learner.
Symbolic language is developed for children to appreciate and
understand the meaning of symbols, numbers, equal to sign, symbol
of rupee or paise are used and explained very well not just in
mathematical symbolic way but also in language sentences.
The content language is in correspondence to the cognitive level of
the children, and also the language of content relates to daily life of
child as suggested in ncf2005.
CLOSURE OF CHAPTER
The way chapter ends leaves a great impact on child’s learning. But
there are no explorative questions are given, no glossary or summary
is provided at the end of chapter. All these things should have been
included that helps the child to revisit the topics what they had
learnt in the chapter. It will be better to include some games, or
explorative questions at the end of chapter as we all know that
games are very important. NCF also tells those games provide non
didactic feedback to child with minimum amount of teacher
intervention, promotes anticipation, planning and strategy in child.

SOCIOCULTURAL ASPECTS
Throughout the chapter there is no gender specific words or
examples are used. Neither the questions nor the examples are
gender biased. There is an equal share of both the gender in the
content. The involvement of all community member of community is
an essential part of integration in classroom. In the chapter equal
importance is given to both boys and girls. Also, there is an example
of farmer and panchayat, it is appreciated as both of them are part
of our community and children should recognise and appreciate their
professions. Overall, the book or the chapter is good and balanced.
In addition to this the content the content gives enough
opportunity for peer learning and according to Lev Vygotsky’s
sociocultural theory describes learning a socio-cultural process.
According to him learning takes place in two levels. First,
through interaction with other and then integrated into
individual’s mental structure. Here, Vygotsky’s theory is
applicable.
VISUALS AND ILLUSTRATIONS
The book is colourful, and full of illustrations that grab child’s
attention easily. NCF also tells how visualization of concept is
important for abstraction of mathematical concepts. Moreover,
visuals help to engage students and demonstrate how mathematics
is relevant in their lives. In today’s scenario, a scholar needs a logical
reasoning for everything they’re taught. Visuals are important tools
in explaining how mathematical concepts work. In other words, it
gets easier for them to solve math problems. Student response
better to visuals.

PROCESS SKILLS DEVELOPED

The content helps the learner to develop different type of process
skills. The major skills are mentioned below:
1. Mathematical communication:

This type of questions helps to encourage maths talk in classroom.

2. Optimisation and visualisation:

As we already discussed, optimisation intelligent choice based

on best use of available information. Here, the child tries to
make best choice of currency and visualise the amount of 11
and 18.
OVERALL ANALYSIS [ SCERT BOOK]
ANALYSIS OF BOTH BOOK AND THEME

The book tried to follow child centred pedagogy. There are a lot of
colourful pictures in the chapters. The content is age appropriate
and self-explanatory, the language used is easy to understand and
not boring. The questions are of different types and gives scope of
using different methods such as formal and informal and are not
monotonous or boring. The exercise gives enough opportunities to
learner to bring out their own creativity. The concept was taken up
systematically, moving from one thing to another and relating it to
previously learnt concepts. Also, it does not promote rote
memorization of concepts and methods, the textbook makes
students learn concepts in interactive way through engaging activity,
examples and questions to solve.
Moreover, the content gives enough opportunities to the child to
develop various process skill such as classifying, ordering, grouping,
predicting, finding patterns and relationships, measuring and
calculating, communicating effectively, optimisation which we learnt
in our LME and PEVS class. Also, the book is providing enough
content to develop both conceptual and procedural process. In
addition to this, modes of representation used are symbolic and
visuals.
Overall, we feel book lacks mental maths or exploratory questions at
the end of chapters. But the concepts are taught in the way that
student won’t feel like they are solving questions, but as if they are
playing games and there is no rote memorization taking place here.
NCERT BOOK ANALYSIS

Book name: Math-Magic

Published in: First edition – feb-2016
Latest-September 2019
No. of pages: 190
Price: Rs. 40 (affordable to everyone)
Availability: The book is easily available
Font: The font of book is readable
Chapter Name: Rupee and paise
Thickness of Book: We used online edition of
the book. But from the number of pages, it is
assumed that the book is of average thickness
neither much heavy nor light
FRONT COVER
The front page of the textbook depicts
the content inside the book. The images
are very colourful. The graphics are can
be a bit complicated for a third grader to
comprehend certain places of the cover
but overall, their visibility is okay and
texts are clearly visible. We can see
different objects and how they are being
utilized by the children, either in their
day-to-day life or for education purpose.
The cover is pretty simple but also
creative despite its imperfection. The graphics are definitely hand
drawn and then printed on to the covers of the textbook than just
using available AI illustration. The graphics seems to be what a child
might draw. Two children can be seen pouring water and also a clock
by their side which may intrigue the children since it’s a new concept
and they will be taught about it for the time. A boy in the middle of
the cover can be seen drawing something like a square indicating the
concept of shapes and spatial understanding. All these hints depict
what new concepts the student will be taught hence it will make
him/her appreciate and also curious about the new concepts.
CONTENT

