Ganit Odyssey (Damt Newsletter May 2024)

DELHI ASSOCIATION OF
MATHEMATICS TEACHERS
(DAMT)
Registered body under Society Registration act 1870
MAY 2024 / ISSUE 1

DAMT’S
GANIT ODYSSEY
Quarterly e-newsletter of Delhi Association of Mathematics Teachers (DAMT)
Let us Elevate the Standard of Mathematics Education and Ignite Curiosity
Celebrating 54th Birth Anniversary of DAMT on 28th May 2024
INSIDE THIS ISSUE

History and Objectives of DAMT
Abel and Shaw Prize winner 2024
Number Quest
Concept Matters : Stationary Points and Critical Points
Brainy Bytes: Embrace the Challenge
Great Mathematicians
From the desk of the Principal
Mathematics Assessment – Relevance in Learning
Integrating Mathematics with Other Curricular Areas
Space and Time: As in Ancient India
and much more...
[email protected] www.damtindia.com @damtindia

TABLE OF CONTENTS
Page 1 HISTORY AND OBJECTIVES OF DAMT
Page 2 DAMT EXECUTIVE COMMITTEE
Page 3 FOREWORD BY PROF. V. P. GUPTA
Page 4 MESSAGE FROM THE EDITORIAL TEAM
Page 5 MESSAGE FROM THE PRESIDENT’S DESK

Page 6 MESSAGE FROM THE VICE PRESIDENT’S DESK
Page 7 SOME AMAZING FACTS ABOUT MATHEMATICS
Page 8 NUMBER QUEST : SPECIAL PROPERTIES OF NUMBER 28

Page 9-10 MATHEMATICIANS IN THE NEWS
Page 11-15 CONCEPT MATTERS : STATIONARY POINTS AND CRITICAL POINTS

MR. SANJAY KUMAR SINHA
Page 16-17 BRAINY BYTES : EMBRACE THE CHALLENGE
Page 18-21 FROM THE DESK OF THE PRINCIPAL: INTERVIEW OF

MRS. ANITA SHARMA
Page 22-24 GREAT MATHEMATICIANS : BORN IN MAY, JUNE & JULY
Page 25-27 INTEGRATING MATHEMATICS WITH OTHER CURRICULAR AREAS:

DR. AMIT BAJAJ
Page 28 CROSSWORD PUZZLE : PI APPROXIMATION DAY

MRS. MEENA BAGGA
Page 29-31 MATHEMATICS ASSESSMENT : RELEVANCE IN LEARNING

MR. DEEPAK DUA
Page 32 AI IN EDUCATION : RECOMMENDED APPS FOR THE TEACHERS
Page 33-36 SPACE AND TIME : AS IN ANCIENT INDIA

MRS. ROMAN DHAWAN
Page 37 HIGHLIGHTS FROM THE RECENT MEETINGS
Page 38 MESSAGE TO THE READERS

Page -1
HISTORY AND OBJECTIVES OF DAMT

About the Association:
Delhi Association of Mathematics Teachers (DAMT), established in 1970, aims to
foster professional growth among mathematics educators across India. Through
conferences, publications, and collaborations, DAMT strives for excellence in
mathematics education, promoting inclusivity and innovation in curriculum
development and pedagogy.
Aims & Objectives:

The aims and objectives of the Delhi Association of Mathematics Teachers
(DAMT) are as follows:
a) to create a forum for mathematics teachers of Delhi for professional growth and
to strive and seek for it an All-India character by expanding its activities and
enrolling teachers from all across India.
b) to disseminate information of professional interest to the members of the
Association, through newsletters, journals etc.
c) to prepare monographs on topics of interest in school mathematics, and to
conduct mathematics Olympiad activities in collaboration with other official/non-
official sister agencies,
d) to organise, and exchange views on mathematics education through symposia,
conferences, study circles, meetings, seminars, exhibitions etc.
e) to help agencies, involved in curriculum construction in developing a model
curriculum for children of varying aptitudes;
f) to extend mathematical activities beyond school curriculum.
g) to establish a Mathematics Academy, which will provide consultancy services at
Primary, Secondary or Sr. Secondary mathematics.
h) to promote the professional interests of its members by distributing to them
relevant priced/unpriced literature and books on General interests/topics of
Mathematics.
i) to secure a piece of land where the Association will construct its own
building/auditorium, Library etc. and residential accommodation for its members,
j) to open sub-offices of the Association wherever the Executives approach.

Page -2
DELHI ASSOCIATION OF MATHEMATICS TEACHERS

EXECUTIVE COMMITTEE
Patron Advisor
Sh. Mohan Lal Prof. V. P. Gupta (Retd.)
President Vice President Secretary Jt. Secretary

Sh. S. N. Chhibber Sh. J. C. Nijhawan Mrs. Anita Sharma Dr. R. P. Singh
Treasurer Editor Editor Editor

Mrs. Simmi Bhatia Mrs. Roman Dhawan Dr. Amit Bajaj Mr. Sanjay Kumar Sinha
Social Media Manager

Mr. Rohit Upadhyaya

Page -3
FOREWORD
Prof. V. P. Gupta (Retd.)

NCERT, New Delhi
and Advisor, DAMT
Dear DAMT Team and Editorial Board,
It is with great pleasure that I extend my heartfelt congratulations to the Delhi

Association of Mathematics Teachers (DAMT) and the editorial team for the
outstanding effort in bringing out the e-newsletter "Ganit Odyssey." This is a
remarkable milestone coinciding with DAMT's 54th anniversary.
Mathematics plays a crucial role in shaping our world, driving innovation, and
solving complex problems. The dedication and hard work of DAMT in fostering
mathematical excellence and supporting the teaching community are truly
commendable. "Ganit Odyssey" promises to be a beacon of knowledge and
inspiration for mathematics educators and enthusiasts alike.
The theme of DAMT, which emphasizes the integration of theoretical knowledge
with practical applications, is beautifully reflected in this e-newsletter. By highlighting
contemporary mathematical research, teaching strategies, and real-world
applications, "Ganit Odyssey" serves as a testament to DAMT's commitment to
advancing mathematics education and fostering a community of lifelong learners.
Wishing you continued success in your endeavors.
Warm regards
Prof. V. P. Gupta (Retd.)

