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Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.375 Tc 0 Tw (27) Tj 10.5 5.25 TD /F2 6.75 Tf 0.3742 Tc (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1037 Tc 1.0412 Tw (June, 2007) Tj 48 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0835 Tc 0.271 Tw (10.30 a.m to 6 p.m.) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0456 Tc 0.0456 Tw (Interaction with Lokmitra team ) Tj 143.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.255 Tc 0 Tw (a) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0436 Tc 0.2311 Tw (review of the ) Tj -336.75 -12.75 TD -0.1881 Tc 0.3756 Tw (last 10 months ) Tj 66.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -84.75 -18.75 TD -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.375 Tc 0 Tw (28) Tj 10.5 5.25 TD /F2 6.75 Tf 0.3742 Tc (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2704 Tc 0.4579 Tw (June, 2007 ) Tj 51 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD -0.1252 Tc 0.8752 Tw (8.30 a.m. to 2.p.m. ) Tj 89.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD (-) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2611 Tc 1.1986 Tw (Visit to Teka) Tj 58.5 0 TD -0.1544 Tc 0.7704 Tw (ri , Pure Kunjal activity centres and ) Tj -235.5 -12.75 TD -0.1411 Tc 0.3286 Tw (preschools; Pure Raghunath Kishori Kendra ) Tj 197.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -197.25 -18.75 TD 0.0038 Tc 0 Tw (--) Tj 7.5 0 TD -0.0788 Tc 0.2663 Tw (3 p.m) Tj 24.75 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1834 Tc 0.3709 Tw (to 5 p.m. Training of Shiksha Karmis and Sankul Samarthaks) Tj 270 0 TD 0 Tc 0.1875 Tw ( ) Tj -326.25 -18.75 TD -0.4688 Tc 0 Tw (3.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.375 Tc 0 Tw (29) Tj 10.5 5.25 TD /F2 6.75 Tf 0.3742 Tc (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2296 Tc 0.7921 Tw (July, 2007 ) Tj 51 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1603 Tc 1.8478 Tw (9 a.m. to 12.30 p.m.) Tj 95.25 0 TD 0.0038 Tc 0 Tw (--) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.177 Tc 2.0145 Tw (Training on Maths for Shiksha Karmis) Tj 178.5 0 TD -0.1275 Tc 0 Tw (;) Tj 3 0 TD -0.1125 Tc 0.3 Tw (12.30 ) Tj -371.25 -12 TD -0.195 Tc 0 Tw (onwards) Tj 37.5 0 TD 0.0038 Tc (--) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1031 Tc 0.6656 Tw (first a ) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.1575 Tc 0 Tw (meet) Tj 21.75 0 TD -0.103 Tc 0.7405 Tw (ing with teachers\222 forum and ) Tj 135.75 0 TD -0.0982 Tc 0.2857 Tw (later ) Tj 23.25 0 TD -0.1728 Tc 1.1103 Tw (with the editor) Tj 66 0 TD -0.1379 Tc 0.8254 Tw (ial team of ) Tj 52.5 0 TD 0.1675 Tc 0.02 Tw (the ) Tj -381.75 -12.75 TD -0.1595 Tc 0.347 Tw (teachers\222 magazine ) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -105.75 -18.75 TD -0.4688 Tc 0 Tw (4.) 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Teachers\222 forums) Tj ET 108 269.25 93.75 0.75 re f BT 201.75 271.5 TD /F2 11.25 Tf -0.1275 Tc 0 Tw (:) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj -81 -19.5 TD /F7 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 12.75 0 TD /F2 11.25 Tf -0.1348 Tc 1.0223 Tw (Lokmitra has taken an initiative to start a teachers\222 forum with a view to enhancing ) Tj 0 -12.75 TD -0.3325 Tc 0 Tw (the) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1733 Tc 1.8608 Tw (professional status of the) Tj 114 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1706 Tc -0.3919 Tw (teaching ) Tj 41.25 0 TD -0.0283 Tc 0 Tw (community) Tj 50.25 0 TD 0.1875 Tc (. ) Tj 7.5 0 TD -0.1942 Tc 0.7567 Tw (This forum ) Tj 54.75 0 TD -0.2513 Tc -0.3112 Tw (will ) Tj 21 0 TD -0.0655 Tc 0.628 Tw (concentrate on ) Tj -311.25 -12.75 TD -0.1151 Tc 4.1276 Tw (academic and pedagogical issues through discussions and reading etc. A few) Tj 0 Tc -0.5625 Tw ( ) Tj 0 -12 TD -0.1016 Tc 0.2891 Tw (interested t) Tj 48.75 0 TD -0.0664 Tc 0.3116 Tw (eachers have been identified and a few meetings held with them. 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This had been pointed out in an earlier review as well. It ) Tj 282.75 0 TD -0.1515 Tc 0.339 Tw (might ) Tj 28.5 0 TD -0.0879 Tc 0.2754 Tw (be a good ) Tj -352.5 -12.75 TD -0.2075 Tc 1.145 Tw (idea to) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2314 Tc 0 Tw (include) Tj 32.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0625 Tc 0.625 Tw (a B.El. ) Tj 35.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3537 Tc 0 Tw (Ed.) Tj 15 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1426 Tc 1.0801 Tw (graduate with some experience) Tj 138.75 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1507 Tc 0.7882 Tw (or even a person graduating ) Tj -271.5 -12.75 TD -0.1537 Tc 0.3413 Tw (from the new M.A. El. Ed) Tj 115.5 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1869 Tc 0.2244 Tw (batch, in the Lokmitra team. ) Tj 126 0 TD 0 Tc 0.1875 Tw ( ) Tj -283.5 -18.75 TD /F1 11.25 Tf ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.1039 Tc 0.1414 Tw (Report of Visits in the Field) Tj 130.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -114.75 -17.25 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (A.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.1171 Tc 0.0903 Tw (Visit to Tekari Activity centre and balwadi 28.06.07) Tj 231.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -231.75 -18.75 TD /F2 11.25 Tf -0.0882 Tc 1.6757 Tw (As these were the summer holidays, only a few children were coming to the activity ) Tj 0 -12.75 TD -0.0927 Tc 1.5719 Tw (centre. There were 6 boys and 5 girls from classes 2, 3 and 4 present. I observed an ) Tj ET endstream endobj 31 0 obj 12243 endobj 29 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F6 22 0 R >> /ProcSet 2 0 R >> /Contents 30 0 R >> endobj 33 0 obj << /Length 34 0 R >> stream BT 126 711 TD 0 0 0 rg /F2 11.25 Tf -0.1781 Tc 0.3656 Tw (addition board game being played.) Tj 152.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1387 Tc 0.1217 Tw (All the children except one could read. There is a need ) Tj -155.25 -12.75 TD -0.1461 Tc 0.3336 Tw (for more early reading books. ) Tj 133.5 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -135.75 -18.75 TD /F2 11.25 Tf -0.1237 Tc 1.5612 Tw (The balwadi had 31 children present ) Tj 173.