# MEL CH 1— Presenting Preseed Ed K12's brand towards homeschooling, Math Ed Labs (MEL)

## गणित के लिए किताब सब कुछ नहीं है। Why have we chosen to serve our country through Math? Because math is not an opinion like history or forever changing like geography, or evolving, like Science. Math is the truth, anywhere in the universe, it will remain the same.

I wanted to be where Virat Kohli is, when I was in school, but I went into another realm as a matter of chance. Watch this video by Virat on Math— https://www.youtube.com/watch?v=56gzV0od6DU&t=957s

# Here is the beginning of the demonstration of our work in Math:

# As soon as we got our first chance, we delivered:

MEL, an educational organization, would keep the following as our guidelines and direct ourselves to create an effective learning environment that would make mathematics learners construct their knowledge while experimenting, and teachers will be made to be accustomed to the new trends in education:

- Students learn to enjoy mathematics.
- Mathematics is a part of children’s life experience which they talk about.
- Students pose and solve meaningful problems.
- Students use abstractions to perceive relationships and structure.
- Students understand the basic structure of mathematics.
- Teachers and parents engage every child.

**Imagine you learning your driving, from written notes by Michael Schumacher or learn writing by audio notes from Ruskin Bond, or if Sachin just looking at videos of Gavaskar to become the best he was. When driving needs to be learned by sitting behind the steering, writing can only be done by holding the pen and scribbling and Sachin must have done a lot of nets to become what he did.**

**Mathematics, need to be observed. **We believe mathematics is more than rote learning and formulas. It has the potential to define lives and be celebrated each day. If a child learned swimming only through videos and then dived into the river, he/she would likely die. 56% of Class VIII students can’t do basic maths: ASER ,2018. Before this number touches 100% and reach a catastrophe, we really need to be present now and work to push the number to zero !

**We are Syed, Naim, and Nishchal from 2 different areas of work vis-a-vis mathematics and startups**, but commonly, our dislike for how Math was taught and hence perceived in schools and homes, brought us together.

We agreed that the concept of education was introduced to make people understand and observe the dynamics of nature.** To allow them to experiment with the objects around them. **To discover by gathering all or some information, that is around. From the invention of the wheel to lightning a room with the bulb, all was the result of intensive amount of research, thinking, understanding, **observing, and **most importantly,** experimenting.**

**Another reason to make people observe and relate was to develop conjectures by the data they possess.** These conjectures widened the perspective of the human brain to look at things and perceive them logically. When logic is used to absorb the information it relaxes the mind and catalyzes the decision-making skills of an individual. **Allow us to bring your attention briefly to Mathematical communication**, as a result of correct Math education and not just marks in exams. When students talk they should know about units, about currency, about measurement, about weight. There is a dire need that students approximate well. By this sentence, I mean to lay emphasis on the use of math not only in communication but other aspects also. A good approximation leads to effective decision-making and problem-solving. The Subject of mathematics must include an understanding of how to use technology to arrive meaningfully at solutions to problems instead of endless attention to increasingly outdated computational tedium. Because technology in the future will hold some important keys to peace, if not all.

## The problem — Math phobia

The subject of Mathematics is conventionally believed to be considered a rote-learning exercise and memory-based science, and routinely taught with a calculative approach. In math, r**ote methods are often used, for example, to memorize formulas.** Students of mathematics are often not able to visualize and conceptualize mathematical concepts, and therefore regularly fail to understand the real math. This mundane method of learning generally makes students scared of math and leads to only a handful of students go ahead with the subject. The fear with students of mathematics because of long problems and learning formulae. This fear basically arises because of the thought that **mathematics is solving sums and proving theorems**. The learners not being able to do the above mentioned develop the fear of the subject. Misconceptions develop in a learner because of being taught with a **limited number of permutations of a concept. **Mathematics misconceptions develop because of faulty thinking as there is single instruction to multiple students in a class, also because of skipping conceptualization and using shortcuts.

*For example: for a learner the symbol “1”is the only thing that he remembers when he listens or looks at the quantity ”one” irrespective of the object of which the quantity is. Similarly the concept of finding factors of a number is not only the tables that have the product as the number but is more than that, it is basically the division of the parent number into subsequent parts or groups of smaller numbers.*

**Why does this problem with math education exist?**

Because math is always taught through imagination (blackboard).

Because formulae are always memorized and rote learned.

Because math discussions are not taken out of the classroom.

**Why is the current state as such?**

Traditional pedagogy.

Rigid structure in the school.

Few or no resources are available to complement the learning.

**Who has the problem?**

The student has the problem to comprehend

The teacher has the problem to cater individuality because of a rigid system.

# (B2C) MATH IN HOMES:

## Study Table for your homes

Math Ed Labs proposes a learning culture that revolves around the student and keeping his flame and excitement to observe and perceive the world, alive. The math box empowers the student to generalize from particulars. It saves the time spent in cramming which can be utilized to reason about things learned.

The resources designed are highly recommended by researchers, educationists, and people who believe that math is a universal language that needs to be communicated via observations and experiments.

**So, if you are a parent, a learner, a teacher, a brother, or anyone who considers math significant in the development of the child. Get your first math box to experience learning Mathematics in a unique and effective way.**

We develop hands-on tools for mathematics learning, which are unique and innovative. They make your child’s room an abode to nurture the knowledge, understanding & application that pertains to the subject of mathematics, allowing learners to construct concepts that align with the curriculum. Caters to those who love Mathematics by further stimulating their admiration for the subject via games employing their mental Mathematics skills straight from there home.These have been well verified and received at the pilot level. The are **shipped to you through E-commerce or regular courier services.**

## Study boxes for your homes

We ship the following boxes periodically to the customers of our study table who also buy our annual subscriptions: hands-on tools for the conceptualization of mathematics that can be sold as toy boxes of math. They are designed to make Mathematics more comfortable and accessible. The thought process behind a product is the problem faced by the student to understand and develop an interest in a particular concept. The reasons behind these problems play a significant role in the development of the solution (product). The products are innovative and are designed to give the learner a never-before experience. The products that we have built so far are:

**So far, we have created a range of 7 products that dealt with the conceptualization of topics such as Equivalent Fractions, Multiplication of Fractions, Number Sense, Square roots, Multiples, LCM, Factors, HCF, Arithmetic operations, Decimal Representation on a number line, Arithmetic operations on decimal numbers and a wholesome set of tools for the learning of trigonometry.**

# (B2b) Continued in chapter 8, for schools:

However, our priority is B2C, i.e. directly to homes.