NCERT, New Delhi
and Advisor, DAMT

Page - 4
MESSAGE FROM THE EDITORIAL TEAM
Dear Readers,
Welcome to the first issue of "Ganit Odyssey," our e-newsletter dedicated to

celebrating and exploring the fascinating world of mathematics. We are thrilled to
embark on this vibrant journey with you, blending the Hindi word for mathematics,
"Ganit," with "Odyssey," which denotes a long and adventurous journey. This name
reflects our commitment to exploring and celebrating the beauty of mathematics,
connecting with our cultural roots, and inspiring a continuous, engaging, and
enriching learning experience for all our readers.
As the editorial team, we are honored to present this platform that bridges
traditional mathematical wisdom with modern-day innovations. "Ganit Odyssey" is
designed to be a source of inspiration, knowledge, and collaboration, providing
insights into the multifaceted world of mathematics and showcasing its profound
impact on our lives.
Our e-newsletter aims to offer a diverse array of articles, problem-solving
challenges, historical perspectives, and practical applications of mathematics. Each
issue will bring fresh content, aimed at sparking curiosity, encouraging critical
thinking, and nurturing a deep appreciation for the subject.
We extend our deepest gratitude to the mathematics teachers, students, and
enthusiasts who have contributed to this inaugural issue. Your passion and
dedication are the cornerstone of this endeavor, and we look forward to your
continued support and engagement.
Join us on this exciting journey as we delve into the wonders of mathematics,
explore its endless possibilities, and celebrate its timeless beauty.
Happy reading and exploring!
Warm regards,
The Editorial Team "Ganit Odyssey"
Delhi Association of Mathematics Teachers (DAMT)

Page - 5
MESSAGE FROM THE PRESIDENT’S DESK

Greetings to all fellow mathematicians, educators, and
students,
It is with great pleasure and excitement that we announce the

release of the inaugural issue of "Ganit Odyssey," our e-
newsletter dedicated to the fascinating world of mathematics. President
This release is particularly special as it coincides with the Sh. S. N. Chhibber
54th anniversary of the Delhi Association of Mathematics
Teachers (DAMT).
While DAMT boasts a rich history and legacy in promoting mathematical

excellence, it is the spirit of rejuvenation and innovation that drives us forward.
Over time, as our dedicated members have passed the torch to a new generation,
we have embraced the challenge of revitalizing our association, infusing it with
fresh ideas and renewed enthusiasm.
Mathematics is not just a subject; it is a journey of discovery, problem-solving,
and creativity. It is a language that transcends borders and connects us all. In
this e-newsletter, we aim to celebrate the beauty and versatility of mathematics,
showcasing its relevance in today's world and inspiring the next generation of
mathematicians.
To all mathematics teachers and students, I extend my heartfelt gratitude for
your tireless efforts in making mathematics an engaging and exciting subject.
Your passion and dedication are the driving forces behind our collective journey
towards mathematical excellence.
As we embark on this new chapter with "Ganit Odyssey," I invite you to join us
in exploring the wonders of mathematics and unleashing the infinite possibilities
it offers.
Wishing you all a successful launch and a rewarding experience ahead.
Warm regards,
S. N. Chhibber
President,

Page - 6
MESSAGE FROM THE VICE PRESIDENT’S DESK
Dear colleagues and fellow mathematics enthusiasts,
It is my pleasure to announce the much-anticipated

release of "Ganit Odyssey," our e-newsletter dedicated to
the fascinating world of mathematics. This milestone
coincides with the 54th anniversary of the Delhi
Association of Mathematics Teachers (DAMT), marking Vice President
Sh. J. C. Nijhawan
a significant moment in our journey of mathematical
exploration and education.
As we embark on this new venture, I am filled with excitement and optimism
about the opportunities that lie ahead. Our association has a longstanding
tradition of fostering mathematical excellence and promoting a love for this
beautiful subject. With "Ganit Odyssey," we aim to amplify this mission and
reach new heights of engagement and inspiration.
I extend my heartfelt appreciation to all the teachers, students, and supporters of
mathematics who have been instrumental in shaping DAMT into what it is
today. Your dedication and passion for mathematics are the driving forces
behind our continued success and impact in the field of education.
Together, let us delve into the realms of mathematics, exploring its intricacies,
unraveling its mysteries, and embracing its endless possibilities. May "Ganit
Odyssey" serve as a beacon of knowledge, creativity, and collaboration, uniting
us in our shared love for mathematics.
I look forward to the exciting journey ahead and the contributions of each and
every member of our vibrant mathematical community.
Warm regards
J. C. Nijhawan
Vice-President,

Page - 7
SOME AMAZING FACTS ABOUT

MATHEMATICS
1000 is the only number from 0 to 1000 that has

an “a” in its number name.
One Thousand
Of all the shapes having equal

perimeter, a circle has the greatest
area.
If 23 people are in the same room, there is a 50%

chance that two people will have the same birthday.
The greatest known prime number till date is
, a number with 24,862,048 digits.

It was discovered by the Great Internet Mersenne
Prime Search (GIMPS) in December 2018.
Euclid have proven there are infinitely many prime
numbers.

Page - 8
NUMBER QUEST
SPECIAL PROPERTIES OF NUMBER 28
28 is a perfect number (a number which is equal to the sum of all its factors
excluding the number itself).
The sum of all the factors of 28 (except itself) is the number itself.
Here, 1 + 2 + 4 + 7 + 14 = 28.
The perfect numbers less than 10,000 are 6, 28, 496, and 8128.
28 is a triangular number since it is the sum of the

first seven natural numbers:
1 + 2 + 3 + 4 + 5 + 6 + 7 = 28.
28 is a hexagonal number (here fourth figure below). Every hexagonal number

is also a triangular number, but not every triangular number is a hexagonal
number. The first few hexagonal numbers are 1, 6, 15, 28, 45, 66, 91,… The
formula for the hexagonal number is given by
28 is a Happy number.
From 1 to 100, the happy numbers are :
1, 7, 10, 13, 19, 23, 28, 31, 32, 44, 49, 68,
70, 79, 82, 86, 91, 94, 97, 100.
Between the years 2000 and 2099, the calendar repeats every 28 years. It also
cycles every 28 years between 2101 and 2199.

Page - 9
MATHEMATICIAN IN THE NEWS

2024 ABEL PRIZE WINNER: MICHEL TALAGRAND
French mathematician Michel Talagrand has

been honored with the prestigious 2024 Abel Prize
for his groundbreaking contributions to
probability theory and functional analysis. The
Abel Prize, akin to the Nobel Prize for
mathematics, celebrates exceptional achievements
in the field and is named after the Norwegian
mathematician Niels Henrik Abel.
Talagrand's research focuses on the Gaussian distribution, or "bell curve," which

describes how values of a variable are distributed around the mean. His work has
profound implications in understanding randomness in various domains, from
weather forecasting to physics.
His notable contributions include:
1. Predicting extreme values in random datasets, crucial for anticipating events
like maximum wave heights or floods.
2. Demonstrating that multiple random factors can lead to more predictable
outcomes, showing emergent patterns from randomness.
3. Extending his research to physics, completing the proof of Giorgio Parisi’s
Nobel Prize-winning work on spin glasses.
Despite personal challenges, including losing an eye at a young age, Talagrand's
resilience and problem-solving skills have propelled him to the forefront of
mathematics. He is known for his unique approach to problem-solving, often
starting with small problems that lead to significant discoveries.
Lise Øvreås, president of the Norwegian Academy of Science and Letters, praised
Talagrand as an outstanding mathematician whose work has transformed
various mathematical disciplines and their practical applications.