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.375 Tc 0 Tw (12) Tj 10.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.3441 Tc 0 Tw (girl) Tj 13.5 0 TD 0.0631 Tc 1.6244 Tw (s and 19) Tj 40.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2503 Tc 0.4378 Tw (boys ) Tj 24.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.1159 Tc 1.5716 Tw (as part of the 6) Tj 72.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.351 Tc -0.2115 Tw (month ) Tj -369 -12.75 TD -0.0879 Tc 0 Tw (program) Tj 36.75 0 TD -0.4987 Tc (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1202 Tc 0.9327 Tw (to prepare the 5 year olds for class 1. 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Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1237 Tc 0.3112 Tw (One could ) Tj -350.25 -12.75 TD -0.1389 Tc 0.3264 Tw (see the rising confidence of the little ones.) Tj 186 0 TD 0 Tc 0.1875 Tw ( ) Tj -204 -18.75 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (B.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.1097 Tc 0.2972 Tw (Visit to Pure Kunjal Activity centre) Tj 159 0 TD 0 Tc 0.1875 Tw ( ) Tj -159 -18.75 TD /F2 11.25 Tf -0.1493 Tc 0.2868 Tw (There were 12 children present in the centre. The shiksha karmis had organized the centre ) Tj 0 -12.75 TD -0.0819 Tc 0.3319 Tw (very well. Apart from the books and games they had also collected p) Tj 306.75 0 TD -0.0912 Tc 0.2787 Tw (uzzles and activities ) Tj -306.75 -12.75 TD -0.1352 Tc 0.229 Tw (from newspapers and stuck them on card sheet for better use. Some math kit material was ) Tj 0 -12 TD -0.1238 Tc 0.3113 Tw (being well used by a patient shiksha karmi for teaching multiplication to a young student. ) Tj 0 -12.75 TD -0.1703 Tc 0.3578 Tw (Children were also quite engrossed in their work.) Tj 216.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -234.75 -18.75 TD 0.003 Tc 0 Tw (There) Tj 26.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0812 Tc 0 Tw (was) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.255 Tc 0 Tw (a) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1418 Tc 1.8293 Tw (balwadi too at Pure Kunjal. It was running in a thatched shed in the school ) Tj -62.25 -12.75 TD -0.0892 Tc 1.0267 Tw (compound. The shed had been built by the community. 24 children were present. Children ) Tj 0 -12.75 TD -0.1812 Tc 0.2187 Tw (were doing the usual balwadi ) Tj 131.25 0 TD -0.0874 Tc 0.2749 Tw (activities ) Tj 42.75 0 TD -0.1322 Tc 0.3197 Tw (as observed in the ) Tj 82.5 0 TD -0.2494 Tc 0.4369 Tw (previous ) Tj 39.75 0 TD -0.21 Tc 0 Tw (balwadi.) Tj 38.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -334.5 -18.75 TD /F1 11.25 Tf 0.0919 Tc 0 Tw (C.) Tj 9.75 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 8.25 0 TD /F1 11.25 Tf -0.2164 Tc 0.0289 Tw (Visit to ) Tj 34.5 0 TD -0.0689 Tc 0.0064 Tw (Pure Raghunath Kishori Kendra.) Tj 152.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -186.75 -18.75 TD /F2 11.25 Tf -0.0535 Tc 0.291 Tw (There were 15 girls present at the Kendra. Most of them had never been to school) Tj 366 0 TD -0.1275 Tc 0.315 Tw (; ) Tj 6 0 TD 0.0628 Tc 0.1247 Tw (some ) Tj -372 -12 TD -0.075 Tc 0 Tw (young) Tj 27 0 TD -0.0565 Tc 0.994 Tw (er girls were attending class 2) Tj 135.75 0 TD -0.4688 Tc 0.6563 Tw (, 3 ) Tj 15 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD -0.1328 Tc 1.0703 Tw (4. The girls are given learning tasks on the ) Tj -197.25 -12.75 TD -0.1655 Tc 2.1745 Tw (basis of their learning levels, which is periodi) Tj 210.75 0 TD -0.1081 Tc 1.5456 Tw (cally assessed. The school textbooks for ) Tj -210.75 -12.75 TD -0.1234 Tc 0.6859 Tw (language and ) Tj 64.5 0 TD -0.1253 Tc 0.3127 Tw (maths ) Tj 30.75 0 TD -0.1293 Tc 1.5668 Tw (are used as a base. These are supplemented by other materials of ) Tj -95.25 -12.75 TD -0.1683 Tc 3.4135 Tw (interest to girls. The girls are being motivated to join the Kasturba Gandhi Balika) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12.75 TD -0.0792 Tc 0.2667 Tw (Vidyalayas \(KGBVs\) which are residential school) Tj 222 0 TD -0.0301 Tc 0.1239 Tw (s for girls, so that they can concentrate ) Tj -222 -12.75 TD -0.1487 Tc 1.6956 Tw (better on their studies. The parents have said they will decide only after they visit the ) Tj 0 -12.75 TD -0.1354 Tc 0.3229 Tw (schools and are assured of the safety of their daughters.) 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Tj 10.5 0 TD /F6 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 7.5 0 TD /F1 11.25 Tf -0.136 Tc 0.0735 Tw (Parents\222 Forum Deeh Block:) Tj 132 0 TD 0 Tc 0.1875 Tw ( ) Tj -132 -18.75 TD /F2 11.25 Tf -0.1612 Tc 1.6612 Tw (The meeting took place under a tree in the compound of the block office. There were ) Tj 0 -12.75 TD -0.1955 Tc 1.133 Tw (about 50 parents from dif) Tj 114.75 0 TD -0.0431 Tc 0.6056 Tw (ferent clusters ) Tj 67.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1476 Tc 0.8038 Tw (18 women and 32 men. Their attendance and ) Tj -192 -12.75 TD -0.1118 Tc 1.9868 Tw (participation was quite remarkable ) Tj 165 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1376 Tc 2.4918 Tw (they had left their day\222s work and come from ) Tj -176.25 -12.75 TD -0.1955 Tc -0.367 Tw (varying ) Tj 36.75 0 TD -0.0692 Tc 0.7567 Tw (distances and participated till the end ) Tj 173.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1279 Tc 1.3154 Tw (vocally raising pertinent issues of their ) Tj -219.75 -12 TD -0.2143 Tc 0.4018 Tw (schools ) Tj 36.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1864 Tc 1.8739 Tw (lack of boun) Tj 58.5 0 TD -0.108 Tc 1.6591 Tw (dary wall, drainage to be repaired before the rains, toilets etc., ) Tj -105.75 -12.75 TD -0.1706 Tc 0 Tw (shortage) Tj 37.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.5606 Tc 0 Tw (of) Tj 9 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2006 Tc 0 Tw (teachers) Tj 36 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2297 Tc 0.4172 Tw (or other problems with) Tj 99 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0 Tw (them) Tj 21.75 0 TD -0.0875 Tc 0.025 Tw (. These issues were systematically raised ) Tj -215.25 -12.75 TD -0.1258 Tc 1.7133 Tw (clusterwise and were noted down in order to be taken up with the District Magistrate ) Tj 0 -12.75 TD 0.0381 Tc 0.1494 Tw (\(DM\). The meet) Tj 73.5 0 TD -0.0995 Tc 0.287 Tw (ing was facilitated by a Lokmitra volunteer. It seems that the district and ) Tj -73.5 -12.75 TD -0.2098 Tc 0.3973 Tw (State level campaigns) Tj 95.