The content page is very creative and attractive and the font too is
attractive and fun. The language used is very simple yet interesting
enough to make the learner curious of what they will get to see
inside the book. The chapter names are written in a very interesting
and approachable manner. The chapter names do not straight away
contain the name of the concept as it is but uses an easy and
common synonym or uses simple but major words explaining the
mathematical term of the concept in an easy manner to the learner.
The names of the chapters are written in a fun and unique manner.
For eg, “Who is heavier?” is a chapter in which the learner will be
able to appreciate the concept if measuring or comparing the weight
and also “Rupees and Paise” in which learner will develop the
appreciation for the concept of money. The graphics in the index are
again looks hand drawn and attractive making the content page look
attractive and interesting for the learner.

INTRODUCTION OF THE
CHAPTER

The chapter begins with a very interactive and fun activity that is
making DIY purse from paper. This activity not only helps them
recollect memories regarding money from their day-to-day life but
also intrigues the creative side of their mind. It is followed by a
second activity in which the learners are asked to trace the coins on
paper from which they appreciate the different structure and design
of each different value coin. The same activity we had seen in scert
book. The 3rd activity is making your own notes by cutting the paper
in shape of the notes and writing values on it. This activity can give
scope to another children-play activity such as bazaar and shop
scenes in which one student can become shopkeeper and another
buyer and can stage a play leading to better understanding of the
concept of money and its usage in daily life. The introduction of the
chapter is totally activity based which increases the scope of learning
for students as well as teaching of teachers. Informal method of
introducing the concept has been used here. It will be easier for
teachers to start off the chapter with already given activities and
learners will be able to appreciate the new concept by liking it to
their day-to-day life without having to rote memorize hard words
straight away like it is with the books of private publication.

EXAMPLES/GIVEN ACTIVITIES

The examples and activities in the beginning of the chapter are

based of informal methods which are helpful as it will be
encouraging and fun for the learners to try something fun before
starting with the formal method. The examples then used are again
based on the informal method which will make the learner
appreciate the concept of money by relating it to their real-life
moments and incidents. There is a visible change in the method from
informal to formal as the questions given now will be based on the
learners understanding as in how much they understood from the
previous activities and now if they are able to apply that knowledge
in the same but a bit formal domain of the concept. The concept in
itself will require learner’s prior knowledge of the concept of
addition and subtraction. In the exercise the learner will revisit the
concept of addition and subtraction. All the examples have a story
format based on real life incidents or issues with which the concept
is added.
For eg “Mumbai News” in which the issue of child labour is arose
shown that how the child labours are getting paid less than the usual
adult labours and how they are rescued by the police and saved from

further exploitation.

These types of issue should be raised in schools to spread awareness

among the children. This example is followed by some questions:
These questions help the teacher not only to spread awareness but
to find out their personal experience if any. There are so many
experience children had experienced and they want to share. It helps
the class to be discussion based and gives a scope to the teacher to
bring various subjects in the maths classroom like social studies,
general knowledge, social issues prevailing in our societies, some
legal provisions related to these issues etc. Nep2020 and aims of
education mentions that the child’s education and school should be
multi-disciplinary and facilitate the creation of vital links between
children’s experiences at home or in community and what school
offers them.
In addition to this, while taking such type of issues in classroom
teacher should be quite sensitive as in some schools there are
students who were either a part of these type of issues or they had a
bad experience and feel backward or ashamed while sharing such
experience or in class or have fear of teasing and it is the duty of the
teacher to not make them feel inferior.
QUESTIONS
The questions are given in an interesting way. Not only examples but
questions are also given in activity or story format as shown below:

Many questions are open ended, gives the child opportunity and
encourage them to do it in their way and developing reasoning for
them. These questions give children various opportunities to
appreciate the concept of money and the questions are neither
monotonous nor boring and boring. No single method is used to
explain the questions. As the position paper on teaching of maths
also suggest that school maths should be activity oriented, so the
questions asked in between the chapter and at the end of the
chapter gives ample scope of this thing.
Majorly all types of questions are there such as algorithm based,
situation based, activity based, story based, visual based which is a
very good and interesting approach according to us.
The questions are not only interesting for students but also for the
teachers and provides ample opportunities to the teacher to observe
their previous knowledge of various concepts such as place values,
addition, subtraction, grouping, identifying numbers. Moreover, the
teacher will observe what method the child is using, informal and
formal as the questions gives enough opportunities to construct and
use both the methods.
Some questions are given in such a way that teacher modify them
easily and use it as a activity or a play to do in a class. For example:

In the above question, the teacher can change the name of the state
and use the names according to the ease of child and using
classroom as a resource she/he can draw the track in classroom or in
ground. And play a game with them. It helps the child not only to
build the concept of money but it gives the child an overview or an
idea of one more concept that is measurement of length. And
teacher can use concrete objects such as either fake currency notes
or write amount on paper or give them the task to make their own
currencies in classroom by giving the hint that we will use it for
tickets.
Also, as Piaget says that in concrete operational stage, egocentrism
of previous stage tends to disappear as kids become better at
thinking about how other might view the situation, so the question,
provide the scope for the same, where the children can see and
understand which amount, they are making and why. And the
teacher will observe their conceptual clarity about which amount is
more or which as less or are they appreciating the value of zero.

METHODS USED/ ALTERNATIVE

METHODS GIVEN

There is not a single method used. Or no proper method is explained.

All the concepts are introduced or explained with the help of visuals.
Which is an interesting way according to us. There is no proper
definition of rupee or use of rupee or conversion of rupee to paise is
mentioned in the book as we seen earlier in other books.
In the picture that is shown above the counting of money and
identification of money is shown in very interesting way. That easily
engage every child. And giving them enough scope to use their
informal methods as well.
But one drawback of the activities we felt is that the child who have
the clarity of the concepts like place values, addition, subtraction,
grouping, identifying numbers can easily start with this activity but
on the other hand those students who don’t have that clarity may
find it difficult.
Same problem is faced by the child when they will solve the
questions of rupee and paise as in questions like:

Here, paise is mentioned in decimal form, which is not introduced in

the chapter. And using “decimal (.)” is totally a new concept for the
child. Which may confuse the child.
The book tries to explain the content with help of activities which is
also mentioned in position paper that maths classroom will be
activity oriented. But after analysing we found out that activity is
important for constructing the concept which is done in a good way
in this book. But some theories should be there which help that child
to generalise the concept.
CLOSURE OF CHAPTER
The way the chapter ends leaves a great impact on child’s learning.
There is no proper ending of the chapter. In the end of the chapter
there is a page to cut out in which different tangrams of different
pieces and currency are given to play. It is a creative method to end
the chapter as usually we don’t see such type of ending in different
books.
We think that explorative questions are given, in which children will
get a chance to observe their environment, there is no glossary or
summary type at the end of chapter, it could have been included, so
that at the end the child will revisit all the topics they have learnt in
the chapter.

FOOTNOTES
There are no footnotes given for students or teachers.

LENGTH AND LANGUAGE OF

CHAPTER

The length of the chapter is around 10 pages which include the

previous concepts as well as the new concept throughout the book.
The fonts and language of the chapter is quite clear and legible which
make it easy for the student to understand the things and grab their
attention and interest towards the book.
The language is easy and understandable by the child. At some
places (in examples or in questions) dialogue are used which helps
the child to build the concept in better way and relate it with his/her
day-to-day life activities

SOCIO CULTURAL ASPECTS

Mathematical concepts explained through cultural perspective

examples allow students to not only reflect and appreciate their own
culture but others too, help to form an inclusive classroom. The
involvement of all members of community is essential part of
integration into classroom. Also, there is no use of gender biased
language in the book. In this chapter we observed in examples that
equal importance is given to both boy and girl. Also, there is an
example in which 3 friends in which 1 boy and 2 girls went to
shopping and bought cricket bat and ball. It is quite different as in
most books girls went to buy dolls or something related to
household. Moreover, issues like child labour is also raised in the
chapter which is a good approach as well.

Visuals/ Illustrations
Visuals and illustrations grab attention of young learners. It is very
helpful in engaging them with content. The chapter has lots of
illustrations, be it in heading of chapters, borders, page numbers,
etc. also visuals related to examples and questions are given, which
act as visual aids for children. With every example attached there is a
picture given, that helps students to understand well.
NCF also tells how visualization of concepts is important for
abstraction of mathematical concepts by child.

OVERALL ANALYSIS [ NCERT]