Page - 10
MATHEMATICIAN IN THE NEWS
2024 SHAW PRIZE WINNER: PETER SARNAK
Professor Peter Sarnak, a distinguished

alumnus of Wits University (BSc 1974, BSc
Hons 1975, DSc honoris causa 2014), has
been awarded the 2024 Shaw Prize for
Mathematical Sciences. This prestigious
award recognizes his groundbreaking work in
developing the arithmetic theory of thin
groups and the affine sieve, integrating
number theory, analysis, combinatorics,
dynamics, geometry, and spectral theory.
The Shaw Prize Foundation, established in 2002 by philanthropist Run Run

Shaw, honors outstanding contributions in life sciences, astronomy, and
mathematics. The prize includes a significant monetary award.
Currently, Prof. Sarnak holds prominent positions at Princeton University and
the Institute for Advanced Study. The Shaw Prize Committee praised his
"original and deep vision," noting his profound impact across various
mathematical disciplines. Sarnak's work, rooted in number theory, has
significantly influenced fields such as cryptography, computer science, and
physics.
Prof. Sarnak's illustrious career includes over 120 publications and numerous
PhD supervisions. He is a member of the US National Academy of Sciences and
a Fellow of the Royal Society of London.

Page - 11
CONCEPT MATTERS
STATIONARY POINTS AND CRITICAL POINTS
Mr. Sanjay Kumar Sinha
PGT (Mathematics) , Sanskriti School, New Delhi
Editor, DAMT
There have been many misconceptions about these terms used in
Calculus and related concepts. My main aim in writing this article
is to delve deeper into these ideas and clarify the distinction
between them. One may have a different perspective from the
well-perceived notions of these terms and is free to share one’s
point of view with the editorial team of the magazine.
A Stationary point is the point where the derivative of the function is 0. It is
essentially the point where the curve is momentarily at rest and then it either takes a
smooth turn or becomes a point of inflexion. When the curve takes a smooth turn
at the point, it is a point of extremum (local or global). Stationary points are
necessarily the interior points of the domain of the function.
Now the related ideas such as “points of extremum” and “points of inflexion” must
be conceptualized properly. One should note that, at the critical points, the
extremum of the function and the point of inflexion of the function could possibly
occur.
Here, , hence 0 can be

called a stationary point as well as a critical
point. The curve is momentarily at rest at 0.
In this case, the curve does not take a
smooth turn at 0. In fact, the concavity of
the curve changes at this point. Such a point
is a point of inflexion.
Fig. 1

Page - 12
A point where the graph of a function has a tangent line (horizontal,

oblique or vertical) and where the concavity changes is called a point of
inflexion. Hence, an interior point c of the domain of the function f is a
point of inflexion when either f’(c) exists or it has a vertical tangent at c
and f’’(x) is positive on one side of c and negative on the other side of c.
At such a point f’’(x) is either 0 or undefined.
Also, at 6, it has the absolute (global) maximum value.

Page - 13
Fig. 3

Page - 14

Page - 15
Some Remarks:
According to some authors, the critical points are those points of the domain of the
function where the extremum of the function could possibly occur. It does not
imply that all critical points are bound to be points of extremum. Since, the
extremum may occur even at the end points of the closed interval in which the
function is defined, some authors have added even the end points to the list of
critical points. In some examples, it has been found that the derivative at the end
point by differentiating the function mechanically by using rules for differentiation
turns out to be 0, hence some of us conclude that the end point is a critical point.
We fail to understand that the derivative at the end point does not exist. So, the end
point, if at all it was a critical point (as suggested by some authors), was so, not
because the derivative was 0, but because the end point could possibly become the
point of extremum. Most of the standard authors have excluded the end points
from the list of critical points and our text books seem to follow this.

Page - 16
BRAINY BYTES :
EMRACE THE CHALLENGE
Introducing "Brainy Bytes" – our math

challenge section in the e-newsletter!
Here’s how you can participate:
Challenge Details:
Solve 4 math problems requiring
knowledge up to high school level.
Open to both teachers and students.
Submission Guidelines:
Submit typed or legible handwritten
(scanned) PDF solutions.
Email solutions to:
[email protected]
Include your full name, school/college,
and whether you are a teacher or
student.
Recognition and Rewards:
Top solvers’ names will be published
in the next e-newsletter and will receive
a merit certificate from DAMT.
Solution Publication:
Solutions will be published in the next
issue of our e-newsletter.
Submit your solutions latest by July 15, 2024.
Show off your math skills and join the
challenge!
Special thanks to Mr. Shashank Vohra,

PGT (Mathematics), Schools of Specialised Excellence
(SOSE), Hari Nagar, Delhi for his inputs.

Page - 17
BRAINY BYTES QUESTIONS

Page - 18
FROM THE DESK OF THE PRINCIPAL

INTERVIEW OF MRS. ANITA SHARMA
PRINCIPAL, S. D. PUBLIC SCHOOL, DELHI
MEMBER, GENERAL COUNCIL AT NCERT, DELHI
SECRETARY, DAMT
Q1. How can we effectively integrate technology into the mathematics

curriculum to enhance student learning and engagement in the digital age?
Mrs. Anita Sharma: Before integrating any technology in the classroom, teachers
need to introspect by considering three essential questions: a) Are my learners
digital natives who easily engage with interactive media? b) Will I be able to remove
the fear of the subject and create sustained interest in it? c) Does the technology
integration provide easy access to knowledge and learning for my students and
making lesson planning, assessment, and monitoring learning achievements
effortless for me?
Answering these questions sets clear targets for the teacher and helps identify the
right tools for students. Mathematics is often considered an abstract subject, and
the inability to visualize abstract concepts can lead to a lack of understanding and
fear. Concepts can be brought to life through the use of simulations, engaging
interactive software like GeoGebra and Desmos, videos, movies, and interactive
online games specifically designed to improve math skills. Virtual manipulatives,
such as virtual geoboards, fraction bars, and algebra tiles, provide concrete
representations of abstract mathematical ideas, offering hands-on experience that
simplifies the concepts.
Mathematics learning strengthens when students are given ample opportunities to
practice the same concept in different contexts and are exposed to challenging
problems. Many learning platforms offer a wide range of resources tailored to
different grade levels and mathematical topics. These platforms include
instructional videos and tutorials, which students can use at their own pace and
according to their needs. Technology resources enhance the learning experiences of
students by providing a customized and personalized approach. In our school, we
use platforms like Educosoft and Countingwell to make math learning more
dynamic, fun, and stress-free.
These platforms also encourage self-assessment and self-improvement
opportunities. Self-paced learning, with all necessary resources and flexibility, helps
remove the fear of the subject as well.