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1268 Tc 0.3143 Tw (need to be strengthened.) Tj 108 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD ( ) Tj -226.5 -21 TD /F0 12.75 Tf -0.1875 Tw ( ) Tj -18 -19.5 TD /F0 11.25 Tf -0.133 Tc 0.3205 Tw (Resource Support) Tj 84.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -66.75 -18 TD /F2 11.25 Tf -0.1616 Tc 0.2914 Tw (Resource support was given in the following areas of work during this visit: ) Tj 337.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -301.5 -18 TD -0.4688 Tc 0 Tw (1.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1156 Tc 3.3031 Tw (Two sessions on Maths \(Place Value ) Tj 3.2475 Tc 0 Tw (&) Tj 193.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.129 Tc 2.7165 Tw (Fractions\) for LM Shiksha Karmi ) Tj -199.5 -12.75 TD -0.0623 Tc 0 Tw (training) Tj 34.5 0 TD 0 Tc 0.1875 Tw ( ) Tj ET endstream endobj 34 0 obj 9754 endobj 32 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F0 6 0 R /F1 8 0 R /F2 10 0 R /F3 14 0 R /F6 22 0 R >> /ProcSet 2 0 R >> /Contents 33 0 R >> endobj 36 0 obj << /Length 37 0 R >> stream BT 144 711 TD 0 0 0 rg /F2 11.25 Tf -0.4688 Tc 0 Tw (2.) Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1291 Tc 0.3166 Tw (Discussion on Shikshak Manch and newsletter for teachers) Tj 259.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -277.5 -18.75 TD -0.4688 Tc 0 Tw (3.) 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Tj 8.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 9.75 0 TD /F2 11.25 Tf -0.1439 Tc 0.3314 Tw (Discussion on curriculum for Kishori Kendra) Tj 199.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -271.5 -18.75 TD ( ) Tj 0 -18 TD /F1 11.25 Tf 0.2813 Tc -0.0938 Tw (1. ) Tj 11.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 6.75 0 TD -0.0967 Tc 0.1342 Tw (Sessions on Maths with Shiksha Karmis:) Tj 186 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.375 Tc 0 Tw (28) Tj 10.5 5.25 TD /F1 6.75 Tf 0.5602 Tc (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.201 Tc -0.3615 Tw (and 29) Tj 30.75 5.25 TD /F1 6.75 Tf 0.5602 Tc 0 Tw (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.0788 Tc -0.4837 Tw (June 2007) Tj 47.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -294.75 -18.75 TD /F2 11.25 Tf -0.1779 Tc 1.8654 Tw (On the 28) Tj 46.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0773 Tc 1.6576 Tw (I observed one class of the training. A paper on mathematics learning at the ) Tj -57 -12.75 TD -0.1096 Tc 1.003 Tw (primary school level had been read in the earlier session and was being discussed. It was a ) Tj 0 -12.75 TD -0.0976 Tc 2.5351 Tw (paper translated from the English and the translation was extremely bad. It was almost) Tj 414 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1801 Tc 1.0176 Tw (impossible to understand some of the sections. Enough homework had not been done on the ) Tj 0 -12.75 TD -0.0508 Tc 0.9883 Tw (piece before the session. There are very few pieces available in Hindi on Maths. ) Tj 373.5 0 TD -0.0359 Tc 0.9734 Tw (This is a ) Tj -373.5 -12.75 TD -0.2993 Tc 0.4868 Tw (major ) Tj 28.5 0 TD -0.1391 Tc 1.0766 Tw (problem in taking up discussions based on writings which are otherwise) Tj 324.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2028 Tc 0.6403 Tw (a very useful ) Tj -356.25 -12.75 TD -0.0994 Tc 1.1523 Tw (way of building understanding. This gap will have to be addressed at a ) Tj 329.25 0 TD -0.2906 Tc 0.4781 Tw (higher ) Tj 31.5 0 TD -0.1289 Tc 0.6914 Tw (level. There ) Tj -360.75 -12 TD -0.1729 Tc 1.0663 Tw (were questions like why do we do division from the left but other operations from the right, ) Tj 0 -12.75 TD -0.0943 Tc 1.0318 Tw (why do we write 0 below when we\222re multiplying with a two) Tj 280.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0779 Tc 0.7654 Tw (digit number etc. One of the ) Tj -284.25 -12.75 TD -0.094 Tc 1.0315 Tw (LM resource persons) Tj 96 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1172 Tc 1.0547 Tw (Alimuddin attempted to address the question but could not ) Tj 270 0 TD 0.0169 Tc 0.9206 Tw (answer it ) Tj -372 -12.75 TD -0.162 Tc 0 Tw (satisfactorily.) Tj 59.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1532 Tc 1.2271 Tw (It would have been good if this could have been related to) Tj 265.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.255 Tc 0 Tw (a) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1315 Tc 0.694 Tw (concrete activity ) Tj -340.5 -12.75 TD -0.0469 Tc 0.2344 Tw (with kadi) Tj 40.5 0 TD 0.1237 Tc 0 Tw (s) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.0621 Tc 0 Tw (bundle.) Tj 33 0 TD 0 Tc 0.1875 Tw ( ) Tj -99.75 -18.75 TD -0.0452 Tc 0.7327 Tw (Place Value and Fra) Tj 92.25 0 TD -0.1031 Tc 0.5406 Tw (ctions are two ) Tj 67.5 0 TD -0.375 Tc -0.1875 Tw (main ) Tj 24.75 0 TD -0.1044 Tc 0.2919 Tw (topics ) Tj 30 0 TD -0.249 Tc -0.3135 Tw (which ) Tj 30 0 TD -0.1237 Tc 1.0612 Tw (cause problems) Tj 69.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1173 Tc 0.8673 Tw (at the primary school ) Tj -318 -12.75 TD -0.1515 Tc 0.339 Tw (level. So I decided to take up one session on each. ) Tj 223.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -223.5 -18 TD -0.1443 Tc 1.5818 Tw (For the session on Place Value ) Tj 147.75 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1683 Tc 1.6058 Tw (I began with giving them a five minute test to do some ) Tj -157.5 -12.75 TD -0.0899 Tc 0.4649 Tw (addition, subtraction and multiplication ques) Tj 198.75 0 TD -0.0464 Tc 0.2339 Tw (tions and to estimate the closest answer to some ) Tj -198.75 -12.75 TD -0.1092 Tc 1.1003 Tw (multiplication and division questions. \(Questions in Appendix A\)The idea was to see if the ) Tj 0 -12.75 TD -0.1557 Tc 0.3432 Tw (pressure of time would get them back to thinking in more natural non) Tj 305.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0816 Tc 0.2691 Tw (algorithmic ways. ) Tj 81.