The book is full of colourful images and illustration which helps to
grab child attention. The chapters are also full of colourful images
which keeps the child engaging and helps to build their concepts
easily. The concepts are given in such a way that they connected
with each other. Also position paper of maths talk about the
connectedness of concepts which is followed in the book. There are
connections between the chapters as well as connections between
themes in one chapter as well which one can clearly observed. The
task, questions and activities are age appropriate and the language
used is also according to the child of grade 3. The questions given are
mostly from the surrounding of child. And the child can easily relate
with those questions. As, it is mentioned in aims of education that
the curriculum should be holistic and multi-disciplinary. The content
helps to develop various process skills such as optimisation,
visualisation, maths talk, estimations and approximation, formal
process solving, classifying, hypothesising and raising questions as
we read in our LM and PEVS Classes.
The contents of the book help the child to bring out their creativity
and encourage them to use their self-created methods (informal
methods) and it is explicitly mentioned to use the methods. But the
book does not provide proper emphasis on formal method. The
book is providing enough content to develop both conceptual and
procedural process. One major drawback of the content is that it
contains less theory. The book provides ample opportunities for
home task and written work. The content of the book is
explained in such a way that there will be conceptual clarity in child’s
mind and have no scope for rote memorization. The textbook
chapters also act as a resource for teachers, to teach in a better
way, it guides the teaching-learning process. It also helps teachers to
engage with students. There is use of contextual situations in
questions and examples, also questions are such that give a chance
of hands-on doing activity and then reaching at the solution. The
content is explained in a very good way and according to the
cognitive level of child but they did not consolidate it properly.
Overall, we can say that NCERT textbook, the theme money is taught
in a systematic manner, through use of visuals, pictures [ that we
know, helps to capture student’s interest and help them learn in a
better way]. all concepts in the book are introduced to be taught in a
hierarchical manner. it also makes efforts to encourage student talk,
and help in making classroom – ‘child-centred’.
COMPARATIVE ANALYSIS
FEATURES NCERT SCERT PRIVATE
PUBLISHER
COVER PAGE Colourful, Cover pageColourful,
attractive, full is not attractive,
of interesting available filled with
images, with mathematical
attractive formulas, tools,
name shapes and
themes
CONTENT LIST Interesting Chapter Chapter names
names given to listed in a are written in
chapters, simple and boxes which is
Names are systematic less spaced.
listed in manner. The Subtopics of
colourful and names of each chapter
in unique chapters are are also
design (in form self- mentioned
of hut), explanatory
LENGTH OF Neither too The chapter Neither too
CHAPTER long, nor too is short only short nor too
short. Most of of 5 pages long, gives all
space is filled and includes necessary
with only details along
illustrations required with examples,
explanations and exercise.
& activities
that
enhance
learning.
APPROPRIATENES Age Age- Age -
S appropriate appropriate appropriate
and practical content content, gives
activities are insight to
given previous
knowledge
LANGUAGE USED Simple English, Simple and Simple English,
easy and easy comprehensibl
comprehensibl language, as e language was
e maths well as day used, formal
language is to day and academic
used, contents language language was
are explained was used there
through visuals
and symbols
VISUAL AND Contained a lot Contains a There are no
ILLUSTRATIONS of colourful lot of visuals present
pictures in the illustrations, in the chapter,
chapter as well enough some visuals
as whole book visuals are are there in
is full of provided for other chapters,
visuals, concept overall, the
examples and clarity book lacks
content is visuals
explained
through visuals
INTRODUCTION Chapter Chapter Here the
TO CHAPTER started with an starts with introduction is
art and craft currency done through
activity, notes definition of
followed by followed by rupee and
currency some conversion of
identification questions. rupee into
game, which is Here the paise and due
really currency to lack of
appreciable identificatio activities and
and easily grab n game in visuals chapter
child’s form of looks boring
attention questions and less
and child attention
will lose grabbing
some
interest
here
QUESTIONS Questions are Questions Mathematical
interesting and are followed questions, with
easy, some of by a use of
them are open particular prominent
ended and type of maths
encourage example, examples.
informal encourage
method as informal
well. method,
number of
questions
are more as
compared to
other books
EXAMPLES Enough Examples Enough
examples were encourage examples are
there for child to use there but most
conceptual informal of them related
clarity and methods to formal
most of the and all types method, no
example are (situation scope of
related to based, visual informal
child’s daily based, method there
life, visuals are algorithmic)
used to explain of examples
examples are given
METHOD USED Not a single Integrated Single method
method is used with is used and
and integrated previously provides less
with other learnt opportunities
maths concept methods, for using
too, learning learning by informal
by doing doing methods
method was method was
there there, more
than one
method was
used and
encourage
the children
to use
different
methods
ACTIVITIES A lot of The required No activities
activities are number of were there
there activities are
there to
under the
concept
SOCIOCULTURAL No gender Equal More
ASPECTS biased terms or importance importance is
question are is given to given to
there and boy and girl masculine
some issues and content terms, and
like child have didn’t give
labour are opportunity opportunity to
raised, give for peer peer learning.
opportunities learning
to peer
learning as well
SPACE OF CHILDS Provide Provide No space for
CREATIVITY enough scope scope for child’s
to the child for child’s creativity
their creativity creativity,
give
opportunity
to create
their own
methods
COST & Rs. 40 Approx. Rs. Rs. 370
AFFORDABILITY Affordable and 70 Costly
easily available affordable
and easily
available