Page - 19
Q2. How can math education be made more inclusive and engaging for students with
diverse learning styles and abilities?
Mrs. Anita Sharma: "Knowing your learners well" is the most powerful mantra for
making the math classroom more inclusive and engaging for students with diverse
learning styles, abilities, interests, aptitudes, and cultures. When educators have a
deep understanding of their students' strengths, interests, preferences, and
challenges, they can tailor instruction to meet the individual needs of each learner.
Here are a few suggestions to create inclusive classrooms for teachers:
a) The effectiveness of teaching in any class depends on the teacher’s commitment

to creating a mathematics learning community where every learner has the
opportunity to express himself and is respected and accepted for their opinions and
approaches. Teachers should be able to create a "culture of learning together."
b) Activities designed to proceed with the lesson should cater to the diversity of the
group. Utilizing learning styles, the theory of multiple intelligences, differentiated
instruction design, and universal design for learning can help sustain the interest of
each learner in classroom activities. Teachers may need to conduct engaging
discussions by pausing the video at appropriate points or provide more stimulating
experiences through simulations and interactive activities for kinesthetic learners.
Examples related to sports, creative arts, business and finances, astronomy,
agriculture, etc., will grab the attention of learners interested in those specific fields.
Additionally, getting to know learners on a personal level and navigating the lesson
by tapping into their interests helps build positive relationships and trust between
educators and students. When students feel valued, understood, and supported by
their teachers, they are more likely to actively participate in class, take risks in their
learning, and engage with mathematical concepts more deeply.
c) Culturally responsive teaching involves incorporating diverse cultural references,

examples, and contexts into math instruction, making the content more relatable
and meaningful for all students. This allows learners to sense recognition and
respect for their culture. Examples and application problems should be framed
considering their local experiences.
Q3. The National Education Policy (NEP) 2020 highlights a focus on experiential
learning and critical thinking skills. Can you describe specific initiatives or projects
undertaken at SDPS Pitampura to integrate these aspects of NEP 2020 into your
school's mathematics curriculum?

Page - 20
Mrs. Anita Sharma: In alignment with the goals of the National Education Policy
2020, SDPS Pitampura has created a dynamic learning environment that empowers
students to become lifelong learners, critical thinkers, and active contributors to
society. NEP 2020 also emphasizes integrating Indian Knowledge Systems with the
modern education framework. We have undertaken several initiatives in this light.
Some of them are:
a) Curating lesson plans integrated with the Panchkosha Theory of Education:

According to the Taittiriya Upanishad, every human existence has five forms –
Physical, Energy (Vital), Mental, Intellectual, and Bliss. These are also known as
Annamaya Kosh, Pranamaya Kosh, Manomaya Kosh, Vigyanmaya Kosh, and
Anandamaya Kosh, respectively. These layers pertain to the holistic development of
a human being. Every subject teacher has the responsibility of nurturing the learner
holistically through their subject. Integrating mathematics lessons with the physical,
vital, emotional, social, and logical aspects sensitizes learners towards themselves
and society. It also helps them see the connections between various mathematical
concepts and life, aiding in rational growth. All our subject teachers, including
mathematics teachers, are developing Panchkosha-integrated lesson plans.
b) Sports ground as a mathematics classroom: Teachers have identified specific sports

court activities aligned with the concepts to be taught. For example, using the Table
Tennis court for teaching measurements, the Badminton court for parallel and
perpendicular lines, the Basketball court for angles, circumference, and area of
circles and semicircles, and the football field and various sports balls for finding
volumes and understanding concepts like velocity, acceleration, and maxima and
minima. Using stopwatches helps understand units of time. At least one lesson in
each class is completed on the sports ground using sports activities, providing
hands-on experiences that also nourish physical growth.
c) Interdisciplinary projects: Understanding the connection between different

subjects is important. For instance, maps require sound knowledge of mathematics
and geography to decode the information they contain. Our students from
Geography and Mathematics worked together to understand the mathematical
knowledge required to find the distance between two places on a spherical globe,
encountering high-level mathematics like spherical trigonometry.
d) STEM activities, financial literacy, and talks by scientists, excursions to National

Science Centre, Jantar Mantar: These activities include discussions about their
research projects and mathematical modeling.

Page - 21
e) Learning mathematics through wall paintings: Our school invited traditional artists
from different states. While learning the history of these art forms, the culture of
different states, and scaling the paintings from small drawing sheets to 200-ft-long
walls, students learned concepts of ratio and proportion, graphs, calculations for
the quantity of paints required, and many other mathematical concepts.
Q4. What strategies can teachers employ to help students see the relevance of
mathematics in their everyday lives and future careers?
Mrs. Anita Sharma: Here are some strategies that can help students understand the
relevance and importance of mathematics in various aspects of their lives and future
career paths:
a) Using daily life activities: By incorporating everyday examples into mathematics

lessons, teachers can demonstrate how math is not just an abstract concept but an
essential part of daily life. Analyzing utility bills, decoding nutrition labels,
understanding credit card numbers, and exploring patterns in phone and vehicle
numbers all help students see the practical applications of mathematics in their
surroundings.
b) Exploring applications in different fields: Mathematics is the backbone of many

industries and professions, from architecture and medicine to finance and
aeronautics. By showcasing how mathematical concepts are used in these fields,
teachers can inspire students and show them the diverse career paths available to
those with strong mathematical skills.
c) Addressing global concerns: Mathematics can be used to understand and address

pressing global issues like climate change and sustainable development goals.
Teachers can engage students in discussions and projects that use mathematical
modeling and analysis to tackle these challenges, fostering a sense of responsibility
and agency in the next generation.
d) Keeping up with emerging knowledge domains: As mathematics continues to

evolve, teachers should stay informed about new developments and applications in
fields like artificial intelligence, cryptography, machine learning, and quantum
computing. By sharing this information with students, teachers can spark their
curiosity about future career opportunities and show them the exciting possibilities
that lie ahead in these cutting-edge fields.
Overall, these strategies not only help students see the relevance of mathematics in
their lives but also inspire them to explore its potential in shaping the future.

Page - 22
GREAT MATHEMATICIAN
Born in May
Jacopo Riccati, an esteemed figure in 18th-

century mathematics, left an indelible mark on
the field with his diverse contributions and
visionary outlook. While he is renowned for his
work on the Riccati equation, his impact
extended far beyond this singular achievement.
Riccati's role in introducing Isaac Newton's
revolutionary ideas to Italy was pivotal. By
bridging the knowledge gap between Newton
JACOPO RICCATI
and Italian scholars, he catalyzed a renaissance
VENETIAN MATHEMATICIAN
in mathematical thought within the country,
Born 28 May 1676
fostering a deeper understanding of calculus,
dynamics, and the laws of motion.
His expertise wasn’t limited to theoretical realms; Riccati made significant strides
in multinomial theory, analyzed cycloidal pendulums, and contributed to
differential geometry. These efforts not only enriched mathematics but also
paved the way for future advancements in calculus and mathematical analysis.
Moreover, Riccati's practical applications of mathematics were evident in his
consultations for engineering projects, advising the Venetian Senate on canals
and riverbanks. His insights undoubtedly contributed to the success of these
infrastructure endeavors, highlighting the tangible impact of mathematical
expertise.
Despite lucrative offers from prestigious institutions abroad, Riccati chose to
remain in Italy, demonstrating his dedication to his homeland and commitment
to advancing mathematical knowledge within Italian academia.
In hindsight, Jacopo Riccati emerges not just as a mathematician but as a
visionary whose influence transcended borders, inspiring generations of
mathematicians and scientists worldwide.

