Impact of art-integrated learning in developing conceptual understanding in mathematics and the role of teachers’ training (Record no. 533702)
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| 000 -LEADER | |
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| fixed length control field | 03452nam a22001457a 4500 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 260611b ||||| |||| 00| 0 eng d |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Gandhi, Shelly |
| 245 ## - TITLE STATEMENT | |
| Title | Impact of art-integrated learning in developing conceptual understanding in mathematics and the role of teachers’ training |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Place of publication, distribution, etc | ISTM Journal of Training Research and Governance |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 6(1&2), Jan, 2026: p.39-50 |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc | Not all learners are alike! They retain and conclude information in distinct manners, have distinct strengths and shortcomings, and have diverse cultural, economic and social backgrounds which may lead to divergent ways of thinking, learning and behaving. Only a well-trained teacher can cater to the individual needs of diverse learners. Teachers’ training helps in the more focused and uniform transmission of knowledge to every classroom in a more structured way. In view of this, CBSE and ISTM under the Government of India have initiated the ToT (Training of Trainers) program for ensuring quality training. Art-integrated learning has redefined the multidisciplinary approach of teaching and learning that gives freedom to learners to innovate, and this leads to effective and joyful learning in the mathematics classroom. It can be defined as understanding the learning content with the use of various art forms to maximise the learning outcomes for non-art domains. Art activities as a curricular link and art-imbued learning as a method to maximise collaborative practice for every learning activity that gives learners hands-on learning experience with the vision to plan and experience joy with and through art-imbued learning. Conceptual understanding or insight can be interpreted as the learner’s capacity to reflect at the level of applying, analysing, evaluating and creating in a school subject. This makes it pertinent to understand the impact of Art-imbued learning towards developing understanding of concepts in mathematics, also to correlate the efficacy of Art-imbued learning in enhancing understanding of concepts among girls and boys and also among those who achieve high and those who achieve low at the middle level for grade 8. To carry out this research, the quasi-experimental design is used in which the dependent variable is understanding of the concept, and the independent variable is art-imbued learning. For the categorical variable, level of achievement and sex are used. Two sections of grade 8 were selected at random as a sample, keeping one as the experimental group and the other as the control group for carrying out the experiment. Findings of this study implied that the students develop a better conceptual understanding of mathematics when taught using AIL than through traditional teaching methods. Both boys and girls are getting benefitted by art-imbued approach in developing conceptual understanding in mathematics. Art Integrated or imbued approach is equally beneficial in enhancing the impact of conceptual understanding or insight among both high achievers and low achievers. This means that it caters to the needs of a large spectrum of learners. –Reproduced https://www.istm.gov.in/library/information_bulletin/journal |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Teachers’ training, Art integrated/lmbued learning (AIL), Conceptual understanding, Mathematics, Middle school level, Classroom process |
| 9 (RLIN) | 61196 |
| 773 ## - HOST ITEM ENTRY | |
| Main entry heading | ISTM Journal of Training Research and Governance |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Item type | Articles |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Permanent location | Current location | Date acquired | Serial Enumeration / chronology | Barcode | Date last seen | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| Indian Institute of Public Administration | Indian Institute of Public Administration | 2026-06-11 | 6(1&2), Jan, 2026: p.39-50 | AR139174 | 2026-06-11 | Articles |