The world has come to a rapid modernization with industrial revolution 4.0 characterized by emerging digital technologies, artificial intelligence, robotics, DNA mapping, nanotechnologies, biotechnologies, the internet of things, and 3D printing. Technology seems to be leading this world at the speed of light. Technology can be used as a tool for motivation, visualization, and simulations that help facilitators in progressive methodologies of educational practices. Thus, ICT tools and techniques have become an inseparable part of our profession. Particularly in meaningful mathematics learning, ICTs create humongous opportunities and platforms to visualize the conceptual part of mathematics, to help facilitators create digital assignments and assessments in a digital platform, and to reduce the human effort to work efficiently. So, technology is all about using tools, techniques, and science to create more effective ways of doing things, such as visualizing experiments and concepts, assisting students to research on the topic, reporting and records-sharing, and designing lessons with better assessment methods. In this viable context, this course is designed to theoretical and practical exposure to students of Mathematics education to become technology-friendly teachers, teacher educators, and research practitioners. Technology skill is one of the 21st-century skills and everyone should develop it. So, in this course, students will develop various skills to use computers and other digital devices for processing documents, developing teaching-learning materials (audio/visual) and resources, and organizing collaborative platforms for meaningful learning mathematics subjects. In doing so, students will be actively engaged in performing various activities and tasks related to ICT in mathematics education, doing assignments and projects, and developing knowledge and skills of authentic and ethical use of ICT in mathematics education.
- Course Facilitator: Netra Kumar Manandhar
You are welcome in this course. This course, EDMT 515: Discrete Mathematics and Problem Solving assume discrete mathematics is the area of such mathematics that deals with discrete objects. Students should learn a particular set of mathematical facts and how to apply them; more importantly, this course aims to instruct students how to think logically and mathematically. To achieve these goals, this course stresses mathematical reasoning and the different ways problems are solved. Five important themes are interwoven in this course: mathematical reasoning, combinatorial analysis, discrete structures, algorithmic thinking, and applications. A successful discrete mathematics course should carefully blend and balance all five themes (Rosen, 2012). This course offers the students different techniques of logical thinking and mathematical application of these techniques in problem solving. To achieve this goal, students will learn logic and proof, sets, functions, relations, number theory, sequences, mathematical induction and recursion, order relation and diagraph, graph theory, trees are as the key learning areas.
General objective of the course:
After completion of this course students will be able
i. To construct mathematical arguments and test their validity using logical connectives.
ii. To solve problems involving recurrence relations and generating function including to identify their types.
iii. To construct proofs using different forms of proof (direct proof, proof by contradiction, proof by contra positive, proof by mathematical induction)
iv. To develop the skill in solving the problem related with sequences and mathematical induction.
v. To use graphs and trees as tools to visualize, simplify and solve problems.
vi. To find the best solution in assignment and transportation problems
- Teacher: Shiva Dawadi
This course is designed to help adult learners (Master’s level) to get acquainted with different dimensions of education. This course is divided into four modules (Module Zero is a non-content module) – Module One: Conventional and Progressive Education Perspectives; Module Two: Constructivist Visions of Education; Module Three: Education as/for Social Transformation; and Module Four: Sustainability Education.
- Learning Enabler: Rebat Dhakal