Page - 23
GREAT MATHEMATICIAN
Born in June
Subhash Khot, an Indian-American theoretical

computer scientist, is celebrated for his
profound contributions to computational
complexity theory. Born in 1978 in India, Khot
earned his Ph.D. from Princeton University in
2003.
SUBHASH KHOT
AN INDIAN-AMERICAN MATHEMATICIAN
Born June 10, 1978
His most notable achievement is the formulation of the Unique Games

Conjecture (UGC) in 2002. This conjecture posits the hardness of determining
the truth value of certain constraint satisfaction problems and has far-reaching
implications for approximation algorithms and the hardness of approximation,
suggesting that for many optimization problems, even finding approximate
solutions is computationally infeasible.
Khot's research has significantly impacted the understanding of the boundaries of
efficient computation. The UGC has unified various aspects of theoretical
computer science, particularly in the realms of probabilistically checkable proofs
(PCPs) and the hardness of approximation problems. His work has led to
breakthroughs in understanding the complexity of fundamental problems and
has inspired extensive research exploring the conjecture's implications.
Khot's contributions have been recognized with several prestigious awards,
including the Alan T. Waterman Award in 2010, the Simons Investigator title in
2014, and the Nevanlinna Prize (now the IMU Abacus Medal) in 2014. These
accolades underscore his role as a leading figure in theoretical computer science,
driving forward the exploration of computational complexity.

Page - 24
GREAT MATHEMATICIAN
Born in July
Shreeram Shankar Abhyankar (1930-2012), an

influential Indian-American mathematician,
made groundbreaking contributions to algebraic
geometry, commutative algebra, and singularity
theory. Born in Ujjain, India, he pursued higher
education at the Royal Institute of Science in
Mumbai and the Tata Institute of Fundamental
Research before earning his Ph.D. from Harvard
University under Oscar Zariski in 1955.
SHREERAM SHANKAR ABHYANKAR

AN INDIAN MATHEMATICIAN
Born July 22, 1930
Abhyankar's work on resolution of singularities, particularly his dissertation
"Local Uniformization on Algebraic Surfaces," laid foundational stones in his
field. He is renowned for "Abhyankar's Conjecture" in Galois theory and affine
geometry, which addressed fundamental questions about polynomial equations
and their solutions.
In 1963, Abhyankar joined Purdue University as a Distinguished Professor,
where he had a prolific career in research and teaching. His contributions earned
him several awards, including the Herbert Newby McCoy Award, and he was a
Fellow of the American Mathematical Society.
Beyond his academic achievements, Abhyankar was passionate about
mathematics education and nurturing young talent. His legacy continues to
influence contemporary research, reflecting his profound intellect and enduring
impact on mathematics. Abhyankar's life exemplifies the pursuit of knowledge
and the universal beauty of mathematics.

Page - 25
INTEGRATING MATHEMATICS WITH OTHER

CURRICULAR AREAS
as recommended in the National Education Policy (NEP) 2020 and the National
Curriculum Framework for School Education (NCFSE) 2023
Dr. Amit Bajaj

PGT (Mathematics) CRPF Public School, Rohini, Delhi
Editor, DAMT
Mathematics, often called the "universal language," is

more than equations and formulas. It's the foundation
for critical thinking, problem-solving, and logical
reasoning. Educators have a responsibility to reveal this
beauty to students.
The National Education Policy (NEP) 2020 and National Curriculum
Framework for School Education (NCFSE) 2023 recognizes this, advocating
for integrating mathematics across subjects for a holistic learning experience.
NEP 2020: A Call for Interdisciplinary Learning
NEP 2020 heralds a paradigm shift in education, emphasizing interdisciplinary
learning. It encourages educators to break the traditional silos and foster
connections between subjects. Mathematics, with its precision and structure,
serves as an excellent conduit for this integration. Here's a glimpse into how NEP
2020's recommendations can be implemented across various subjects.
Interdisciplinary Magic: Integrating Math Across the Curriculum
Science: From measuring chemical reactions in Chemistry to analyzing data
in Biology experiments, mathematics plays a pivotal role. Imagine plotting
the growth of a pea plant on a graph to analyze its growth rate, or calculating
the force of gravity in Physics using simple tools. Integrating these
mathematical concepts not only enhances understanding of scientific
phenomena but also nurtures a scientific temperament among students.
Social Sciences: History, economics, and geography can all benefit from
mathematical tools. Graphical representations of historical data, like
population growth or economic trends, offer students a deeper insight into
these subjects. Statistical analysis can help students make informed
interpretations of social science data. For instance, students could calculate
population density to understand how population distribution affects
resource allocation in Geography.

Page - 26
Languages: NEP 2020 specifically highlights the growing importance of

integrating mathematics with languages. Areas like cryptography, linguistics
algorithms, and computational linguistics can be explored to demonstrate the
practical applications of mathematics in communication. By exploring these
intersections, students not only deepen their understanding of language
structures but also appreciate the power of mathematics in the digital age.
Environmental Studies: Mathematics provides tools to analyze
environmental data and make informed decisions. Concepts like probability
can be used to study climate change predictions, while geometry can aid in
mapping ecosystems. This integration fosters environmental awareness and
equips students with skills to address global challenges.
Physical Education: Sports and mathematics may seem unrelated, but they
share common ground in concepts like speed, distance, and angles.
Integrating mathematics in physical education can involve analyzing sports
data, calculating player performance metrics, or understanding the physics
behind sports movements.
Arts: Contrary to popular belief, mathematics and art share a symbiotic
relationship. Concepts like symmetry, patterns, and proportions are intrinsic
to both disciplines. By exploring fractals in art, understanding Fibonacci
sequences in music, or using mathematical principles in architectural design,
students discover the creative side of mathematics.
A Deeper Dive into Arts Integration

Visual Arts: Analyzing rangoli patterns, creating origami, and recognizing
geometries in architecture or visual arts expose students to the connections
between mathematics and visual representation.
Movement and Design: Exploring symmetry through dance and movement
or creating board games based on traditional art forms like Rogan printing
allows students to see the mathematical principles at play in a kinesthetic and
creative way.
Music: Understanding musical concepts like tempo, fractions (related to note
values), and ratios and proportions (used in creating harmonious melodies)
reveals the mathematical foundation of music.