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -390.75 -18.75 TD -0.1366 Tc 0.5741 Tw (Many people, particularly th) Tj 126 0 TD -0.0442 Tc 0.2317 Tw (ose who solved the questions fast ) Tj 153 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0554 Tc 0.2429 Tw (did use non) Tj 51 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.0745 Tc 0.262 Tw (algorithmic oral ) Tj -342.75 -12.75 TD -0.1561 Tc 0.2754 Tw (ways and were also able to explain how they did it. ) Tj 228 0 TD 0 Tc 0.1875 Tw ( ) Tj -228 -18.75 TD -0.149 Tc 3.399 Tw (We then discussed the mistakes young children make in questions associated with the) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12 TD -0.1867 Tc 0.3742 Tw (operations ) Tj 48 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0861 Tc 0.2736 Tw (it was clear that most of these related t) Tj 171.75 0 TD -0.18 Tc 0.3675 Tw (o place value ) Tj 60.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1508 Tc 0.5258 Tw (carry over, borrowing, not ) Tj -298.5 -12.75 TD -0.1508 Tc 0.2806 Tw (writing a zero in division where the number is not divisible even once. ) Tj 312.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -312.75 -18.75 TD -0.1246 Tc 0.3121 Tw (Subsequently we ) Tj 78 0 TD -0.1105 Tc 0.298 Tw (discussed the place value and non) Tj 149.25 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.1458 Tc 0.3333 Tw (place value number systems) Tj 124.5 0 TD -0.1309 Tc 0.3184 Tw (, and built up ) Tj -355.5 -12.75 TD 0.1028 Tc 0.0847 Tw (a base) Tj 27.75 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD 0.125 Tc (two) Tj 16.5 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1031 Tc 0.2906 Tw (system and then a base) Tj 102 0 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD -0.3731 Tc (four) Tj 18 0 TD 0.0038 Tc (-) Tj 3.75 0 TD -0.1737 Tc 0.3613 Tw (system. Th) Tj 48 0 TD -0.1146 Tc 0.3021 Tw (is was done by facilitating the participants ) Tj -227.25 -12.75 TD -0.1478 Tc 0.1853 Tw (to build the number system ) Tj 123 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1709 Tc 0.3584 Tw (giving them a few of the rules ) Tj 135 0 TD 0.1875 Tc 0 Tw (,) Tj 2.25 0 TD -0.2813 Tc 0.4688 Tw (like ) Tj 19.5 0 TD -0.4369 Tc 0.6244 Tw (if ) Tj 9 0 TD 0.0023 Tc 0.1852 Tw (there ) Tj 25.5 0 TD -0.2147 Tc -0.3478 Tw (were ) Tj 24 0 TD -0.1988 Tc 0.6363 Tw (only 2 symbols ) Tj -347.25 -12.75 TD -0.375 Tc -0.1875 Tw (0 ) Tj 8.25 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD -0.375 Tc -0.1875 Tw (1 ) Tj 8.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0412 Tc 0.2287 Tw (how you) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.225 Tc 0 Tw (would) Tj 28.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.055 Tc 0.4568 Tw (write 2, 3, 4 and so on. Most participants got stuck when the next ) Tj -118.5 -12.75 TD -0.1027 Tc 0.2903 Tw (digit was to be added. By) Tj 113.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.092 Tc 0.217 Tw (the end of this exercise it was clear to them why children ) Tj 257.25 0 TD -0.0919 Tc 0.2794 Tw (made ) Tj 27 0 TD -0.0825 Tc 0.27 Tw (the ) Tj -400.5 -12.75 TD -0.1314 Tc 0.1314 Tw (kinds of mistakes they ) Tj 102 0 TD -0.2925 Tc -0.27 Tw (did ) Tj 16.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1403 Tc 0.2742 Tw (it was particularly at the juncture of a new digit and where 0 was ) Tj -127.5 -12 TD -0.1452 Tc 1.7827 Tw (a place holder. These were the places that the participants were also getting stuck. It too) Tj 408.75 0 TD -0.375 Tc -0.1875 Tw (k ) Tj -408.75 -12.75 TD -0.0681 Tc 0.8985 Tw (them some time to catch the concept ) Tj 171.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0803 Tc 1.0178 Tw (after that they wanted to do more of it and also do ) Tj -181.5 -12.75 TD -0.1353 Tc 0.5103 Tw (operations in a different base.) Tj 130.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -127.5 -18.75 TD -0.1277 Tc 1.0152 Tw (The importance of the pedagogy of allowing the children to solve problems and not telling ) Tj -3 -12.75 TD -0.1598 Tc 0.3473 Tw (them how to do it in the first place but f) Tj 175.5 0 TD -0.1427 Tc 0.3302 Tw (acilitating and supporting them was also discussed. ) Tj 227.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -399.75 -18.75 TD ( ) Tj 0 -18.75 TD /F1 11.25 Tf 0.375 Tc 0 Tw (29) Tj 11.25 5.25 TD /F1 6.75 Tf 0.5602 Tc (th) Tj 6 -5.25 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.0788 Tc -0.4837 Tw (June 2007) Tj 47.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -66.75 -18 TD /F2 11.25 Tf -0.2498 Tc 0.4373 Tw (I took ) Tj 30 0 TD -0.1027 Tc 1.0402 Tw (a session on fractions. Began with discussing what) Tj 229.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0606 Tc 0.9981 Tw (they felt were) Tj 63 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2155 Tc 0.778 Tw (the problems ) Tj 60.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.0938 Tc 0 Tw (that) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.202 Tc -0.3605 Tw (children ) Tj 38.25 0 TD -0.165 Tc -0.3975 Tw (had ) Tj 19.5 0 TD -0.1214 Tc 0.3714 Tw (in understanding fractions at the primary level. The kinds of problems that ) Tj 333 0 TD -0.1219 Tc -0.4406 Tw (came ) Tj -390.75 -12.75 TD 0.375 Tc 0 Tw (u) Tj 5.25 0 TD -0.375 Tc -0.1875 Tw (p ) Tj 8.25 0 TD -0.0472 Tc -0.1403 Tw (were : ) Tj 30.75 0 TD -0.1634 Tc 0.2932 Tw (children often think of \275 as < \274 or when they add \274 ) Tj 234 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.1961 Tc 0.2764 Tw (\274 they make it 2/8 i.e they ) Tj ET endstream endobj 37 0 obj 10837 endobj 35 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F1 8 0 R /F2 10 0 R /F3 14 0 R >> /ProcSet 2 0 R >> /Contents 36 0 R >> endobj 39 0 obj << /Length 40 0 R >> stream BT 108 711 TD 0 0 0 rg /F2 11.25 Tf -0.0947 Tc 0.9251 Tw (just add the numerators and the denominators ) Tj 210.75 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 19.5 0 TD -0.0827 Tc 0.9131 Tw (write the addends in the relevant places. ) Tj -230.25 -12.75 TD -0.0801 Tc 1.7676 Tw (They are often at a loss to solve something like 3 + or ) Tj 264 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1987 Tc 1.8862 Tw (\274 as they thin) Tj 66.75 0 TD -0.0087 Tc 0.9462 Tw (k these are two ) Tj -341.25 -12.75 TD -0.1441 Tc 0.3316 Tw (different things not related to each other. We then discussed the nature of these fractions ) Tj 392.