Abstract

A cognitive map refers to the mental representation or image of the layout of one’s physical or conceptual environment. The term was first introduced by psychologist Edward Tolman in the 1940s. Cognitive maps help individuals to navigate unfamiliar situations, give directions, and organize, learn, or recall information effectively. As part of the B.Ed. curriculum, we were required to prepare a cognitive map based on Plus One and Plus Two Mathematics textbooks. For this purpose, I selected Complex Numbers and Quadratic Equations from the Plus One syllabus, and Vector Algebra from the Plus Two syllabus to construct the cognitive map.

On the 22nd day of my teaching practice, I reached the school at 9:15 a.m. I had only one period to handle during the sixth hour, in which I taught the lesson from the chapter Parallelogram on the topic Sides and Angles. My option teacher observed the class on this day. The lesson included the construction part, and I explained the steps for constructing the figures clearly using appropriate diagrams on the blackboard. i also used a model chart to present the question I ensured that the concepts were well understood by the students by explaining each step systematically. The students were attentive and cooperative throughout the class, and at the end of the session, I summarized the important points and clarified their doubts. On the 23rd day of my teaching practice, was simple day , I handled the first hour as a substitution period. Later, I had one regular class hour, during which I engaged the students with the lesson from the chapter Parallelogram. The topic taught was the new conc...

Innovative education is a creative and learner-centered approach that makes the teaching–learning process more engaging, meaningful, and effective. It emphasizes the use of teaching aids, hands-on activities, and visual models to help students understand concepts through experience rather than rote memorization. In the B.Ed curriculum, innovative work bridges theory and practice by encouraging pre-service teachers to design learner-friendly teaching aids that support a constructivist approach to learning. For this purpose, I created a working model on the properties of a parallelogram. The model is colorful and neatly designed with movable parts that demonstrate key properties such as opposite sides being equal and parallel, opposite angles being equal, adjacent angles adding up to 180°, and diagonals bisecting each other. By interacting with the model, students can visually observe and verify each property, making abstract geometric concepts easier to understand. This hand...

On 19th day I started the nineteenth day of my teaching practice by reaching the school at 9:15 a.m. I had only one period to handle, which was during the eighth hour. I started the lesson from the chapter Parallelogram. The topic taught was Sides and Angles. A small construction part was also included, which I explained clearly to the students. I repeated the concept to ensure better understanding. At the end of the session, I gave homework questions related to the topic. The class was calm, and the students were attentive throughout the lesson. On the 20th day of my teaching practice, it was a cool and pleasant day. I reached the school on time and had only one period to handle, which was during the first hour. During this period, I taught the construction part of the lesson. I explained the steps clearly and repeated the concept to help the students understand better. The students followed the lesson attentively. The remaining time was spent doing other work assigned to me. Over...