Page - 27
Making it Work: Strategies for Teachers

Here are some strategies to integrate mathematics effectively:
Start with Real-World Problems: Pose problems that bridge the gap between
theoretical concepts and practical applications in other subjects. For
example, in a Social Studies class discussing sustainable development,
students could calculate the environmental impact of using different types of
packaging based on their volume and recyclability.
Project-Based Learning: Encourage students to conduct projects that require
applying mathematical concepts to a chosen subject. For instance, students
could build a model bridge in Science, considering factors like weight
distribution and load-bearing capacity, and then testing their designs using
controlled experiments.
Technology Integration: Utilize technology tools like data analysis software
or online simulations to make learning interactive and connect mathematical
concepts with other subjects. For instance, students can use simulations to
model the spread of infectious diseases in Biology or explore the concept of
probability through interactive simulations.
Collaborative Learning: Facilitate group activities where students can share
their understanding of both mathematics and the other subject being studied.
This allows for peer learning and encourages students to see the connections
between the disciplines.
Conclusion
By integrating mathematics across disciplines, educators can create a cohesive
learning experience that goes beyond isolated subjects. This fosters
interdisciplinary thinking, problem-solving skills, and a holistic understanding of
the world. This aligns with NEP 2020's vision of nurturing well-rounded
development of individuals. Let's embrace this opportunity to connect knowledge
across disciplines and empower students with mathematics as a tool for
exploration and discovery in every aspect of learning. Together, we can inspire a
generation that sees mathematics not as a hurdle but as a gateway to endless
possibilities.
References:
(a)National Education Policy (NEP) 2020
(b)National Curriculum Framework for School Education 2023

Page - 28
PI APPROXIMATION DAY
As we gear up for Pi Approximation Day on July 22, we want to highlight the
significance of the mathematical constant π (pi). Let's get ready to celebrate early!
Solve the puzzle using the hints given below:
Note: This puzzle was created using the website https://crosswordlabs.com/.

You can easily create a new one for your class too. Give it a try! Answer to the Puzzle
Submitted by Mrs. Meena Bagga Lecturer (Mathematics), HMDAV Sr Sec School , Darya Ganj, Delhi

Page - 29
MATHEMATICS ASSESSMENT :
RELEVANCE IN LEARNING
Mr. Deepak Dua

Principal, N. C. Jindal Public School, Punjabi Bagh, Delhi
Test! Test! Test! How many more? I am tired of writing all

these formulae and dealing with cumbersome numbers.
Why do I need to know these formulae? Why do we have
to do such tedious calculations when calculators are
available to us? These jargons make me feel jittery. Where
do I find these being used in daily life?
We all encounter this conversation with our students on an almost daily basis. Why
are our students not interested in studying math? Why do they hate appearing for
tests? Why does the word "math exam" bring phobia and anxiety among students?
Why are our students becoming disengaged from studying a subject that was so
developed in our country in the past?
We can assume that the way the subject is taught in classes makes students feel that it
is dull, dry, boring, and not useful in day-to-day life. But is it only the teaching of the
subject that is responsible for the aversion, or does its assessment also have an equal
stake in causing students to drift away from this subject?
Teaching and assessment go hand-in-hand. What we assess needs to be taught.

However, this is not happening in our schools. We assess students either to show our
competence over the subject by making the paper extremely difficult, or we deliver a
question paper that is so direct from the texts that it is as good as regurgitating what
is practiced in class and in notebooks. Most of the question papers in the subject are
based on Lower Order Thinking Skills (LOTS), i.e., rote memorization and direct
questions without involving any application of knowledge. This leaves no challenge
for the bright students, thereby making them complacent or inducing an "I know it
all" syndrome at times, while providing a sigh of relief for the students who are
already struggling with the subject.
This leads us to one important question: why are we assessing the students? Other
than reporting the marks in the progress card, what are we doing with those numbers?
It is through assessment that we communicate to stakeholders the learning outcomes
that we value the most.

Page - 30
“Effective pedagogy requires effective assessment, assessment that provides the

critical links between what is valued as learning, ways of learning, ways of
identifying need and improvement, and perhaps most significantly, ways of
bridging school and profession.” [Wyatt-Smith, Cumming, Elkins, & Colbert, 2010,
p. 320]
The NEP 2020 and NCF-FS and SE both are suggesting teaching and assessment to
be Competency Based. Competency-based questions aim to find out how you have
used specific skills in your previous experience and how you approach problems, tasks
and challenges to deal with problems/situations presented to you. Meaning, we need
to develop the competencies among students so that they are in a situation to
resolve the day-to-day problems based on the subject on the basis of knowledge
quotient attained by them and not merely reproducing the contents of the book(s).
The assessment plays a crucial role in
development of the competencies.
Assessment practices in mathematics often
consist of formal methods such as tests and
examinations, and it is believed that such
strategies need as much renewal as does
content and classroom pedagogy.
NEP and NCF have suggested lot of newer
approaches to the improvement of
pedagogy of mathematics.
Progress has been made in terms of improving mathematics teaching and learning
and curriculum, but there still is a mismatch between assessment practices and
pedagogy. It’s been suggested that in mathematics, there should not be more
assessment, but more appropriate assessment strategies implemented to inform
learning and teaching as well as report on progress and achievement i.e.; Assessment
to inform teaching. We need to connect assessment with the Aims of Education as
envisaged in NEP and NCF.
There is proven evidence that assessment for learning, i.e., formative assessment, is
considered the most useful when we need to ensure the learning of a student. It
provides feedback and direction to the teacher for making relevant changes in
pedagogy. It is important to develop the content from prerequisite knowledge to a
state where students are encouraged to analyze, evaluate, and create on their own.

Page - 31
There is need to conduct assessment on

the directions of New Blooms Taxonomy
which ensures learning of the student from
one level to the other.
Mathematics content is hierarchical –
when students miss out on learning
concepts in the early years, the gaps in
knowledge continue to widen as they
progress through school.
Whether caused by in-attention, absence from school, or any other reason, students
find it hard to catch up when they miss pieces of the mathematical jigsaw puzzle.
It is like building a house on foundations which have gaps to be filled causing the
structure to be prone to disasters.
It is the job of a teacher to identify the gaps in the learning of the concepts of
students who are being grouped at different levels so as to remove those
gaps/misconceptions and let the students develop love for the subject which
otherwise may turn into hostility towards it.
We can address this situation by designing quality assessment tasks. Administer
fewer, better-quality tasks that are designed to assess both the content and the
processes of mathematics in other words, enabling the competencies of the students.
It is crucial for teachers to design assessments that are contextually valid and reliable.
Testing students on items that are not contextual generates aloofness among them. The
test items should be based on their real-life experiences, enabling them to realize the
relevance of mathematics in daily life and appreciate it. Yes, creating new items that
challenge the mental faculties of educators requires effort. We must create items that
allow students to use their accumulated knowledge, developing competencies as
envisaged by the NEP and NCF.
In the truest sense, when pedagogy and assessment are linked as “what needs to be
assessed must be taught, and what is taught needs to be assessed in novel ways,” the
aims of mathematics education—Basic Numeracy, Mathematical Thinking, Problem-
Solving, Mathematical Intuition, and Joy, Curiosity, and Wonder—will be realized.