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3325 Tc -0.23 Tw (the ) Tj -401.25 -12.75 TD 0.002 Tc -0.002 Tw (fact that even a ) Tj 71.25 0 TD -0.2484 Tc 0.4359 Tw (five ) Tj 19.5 0 TD -0.1325 Tc 0.3616 Tw (or six year old knows that half is more than a quarter \( a child of this age ) Tj -90.75 -12 TD -0.1234 Tc 0.3109 Tw (will never take a quarter instead of a half) Tj 182.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1531 Tc 0.5656 Tw (thinking it is more\) but when written in the fraction ) Tj -185.25 -12.75 TD -0.1329 Tc 2.4954 Tw (form it becomes confusing. One of the reasons could be that) Tj 287.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.153 Tc 1.9905 Tw (the concrete form and the ) Tj -292.5 -12.75 TD -0.1067 Tc 0.2942 Tw (number form are not effectively related to each other) Tj 234.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -1.0013 Tc 0 Tw (in) Tj 7.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1009 Tc 0.2884 Tw (the language) Tj 57 0 TD -0.1141 Tc 0.1766 Tw (. In the classroom we go ) Tj -305.25 -12.75 TD -0.0763 Tc 0.2638 Tw (straight away to \275 an) Tj 95.25 0 TD -0.1791 Tc 0.3666 Tw (d 1/3 etc. ) Tj 42.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -135 -18.75 TD -0.091 Tc 0.2785 Tw (We then discussed what ) Tj 110.25 0 TD -0.0272 Tc 0.2147 Tw (were ) Tj 24.75 0 TD -0.0841 Tc 0.355 Tw (the usual fractions used in the area and what they) Tj 219.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2147 Tc 0 Tw (were) Tj 21.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1682 Tc 0.3557 Tw (called. ) Tj -385.5 -12.75 TD -0.0884 Tc 0.3228 Tw (They came up with Aadha \(half\), Paav which is also called khaanda \(quarter\), dedh \(one and ) Tj 0 -12.75 TD -0.1492 Tc 0.9796 Tw (a half\), Paun \(three fourths\), Sava \(one ) Tj 179.25 0 TD -0.0523 Tc 0.6148 Tw (and a quarter\) and a) Tj 90 0 TD -0.0529 Tc 0.9904 Tw (adha paav \() Tj 51.75 0 TD -0.1815 Tc 0.744 Tw (a half of a quarter or ) Tj -321 -12.75 TD -0.0982 Tc 0.2857 Tw (an eighth\). After further eliciting responses they came up with tihayi \(third\), Chhathhaiyan \(a ) Tj 0 -12 TD -0.1272 Tc 1.0178 Tw (sixth\), and Baraukha \(a twelveth\). A good nine fractions for daily use! These could well be ) Tj 0 -12.75 TD -0.1285 Tc 0.316 Tw (used for various activities and pu) Tj 146.25 0 TD -0.0637 Tc 0.2512 Tw (rposes to clarify the concept) Tj 126 0 TD 0.1237 Tc 0 Tw (s) Tj 4.5 0 TD -0.0907 Tc 0.2782 Tw (. I deliberately avoided writing ) Tj -276.75 -12.75 TD -0.1502 Tc 0.3377 Tw (them in number form. ) Tj 99 0 TD 0 Tc 0.1875 Tw ( ) Tj -96 -18.75 TD -0.0337 Tc 1.5806 Tw (I chose a few fractions and asked them to order them. After some discussions on these ) Tj -3 -12.75 TD -0.0629 Tc 1.804 Tw (fractions, we worked with three different kinds of materials to get a concrete idea o) Tj 392.25 0 TD -0.0609 Tc 0.9984 Tw (f the ) Tj -392.25 -12.75 TD -0.1574 Tc 0.3449 Tw (concepts related to fractions ) Tj 126 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1195 Tc 0.1706 Tw (viz. sets of sticks, pieces of paper and a measure tape. ) Tj 239.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -374.25 -18.75 TD 0.0675 Tc 0.12 Tw (We ) Tj 18.75 0 TD -0.1374 Tc 0.2367 Tw (first worked with sets of sticks. I asked them to take different fractions \(half, one fourth, a ) Tj -18.75 -12 TD -0.1267 Tc 1.6535 Tw (third etc.\) from a set of 3, 4 and 12 sticks and to observe w) Tj 279 0 TD -0.2133 Tc 1.5794 Tw (hen it was possible to take in ) Tj -279 -12.75 TD -0.1493 Tc 1.0868 Tw (wholes without breaking any stick. On hind sight we should perhaps have kept the sticks) Tj 402 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.5606 Tc -0.0019 Tw (of ) Tj -405.75 -12.75 TD -0.1691 Tc -0.0184 Tw (the same size) Tj 58.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2025 Tc 0.39 Tw (in each set. We als) Tj 82.5 0 TD 0.375 Tc 0 Tw (o) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1483 Tc 0.1858 Tw (constantly talked of which fraction ) Tj 156 0 TD 0.1688 Tc 0.0187 Tw (was ) Tj 21 0 TD -0.1235 Tc 0.311 Tw (bigger and how we) Tj 84 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1995 Tc 0 Tw (could) Tj 24 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.038 Tc 0.2255 Tw (see that. ) Tj 39 0 TD 0 Tc 0.1875 Tw ( ) Tj -63 -18.75 TD -0.0986 Tc 0.0986 Tw (We did some exercises wi) Tj 114.75 0 TD -0.125 Tc 0.3125 Tw (th bits of a ) Tj 50.25 0 TD -0.06 Tc 0.2475 Tw (page ) Tj 23.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.4375 Tc 0 Tw (divide) Tj 26.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.8775 Tc 0 Tw (it) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.2513 Tc -0.3112 Tw (in ) Tj 11.25 0 TD -0.0406 Tc 0.2281 Tw (halves ) Tj 31.5 0 TD 0.375 Tc 0 Tw (\226) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2113 Tc 0.2738 Tw (how many halves make up a ) Tj -289.5 -12.75 TD -0.1626 Tc 0.3501 Tw (whole? Divide into fourths ) Tj 120.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1592 Tc 0.43 Tw (how many fourths in a whole and so on. Then) Tj 202.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.1913 Tc 0 Tw (we) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.226 Tc 0.1635 Tw (worked on the ) Tj -351.75 -12.75 TD -0.2508 Tc 1.9383 Tw (small 1/4) Tj 41.25 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0229 Tc 0.8451 Tw (piece as a whole and asked them to mark out 1/3, \274 1/6 ) Tj 264 0 TD 0.085 Tc 0.1025 Tw (and ) Tj 20.25 0 TD -0.0917 Tc 1.5292 Tw (1/12 of it. Also) Tj 70.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD 0.0038 Tc 0 Tw (I) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12 TD -0.0884 Tc 1.7759 Tw (asked th) Tj 38.25 0 TD -0.2021 Tc 1.8896 Tw (em what fraction of the bigger whole would be 1/6) Tj 235.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2706 Tc 1.9581 Tw (or 1/12) Tj 32.25 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.187 Tc 1.8745 Tw (of the 1/4) Tj 45 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2314 Tc 0.4189 Tw (smaller ) Tj -382.5 -12.75 TD -0.1119 Tc 0.1923 Tw (piece. Many participants were able to answer ) Tj 202.5 0 TD -0.5025 Tc 0.69 Tw (it ) Tj 8.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3516 Tc 0.5391 Tw (viz. 1/12) Tj 36.75 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1797 Tc 0.3672 Tw (of this would be actually 1/48) Tj 130.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1856 Tc 0.3731 Tw (of ) Tj -405 -12.75 TD -0.136 Tc 0.3235 Tw (the larger whole. ) Tj 77.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -74.25 -18.75 TD -0.0813 Tc 1.0188 Tw (Then we worked with a measure tape. Each group was given) Tj 278.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.038 Tc 0.6005 Tw (a measure tape and asked to ) Tj -285 -12.75 TD -0.2374 Tc 1.9249 Tw (mark out 1/4) Tj 58.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2803 Tc 1.9678 Tw (of 30) Tj 24.75 0 TD -0.1656 Tc 0.3531 Tw (inches ) Tj 32.25 0 TD -0.1662 Tc 1.7287 Tw (or 15 inches or 12 inches. Then they tried other fractions with ) Tj -126 -12.75 TD -0.1485 Tc 0.9977 Tw (other lengths. At the end of these exercises the relationship of each of the fractions with the ) Tj 0 -12.75 TD -0.1628 Tc 0.5003 Tw (notation in numbers was introduced. ) Tj 163.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1913 Tc 0 Tw (Fi) Tj 8.25 0 TD -0.1357 Tc 0.2482 Tw (rst only halves and fourths, then thirds, 3/4ths and so ) Tj -180.75 -12.75 TD -0.1709 Tc 0.3584 Tw (on. As the known and used fraction) Tj 156 0 TD -0.1685 Tc 0.1685 Tw (s also included dedh ) Tj 92.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2496 Tc 0 Tw (1and1/2) Tj 35.25 0 TD -0.5625 Tc (, ) Tj 5.25 0 TD -0.1417 Tc 0.3292 Tw (and sava 1and1/4) Tj 76.5 5.25 TD /F2 6.75 Tf 0.3742 Tc 0 Tw (th) Tj 6 -5.25 TD /F2 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3019 Tc 0.2394 Tw (, it was ) Tj -383.25 -12 TD -0.1201 Tc 0.2394 Tw (suggested that these mixed fractions also be introduced at appropriate opportunities. ) Tj 372.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -369.75 -18.75 TD -0.0655 Tc 0.0655 Tw (At the end of these) Tj 84 0 TD 0 Tc 0.1875 Tw ( ) Tj 2.25 0 TD -0.1271 Tc 0.3146 Tw (exercises the main points that emerged were:) Tj 198 0 TD 0 Tc 0.1875 Tw ( ) Tj -260.25 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf 0.0028 Tc -0.5653 Tw (Each ) Tj 25.5 0 TD -0.2906 Tc -0.2719 Tw (region ) Tj 30 0 TD -0.1011 Tc 0.2886 Tw (has its known and used fractions ) Tj 147.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1032 Tc 0.0407 Tw (these are usually known to children ) Tj -212.25 -12.75 TD -0.1237 Tc 0.3112 Tw (of the ) Tj 28.5 0 TD -0.2906 Tc -0.2719 Tw (region ) Tj 30 0 TD -0.1347 Tc 0.3222 Tw (and should be the starting point of the introduction to fractions. ) Tj 282 0 TD 0 Tc 0.1875 Tw ( ) Tj -358.5 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf -0.0698 Tc 0.4448 Tw (There should be no hurry to formalise the pre) Tj 204.75 0 TD -0.0636 Tc 0.2511 Tw (sentation and operations on fractions ) Tj -204.75 -12.75 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0816 Tc 1.0691 Tw (introduction of halves and fourths can begin as early as class 1 and the formal ) Tj -9.75 -12.75 TD -0.1428 Tc 0.9439 Tw (representation of frequently used fractions can happen in class 3 and ) Tj 312.75 0 TD -0.375 Tc -0.1875 Tw (4 ) Tj 9 0 TD -0.1667 Tc 0.7292 Tw (along with ) Tj -321.75 -12 TD -0.0929 Tc 1.5929 Tw (discussing their size with respect to each other. ) Tj 224.25 0 TD 0.1688 Tc 0 Tw (Ten) Tj 17.25 0 TD -0.2925 Tc 0.855 Tw (ths should ) Tj 49.5 0 TD -0.0822 Tc 2.5197 Tw (be introduced) Tj 62.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD (by ) Tj -357.75 -12.75 TD -0.0825 Tc -0.105 Tw (class 4 ) Tj 33 0 TD -0.1884 Tc 0.3759 Tw (as these form the basis of the decimal system.) Tj 201 0 TD 0 Tc 0.1875 Tw ( ) Tj -252 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf -0.3131 Tc 1.2506 Tw (A lot) Tj 22.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1496 Tc 1.0871 Tw (of work needs to be done on addition and subtraction of known fractions) Tj 330 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2513 Tc 0.4388 Tw (in ) Tj -360.75 -12.75 TD -0.0724 Tc 2.5099 Tw (terms of concrete objects) Tj 118.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1014 Tc 2.2577 Tw (before these operations are introduced in the formal ) Tj -123.75 -12.75 TD -0.155 Tc 0 Tw (sense.) Tj 27 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj 3 0 TD -0.2194 Tc 0.4069 Tw (Some ) Tj 27.75 0 TD -0.1364 Tc 0.5966 Tw (of the debates regarding introduction of operations on fractions in the ) Tj ET endstream endobj 40 0 obj 12214 endobj 38 0 obj << /Type /Page /Parent 5 0 R /Resources << /Font << /F2 10 0 R /F3 14 0 R >> /ProcSet 2 0 R >> /Contents 39 0 R >> endobj 43 0 obj << /Length 44 0 R >> stream BT 153 711 TD 0 0 0 rg /F2 11.25 Tf -0.1532 Tc 0.3407 Tw (primary school) Tj 65.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1699 Tc 0.3574 Tw (were touched upon with) Tj 105.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1293 Tc 0.3168 Tw (the participants in the session) Tj 129.75 0 TD 0.1875 Tc 0 Tw (. ) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj -330.75 -18.75 TD 0.0038 Tc 0 Tw (-) Tj 3.75 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 14.25 0 TD /F2 11.25 Tf -0.1178 Tc 2.3053 Tw (Various different contexts for the development ) Tj 224.25 0 TD 0.085 Tc 0.1025 Tw (and ) Tj 21.75 0 TD -0.0498 Tc 2.0373 Tw (use of concepts related to ) Tj -246 -12.75 TD -0.1014 Tc 2.7889 Tw (fractions need to be taken into ac) Tj 162 0 TD -0.0702 Tc 2.1863 Tw (count as this would help generalization and ) Tj -162 -12.75 TD -0.0882 Tc 1.0257 Tw (abstraction of the ideas ) Tj 109.5 0 TD -0.1275 Tc 0.315 Tw (; ) Tj 6.75 0 TD -0.105 Tc 0.7925 Tw (here 3 different ) Tj 73.5 0 TD -0.0933 Tc 0.2808 Tw (contexts ) Tj 40.5 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0792 Tc 0.7667 Tw (sets of objects, a whole area ) Tj -240 -12 TD -0.2633 Tc 1.2008 Tw (and length) Tj 45.75 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj 3 0 TD -0.0729 Tc 0.3354 Tw (had been used. Measurement \(of length, area, mass, capacity, money\) ) Tj -57.75 -12.75 TD -0.1061 Tc 1.1373 Tw (which is a separate topic in primary schools, ) Tj 207.75 0 TD -0.0838 Tc 1.0213 Tw (can be well utilized for introducing ) Tj -207.75 -12.75 TD -0.0825 Tc 3.4575 Tw (and developing ideas of fractions to the better development of both sets of) Tj 0 Tc 0.1875 Tw ( ) Tj 0 -12.75 TD -0.0196 Tc 0.2071 Tw (concepts. ) Tj 44.