Page - 32
AI IN EDUCATION:
RECOMMENDED APPS FOR THE TEACHERS
Artificial intelligence (AI) is rapidly transforming the
education sector, offering a plethora of innovative tools
and approaches to enhance teaching and learning. By
leveraging AI, educators can personalize learning
experiences, cater to individual student needs, and
automate administrative tasks, ultimately fostering a more
engaging and effective learning environment.
Here are some of the best AI-powered applications that
educators can utilize to empower their classrooms:
Magicschool.ai: This AI-powered platform personalizes

learning journeys for students. It assesses individual
strengths and weaknesses, recommending tailored exercises
and activities to bridge knowledge gaps and optimize
progress.
CoSchool.ai: CoSchool.ai offers a unique blend of human
expertise and AI-driven support. It empowers educators to
create interactive and personalized courses, while the AI
provides real-time feedback and data analytics to track
student performance and tailor instruction accordingly.
Wolfram Alpha: WolframAlpha is an AI-powered

computational engine that can solve complex mathematical
problems, generate visual data representations, and provide
detailed explanations.
These are just a few among thousands of available tools that can transform your
teaching experience. By incorporating these AI tools, educators can create a more
dynamic, responsive, and effective learning environment that meets the diverse needs of
their students.
Have you used any AI tools in your classroom? Share your favorites with us! We're
always eager to discover new ways to leverage technology to enhance learning
experiences.

Page - 33
SPACE AND TIME :

AS IN ANCIENT INDIA
Mrs. Roman Dhawan
Former HOD Mathematics, Hansraj Model School, Ashok Vihar, Delhi
Editor, DAMT
Time and space are infinite and continuous. “Samkhyas”
conceive time and space under the elemental evolute,
“akasa”(Charaka-Samhita, pg 87).
The vast expanses of space, within the planet and in the outer
space have been an immense subject of curiosity among
humans. A similar interest has been of the prime importance of
the dimensions of time since the immemorial times.
Sources of knowledge and the torch bearers
The knowledge and development of astronomy, astrology, time and calendars has
been prevalent in India since the vedic period.This awareness is based upon vedic
“samhitas” and “brahmanas.” It was necessary to have accurate knowledge of
space and time so that the various vedic sacrifices could be predicted and planned
well in advance. There are many works that contain references on time and space
and Geometry including Satapatha Brahmana, Yajur veda, Atharva veda and Rg-
veda.Among these Rg-veda is considered to be the oldest.
Some of the the great mathematicians who helped in the evolution of the concept
of space and time are Medhatithi who extended the numerals to billions, Lagadha
who rationalised astronomy, Baudhayan and his disciples Manav, Apasthamba
and Katyayana who talked of Geometry, Aryabhat, Varahmihira and Bhaskara
and many others.
Various sources of the role of motion of spatial objects and time
The Vedic culture has been traced back to about 8000B.C. archaeologically.
There are various scriptures which highlight the interlink between the various
planetary movements and the time.
The “Sisyadhivrddhida” of Lalla is divided into two parts Grahadhyaya and
Goladhyaya. Grahadhyaya deals with planetary calculations, determination of the
mean and true planets, three problems pertaining to diurnal motion of Earth,
eclipses, rising and setting of the planets, the various cusps of the moon, planetary
and astral conjunctions, and complementary situations of the sun and the moon.

Page - 34
The second part—titled Goladhyaya —deals with graphical representation of

planetary motion, astronomical instruments and spherics.
The knowledge of the many planets and stars and nakshtras in outer space and its
relation to the concept of time is visible through many ancient works.
This also indicates that the ancient Indians knew of cardinal directions, high
numbers and even infinity. The Sulba Sutras gave procedures for the construction
of the altars by starting with a line marking the east-west direction using the
directions of sunrise and sunset. Thus east – west direction had special religious
significance.
In the hymn 17 of Yajurveda, the outer world or the universe has been compared
to an altar made of bricks. The numbers mentioned in the hymn are in multiples
of tens that go up to ten hundred thousand million which indicates the existence
of the universe to be very large. The Puranas view the universe to have a diameter
of about 500 million yojans and beyond the universe lies the limitless Pradhana,
that has in itself innumerable universes.
There are several statements in the vedas which talk of the universe being infinite.
At other places there is reference of the finite distance between the Sun and the
Earth. A famous mantra speaks of how taking infinity out of infinity brings no
change in it. This shows that the concept of infinity and the infinite space was
well known to the ancient Indians and the rishis.
Rg-Veda 1.92.10 verse mentions “ Old and new, born and reborn again and again,
a new dawn ever in eternity, consuming time today and tomorrow counts the age of
mortals.”This clearly indicates towards the knowledge of finite lifespans and infinite
existence of the universe.
Along with the knowledge of the infinite expanse of the Universe, the indication of
the revolutions and the rotation of various space bodies causing the changes in the
time, is very evident from some texts.
The (1.164.48) verse 48, Sukta 164,volume 1 in Rg-Veda says
द्वादशप्रध्याश्चक्रमेकं त्रिनि नभ्यानि क उ तच्चिके त।

तस्मिंत्साकं त्रिष्टा न संघो र्पिताः षष्टिरञ्चलाच्-लसः ।।

Page - 35
“One full circle is the wheel going round. Twelve are the segments of the felly of the
wheel. Three are the centres of the nave. Three hundred and sixty are the spokes fixed
with a remainder of five and yet on the move with the wheel.”
This clearly refers to the earth in revolution and in rotation- twelve months and the
three sixty days. (A month was inserted every five years to anciently maintain the
correspondence of the 360-day years with the true solar years. For this reason, a
traditional 360-day year is equivalent to a modern ~365.24-day solar year.) The three
centres causing the day and night may be in reference to the sun, the moon and the
earth. The Surya Siddhanta is a sanskrit text which describes rules to calculate the
motions and orbits of various planets and the moon in relation to the constellations.
The “Yog-Vasistha” was compiled by Valmiki later than he wrote the “Ramayana”.
It describes the instructions given by Guru Vasistha to Rama. Some of its verses
relate to the description of the nature of space,time,matter and consciousness.There is
a mention of the interconnectedness between the “observer” and the “observed”. The
vedic texts talk of relativity of time and space in a variety of ways. They speak of
countless universes and time flowing at different speeds for different observers.
The Bhagwat Purana speaks of a multiplicity of universes or Brahmandas, each
covered by seven fold layers with 500 billion yojnas in diameter . The Jyotish
Shastras, Surya Siddhantas give the Brahmanda an enlarged radius of 5000 light
years.
Aryabhata explicitly mentioned that the earth rotates about its axis, thereby causing
what appears to be an apparent westward motion of the stars. In his book,
Aryabhatia, he suggested that the earth was a sphere, containing a circumference of
24,835 miles (39,967 km). Aryabhata also mentioned that reflected sunlight is the
cause behind the shining of the moon.
Measure of time and calendar determination
The concept of time determination centred around the sun, the moon and the
earth. It’s main aim was to study the natural divisions of time created by the
motion of the earth and the moon in relation to the Sun and nakshtras into days,
months, seasons and years.