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -89.25 -18.75 TD -0.0971 Tc 0.2846 Tw (The participants were ) Tj 99 0 TD -0.1995 Tc 0 Tw (given) Tj 23.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1324 Tc 0.1532 Tw (a few questions at the end of the day ) Tj 164.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2331 Tc 0.4206 Tw (\(Appendix A\).) Tj 63 0 TD 0 Tc 0.1875 Tw ( ) Tj -355.5 -18.75 TD -0.1575 Tc 0.345 Tw (Most ) Tj 28.5 0 TD -0.147 Tc 3.3345 Tw (of the teachers did) Tj 90.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD 0 Tw (them) Tj 21.75 0 TD 0.1875 Tw ( ) Tj 6 0 TD -0.1189 Tc 4.0564 Tw (algorithmically using) Tj 97.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 6 0 TD -0.0694 Tc 2.6569 Tw (the LCM method, equalizing the ) Tj -256.5 -12.75 TD -0.1918 Tc 0.3793 Tw (denominator. Some of them attempted to explain) Tj 214.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0 Tw (them) Tj 21.75 0 TD 0.1875 Tw ( ) Tj 3 0 TD -0.0424 Tc 0.2299 Tw (through pictures.) Tj 75 0 TD 0 Tc 0.1875 Tw ( ) Tj -317.25 -18.75 TD -0.1174 Tc 1.6799 Tw (The two sessions were quite invigorating. All the participants were quite ) Tj 345 0 TD -0.3878 Tc 2.8252 Tw (involved in) Tj 50.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD 0.1675 Tc 0.02 Tw (the ) Tj -399.75 -12 TD -0.1283 Tc 0.3158 Tw (tasks and questions.) Tj 87.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -87.75 -18.75 TD ( ) Tj 3 0 TD /F1 11.25 Tf -0.1073 Tc 0.2948 Tw (Discussion on Teachers\222 ) Tj 114.75 0 TD -0.0525 Tc 0.24 Tw (Forum ) Tj 34.5 0 TD -0.0135 Tc 0.201 Tw (and newslet) Tj 54 0 TD -0.1325 Tc 0.32 Tw (ter for teachers:) Tj 72 0 TD 0 Tc 0.1875 Tw ( ) Tj -278.25 -18.75 TD /F2 11.25 Tf -0.0812 Tc 0.2687 Tw (The ) Tj 21.75 0 TD -0.1497 Tc 0.7122 Tw (teachers\222 forum ) Tj 75 0 TD -0.3312 Tc 0 Tw (was) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1792 Tc -0.3833 Tw (activated ) Tj 43.5 0 TD -0.6263 Tc 0.0638 Tw (in ) Tj 12 0 TD -0.0808 Tc 1.3933 Tw (February this year. There ) Tj 121.5 0 TD -0.2475 Tc 0.435 Tw (have ) Tj 24.75 0 TD -0.217 Tc 1.5295 Tw (been a few meetings ) Tj -320.25 -12.75 TD -0.3131 Tc 0 Tw (with) Tj 18.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0825 Tc 0 Tw (the) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.2016 Tc 1.1391 Tw (involvement of ) Tj 71.25 0 TD -0.0487 Tc 0.9112 Tw (about 80 to 90 teachers. A small core group that ) Tj 226.5 0 TD 0.0255 Tc 0.662 Tw (will work as ) Tj 61.5 0 TD -0.0825 Tc 0.27 Tw (the ) Tj -400.5 -12.75 TD -0.0765 Tc 1.8473 Tw (editorial team for the newsletter is also getting formed. Th) Tj 274.5 0 TD -0.0532 Tc 1.7407 Tw (e members of this core group) Tj 139.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1512 Tc 0 Tw (generally) Tj 40.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.0952 Tc 1.0952 Tw (are dynamic teachers who have been active in different fields including students\222 ) Tj -44.25 -12.75 TD -0.1401 Tc 0.3276 Tw (and teachers\222 unions. ) Tj 96 0 TD 0 Tc 0.1875 Tw ( ) Tj -96 -18 TD -0.1866 Tc 1.1241 Tw (While the ) Tj 48.75 0 TD -0.125 Tc -0.4375 Tw (aim ) Tj 21.75 0 TD -0.2967 Tc 1.9842 Tw (is to make) Tj 48 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.8775 Tc 0 Tw (it) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1732 Tc 1.8607 Tw (a \221non) Tj 29.25 0 TD 0.0038 Tc 0 Tw (-) Tj 4.5 0 TD -0.1118 Tc 2.0493 Tw (political\222 professional body, it seems difficult \() Tj 216.75 0 TD -0.1256 Tc 0 Tw (almost) Tj 30 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.1328 Tc 1.8203 Tw (impossible\) to do so) Tj 93 0 TD -0.1378 Tc 1.6378 Tw (. This is particularly difficult as not much pedagogical change can be ) Tj -93 -12.75 TD -0.1847 Tc 2.0222 Tw (brought about with the kind ) Tj 135.75 0 TD 0.585 Tc 1.8525 Tw (of T) Tj 21 0 TD -0.0169 Tc -0.5456 Tw (eacher ) Tj 33.75 0 TD -0.255 Tc 0 Tw (P) Tj 6.75 0 TD -0.4388 Tc -0.1237 Tw (upil ) Tj 21 0 TD -0.0038 Tc 0 Tw (R) Tj 7.5 0 TD -0.0938 Tc (atio) Tj 16.5 0 TD 0.1237 Tc (s) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.0938 Tc 0.2813 Tw (that ) Tj 21.75 0 TD -0.0787 Tc -0.4838 Tw (are ) Tj 18.75 0 TD -0.1804 Tc 1.4929 Tw (there. This ) Tj 54 0 TD -0.4388 Tc -0.1237 Tw (will ) Tj 21 0 TD -0.0514 Tc 0.2389 Tw (require ) Tj 36.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD 0.255 Tc 0 Tw (a) Tj 4.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.165 Tc 1.8525 Tw (demand for ) Tj 59.25 0 TD -0.1158 Tc 3.3033 Tw (new teachers and formulation of a transfer policy so that existing teacher) Tj 354.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.0971 Tc 0.2846 Tw (strengths ) Tj 42.75 0 TD 0.1713 Tc 0 Tw (are) Tj 14.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1134 Tc 0 Tw (rationalized) Tj 51.75 0 TD -0.086 Tc 0.3807 Tw (, both of which are political actions) Tj 162 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0575 Tc 0.245 Tw (though they serve) Tj 80.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0825 Tc 0.27 Tw (professional ) Tj -360 -12.75 TD -0.1732 Tc 0 Tw (needs) Tj 25.5 0 TD 0.1875 Tc (. ) Tj 5.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -30.75 -18.75 TD -0.1685 Tc 0.356 Tw (As Lokmitra is already working on this issue with parents\222 forums, other NGOs and now with ) Tj 0 -12 TD -0.1345 Tc 1.072 Tw (MLAs, it ) Tj 45 0 TD -0.0638 Tc 0.2513 Tw (will ) Tj 21 0 TD -0.0957 Tc 1.1165 Tw (be good if teachers themselves join this struggle for mor) Tj 258.75 0 TD 0.1 Tc 0.4625 Tw (e teachers ) Tj 50.25 0 TD 0.375 Tc 0 Tw (\226) Tj 6 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.3769 Tc 1.5644 Tw (it is in ) Tj -384.75 -12.75 TD -0.1587 Tc 0.5962 Tw (their long term interests) Tj 105 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0309 Tc 0 Tw (also) Tj 17.25 0 TD -0.124 Tc 0.3115 Tw (. But this would perhaps require very different strategies. ) Tj 254.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -379.5 -18.75 TD -0.2081 Tc -0.3544 Tw (Though ) Tj 36.75 0 TD -0.0264 Tc 0.2139 Tw (the core group of teachers ) Tj 120 0 TD -0.7519 Tc 0 Tw (is) Tj 6.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0961 Tc 0.3908 Tw (made up of teachers with varying interests ) Tj 192 0 TD -0.5625 Tc 0 Tw (, ) Tj 5.25 0 TD -0.1556 Tc -0.4069 Tw (they ) Tj 21.75 0 TD 0 Tc 0.1875 Tw (do ) Tj 14.25 0 TD -0.0425 Tc 0.98 Tw (not ) Tj -399.75 -12.75 TD -0.156 Tc 0.3435 Tw (seem to be taking much initiative ) Tj 149.25 0 TD -0.165 Tc -0.3975 Tw (and ) Tj 18.75 0 TD -0.1245 Tc 1.062 Tw (ownership i) Tj 51 0 TD -0.1326 Tc 0.3201 Tw (n this venture. The work of the newsletter is ) Tj -219 -12.75 TD -0.0998 Tc 1.928 Tw (mostly being done by Lokmitra resource persons. It might be a good idea to have some ) Tj 0 -12.75 TD -0.096 Tc 1.7835 Tw (reflection on the Teachers) Tj 120 0 TD 0.0038 Tc 0 Tw (\222) Tj 3.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.23 Tc 0.4175 Tw (Forums ) Tj 37.5 0 TD -0.2075 Tc 1.445 Tw (idea with a view to ) Tj 93.75 0 TD -0.1016 Tc 1.7891 Tw (reassess its) Tj 50.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1712 Tc 1.2962 Tw (strategic goals. At the ) Tj -314.25 -12.75 TD -0.1252 Tc 1.5627 Tw (moment it seems ) Tj 83.25 0 TD -0.0528 Tc 0.9903 Tw (a sound strategy ) Tj 80.25 0 TD -0.1032 Tc 1.8979 Tw (to bring the teacher community on board for) Tj 209.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 5.25 0 TD -0.1237 Tc 0.3112 Tw (drawing ) Tj -378 -12.75 TD -0.0798 Tc 0.2673 Tw (attention to) Tj 49.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.3325 Tc 0 Tw (the) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.3 Tc 0 Tw (issue) Tj 21.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD ( ) Tj 3 0 TD -0.1856 Tc 0.3731 Tw (of ) Tj 12 0 TD 0.0745 Tc 0 Tw (teacher) Tj 32.25 0 TD -0.1338 Tc 0.4713 Tw (s\222 shortage and getting it redressed.) Tj 157.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2117 Tc 0.0242 Tw (Discussions on ) Tj 69 0 TD -0.1237 Tc 0.3112 Tw (pedagogy ) Tj -371.25 -12 TD -0.1678 Tc 1.1842 Tw (may form a part of the strategy for doing it is a question that needs some reflection. I don\222t ) Tj 0 -12.75 TD -0.276 Tc -0.2865 Tw (think ) Tj 25.5 0 TD 0.0938 Tc 0 Tw (that) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.1894 Tc 0 Tw (fo) Tj 9 0 TD -0.1253 Tc -0.4373 Tw (rming ) Tj 29.25 0 TD -0.0024 Tc 0.1899 Tw (sanchalan samiti etc.) Tj 93.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.2492 Tc 0.6867 Tw (is of much value) Tj 73.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0868 Tc 0.2743 Tw (until the goals) Tj 63.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD 0.1713 Tc 0.0162 Tw (are ) Tj 17.25 0 TD -0.0845 Tc 0.0845 Tw (made clear so as ) Tj -340.5 -12.75 TD -0.181 Tc 0.3685 Tw (to determine) Tj 55.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0924 Tc 0.1299 Tw (the kind of teachers who ) Tj 112.5 0 TD -0.2075 Tc -0.355 Tw (may ) Tj 21.75 0 TD -0.1669 Tc 0.3544 Tw (lead this initiative) Tj 78.75 0 TD 0.1875 Tc 0 Tw (.) Tj 3 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1198 Tc 0.1573 Tw (Some discussion took place on ) Tj -277.5 -12.75 TD -0.0568 Tc 1.1674 Tw (what could go into the first newsletter for which some excerpts from different b) Tj 367.5 0 TD 0.0488 Tc 0.8887 Tw (ooks were) Tj 46.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -414 -12.75 TD -0.0133 Tc 0 Tw (suggested) Tj 43.5 0 TD 0.1875 Tc (.) Tj 3 0 TD /F1 11.25 Tf 0 Tc 0.1875 Tw ( ) Tj 8.25 0 TD ( ) Tj -36.75 -19.5 TD /F7 11.25 Tf 0.075 Tc 0 Tw (\267) Tj 5.25 0 TD /F3 11.25 Tf 0 Tc -0.1275 Tw ( ) Tj 12.75 0 TD /F1 11.25 Tf -0.1254 Tc 0.3129 Tw (Discussion on Newsletter for MLAs:) Tj 165 0 TD 0 Tc 0.1875 Tw ( ) Tj -183 -18.75 TD /F2 11.25 Tf -0.3312 Tc 0 Tw (The) Tj 17.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3.75 0 TD -0.1242 Tc 1.0617 Tw (purpose behind the) Tj 86.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.0766 Tc 0.8891 Tw (idea of a newsletter for MLAs ) Tj 142.5 0 TD -0.1266 Tc 0.3141 Tw (is to ) Tj 24 0 TD -0.1069 Tc 1.0444 Tw (informthem of the current ) Tj -278.25 -12.75 TD -0.1044 Tc 0.2919 Tw (issues ) Tj 29.25 0 TD -0.2513 Tc 0 Tw (in) Tj 8.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0937 Tc 0.2812 Tw (education as well as updates on various ) Tj 178.5 0 TD -0.1716 Tc 0 Tw (problems) Tj 41.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0484 Tc 0 Tw (concerning) Tj 48.75 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.0848 Tc 0.2723 Tw (primary education ) Tj -315 -12 TD -0.0967 Tc 1.7843 Tw (in the district. This wa) Tj 105.75 0 TD 0.1237 Tc 0.0638 Tw (s ) Tj 9 0 TD -0.138 Tc 1.8255 Tw (tied in with) Tj 52.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 4.5 0 TD -0.1146 Tc 1.5209 Tw (the recent efforts of making school education an ) Tj -171.75 -12.75 TD -0.1498 Tc 1.0873 Tw (election issue. 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Tj 27.75 0 TD 0 Tc 0.1875 Tw ( ) Tj -27.75 -18.75 TD -0.1569 Tc 1.0062 Tw (It was suggested that the NIOS be looked at as a way of getting these young girls ) Tj 372.75 0 TD -0.1247 Tc 0.3122 Tw (some ) Tj -372.75 -12 TD -0.0984 Tc 0.4734 Tw (kind of certificate for ) Tj 98.25 0 TD -0.1099 Tc 0.3599 Tw (their learning and the curriculum for the NIOS exam form one part ) Tj -98.25 -12.75 TD -0.108 Tc 2.5455 Tw (of the Kishori Kendra curriculum. 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It) Tj 16.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 6.75 0 TD -0.2309 Tc 0.4184 Tw (depends ) Tj 42 0 TD -0.166 Tc 4.1035 Tw (on how the objectives) Tj 107.25 0 TD 0 Tc 0.1875 Tw ( ) Tj 6.75 0 TD -0.1337 Tc 3.3212 Tw (and goals of this ) Tj -312 -12.75 TD -0.0879 Tc 0 Tw (program) Tj 36.75 0 TD -0.4987 Tc (me) Tj 13.5 0 TD 0 Tc 0.1875 Tw ( ) Tj 3 0 TD -0.1344 Tc 0.2469 Tw (are articulated. The Nirantar curriculum could be looked at for this.) Tj 297 0 TD 0 Tc 0.1875 Tw ( ) Tj -350.25 -18.75 TD -0.1428 Tc 0.4374 Tw (Lokmitra will explore the NIOS possibility and also look at the Nirantar curriculum more ) Tj 0 -12 TD -0.1545 Tc 0.342 Tw (carefully. ) Tj 44.25 0 TD 0 Tc 0.1875 Tw ( ) Tj -80.25 -18.75 TD ( ) Tj 0 -19.5 TD /F0 11.25 Tf -0.0943 Tc -0.0932 Tw (Conclusions and Recommendations.) Tj 169.5 0 TD 0 Tc 0.1875 Tw ( ) Tj -151.5 -18 TD /F2 11.25 Tf -0.4688 Tc 0 Tw (1.) 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