Page - 36
The Atharva Veda19.53.5 mentions the time as “Kala brought into

existence these earths. In Kala only subsist the past and the future and all
that is moved and desired at the present time.”
The text of Surya Siddhanta defines time as of two types: the first which is
continuous and endless, destroys all animate and inanimate objects and second
is time which can be known. This latter type is further defined as having two
types: the first is Murta (Measureable) and Amurta (immeasurable because it is
too small or too big). The time Amurta is a time that begins with an infinitesimal
portion of time (Truti) and it is1/33750 part of a second. Murta is a time that
begins with 4-second time pulses called Prana , followed by a Pala which consists
of 6 Pranas or 24 seconds. A Ghatika was the next murta unit which was formed
by 60 palas or 24 minutes. A Muhurta has 2 ghatikas or 48 minutes followed by a
Nakshatra Ahoratram which consists of 30 muhurtas or 24 hours. The further
description of Amurta time is found in Puranas whereas Surya Siddhanta sticks
with measurable time Murta.
The Surya Siddhanta measures a Savannah day from sunrise to sunrise. Thirty of
these Savannah days make a savannah month. A solar (saura) month starts with
the entrance of the sun into a zodiac sign, thus twelve months make a year.
Brahmhagupta also asserted on the idea of Aryabhata on the day beginning from
sunrise to the next sunrise.
The Vedanga Jyotish written around 1200 BCE gives several important aspects
of the time and seasons, including lunar months, solar months, and their
adjustment by a lunar leap month of Adhikmasa. Bhaskara discussed the
planetary longitudes, helical rising and setting of the planets, conjunctions
among the planets and stars, solar and lunar eclipses, and the phases of the
moon in his astronomical treatises.
I conclude with the reference to a verse 19.53-2 of Atharva Veda as below-
“Sapta Chakran Vahati Kala esa, Saptavasya nabhiramrtam nvaksah,

Sa ima visva bhuvananyanjatkalah sa iyate prathamo nu devah.”
“Seven wheels (globes) of whirling worlds does this (kaal) Time-Courser

carry. Seven are the naves and axles of this chariot moving on the one axis of
immortal Eternity.That time, eternal is intensely active, on the move. That
can be approached but with motionless meditative efforts.”

Page - 37
HIGHLIGHTS FROM THE RECENT MEETINGS
Meeting held at S. D. Public

School, Pitam Pura on 20
April 2024
Meeting held at N, C. Jindal

Public School, Punjabi Bagh
on 15 May 2024

Page - 38
MESSAGE TO THE READERS

Dear Passionate Readers,
We trust that you have found our exploration of mathematics through our
newsletter to be enriching. We extend a cordial invitation to you: Have you
availed yourself of the opportunity to become a member of the esteemed Delhi
Association of Mathematics Teachers (DAMT) ? If not, we invite you to consider
joining our esteemed association by completing the membership form accessible
here.
Benefits of Membership
Professional Advancement:
Gain access to conferences, workshops, and seminars designed for
continuous professional development.
Forge valuable connections with mathematics educators across the nation.
Resources and Publications:
Receive newsletters, journals, and specialized publications focused on
mathematics education.
Access meticulously curated research monographs and classroom resources.
Collaboration and Recognition:
Participate in distinguished mathematics Olympiads and engage in
collaborative initiatives with diverse educational entities.
Earn recognition as a distinguished member of a premier association of
mathematics educators.
We also encourage you to connect with us on our various social media platforms
to exchange ideas and provide constructive feedback. Contribute articles for our
forthcoming e-newsletter by submitting them to [email protected]. Remain
connected and actively contribute to our dynamic community.
Best regards,
Editorial Team

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DELHI ASSOCIATION OF

MAY 2024 / ISSUE 1

INSIDE THIS ISSUE

[email protected] www.damtindia.com @damtindia

Page 1 HISTORY AND OBJECTIVES OF DAMT

Page 2 DAMT EXECUTIVE COMMITTEE

Page 3 FOREWORD BY PROF. V. P. GUPTA

Page 4 MESSAGE FROM THE EDITORIAL TEAM

Page 5 MESSAGE FROM THE PRESIDENT’S DESK

Page 7 SOME AMAZING FACTS ABOUT MATHEMATICS

Page 8 NUMBER QUEST : SPECIAL PROPERTIES OF NUMBER 28

Page 11-15 CONCEPT MATTERS : STATIONARY POINTS AND CRITICAL POINTS

Page 18-21 FROM THE DESK OF THE PRINCIPAL: INTERVIEW OF

Page 22-24 GREAT MATHEMATICIANS : BORN IN MAY, JUNE & JULY

Page 25-27 INTEGRATING MATHEMATICS WITH OTHER CURRICULAR AREAS:

Page 28 CROSSWORD PUZZLE : PI APPROXIMATION DAY

Page 29-31 MATHEMATICS ASSESSMENT : RELEVANCE IN LEARNING

Page 32 AI IN EDUCATION : RECOMMENDED APPS FOR THE TEACHERS

Page 33-36 SPACE AND TIME : AS IN ANCIENT INDIA

Page 37 HIGHLIGHTS FROM THE RECENT MEETINGS

Page 38 MESSAGE TO THE READERS

[email protected] www.damtindia.com @damtindia

HISTORY AND OBJECTIVES OF DAMT

Aims & Objectives:

[email protected] www.damtindia.com @damtindia

DELHI ASSOCIATION OF MATHEMATICS TEACHERS

President Vice President Secretary Jt. Secretary

Treasurer Editor Editor Editor

Social Media Manager

[email protected] www.damtindia.com @damtindia

Prof. V. P. Gupta (Retd.)

It is with great pleasure that I extend my heartfelt congratulations to the Delhi

Wishing you continued success in your endeavors.

Prof. V. P. Gupta (Retd.)

[email protected] www.damtindia.com @damtindia

MESSAGE FROM THE EDITORIAL TEAM

Welcome to the first issue of "Ganit Odyssey," our e-newsletter dedicated to

[email protected] www.damtindia.com @damtindia

MESSAGE FROM THE PRESIDENT’S DESK

It is with great pleasure and excitement that we announce the

While DAMT boasts a rich history and legacy in promoting mathematical

[email protected] www.damtindia.com @damtindia

MESSAGE FROM THE VICE PRESIDENT’S DESK

Dear colleagues and fellow mathematics enthusiasts,

It is my pleasure to announce the much-anticipated

[email protected] www.damtindia.com @damtindia

SOME AMAZING FACTS ABOUT

1000 is the only number from 0 to 1000 that has

Of all the shapes having equal

If 23 people are in the same room, there is a 50%

The greatest known prime number till date is

, a number with 24,862,048 digits.

[email protected] www.damtindia.com @damtindia

28 is a triangular number since it is the sum of the

28 is a hexagonal number (here fourth figure below). Every hexagonal number

[email protected] www.damtindia.com @damtindia

MATHEMATICIAN IN THE NEWS

French mathematician Michel Talagrand has

Talagrand's research focuses on the Gaussian distribution, or "bell curve," which

d) STEM activities, financial literacy, and talks by scientists, excursions to National