ARTICLE: MATHEMATICS LEARNING IN THE CONTEXT OF INDIAN CUISINE

 

AN EXPLORATION TO FOOD –BASED APPROACH IN MATHEMATICS EDUCATION

                             IN THE CONTEXT OF INDIAN CUISINE

LILLY RIYA

ST.JOSEPH COLLEGE OF TEACHER EDUCATION FOR WOMEN , ERNAKULAM

Abstract

“Mathematics is the queen of all sciences”- Carl Friedrich Gauss.It is the study of representing and reasoning about abstract objects such as numbers ,points,sets ,structures and games.Mathematics has a prominent role in the curriculum.The learning of any subject can be made more effective by correlating it with other subjects and real life instances. Mathematics learning can be made more effective when linked with handson approach and dailylife activities .In this paper the author makes an effort to study about how mathematics can be made more interesting on the basis of a food –based curriculum giving special importance to Indian cuisine.

Keywords

 Food –based approach , Mathematics Education  ,experiential learning ,Indian cuisine

 Introduction

Lindsay referred Mathematics as the gateway to all sciences .The subject is very essential to the growth of other disciplines .The science of mathematics depends on mental ability.It is the means to develop the thinking power and reasoning intelligence,which sharpens the mind and makes it creative.It is also the language of all material science and the centre of all engineering branches that revolve around it .But majority of the students face difficulty in learning mathematics and develops a fear towards the subject from the elementary stages of education.The implementation of effective teaching learning strategies to make mathematics learning interesting is the only way to overcome this.

Indian cuisine

The term  Indian cuisine denotes a mélange of flavours from different parts of the country and showcases centuries of cultural exchange with the far corners of the world.Given the diversity in soil ,climate ,culture ethnic groups and occupations ,these cuisines vary substantially and uses locally available spices,herbs ,vegetables and fruits.Indian food is also influenced by religion, cultural choices and traditions.Historical events such as invasions ,trade relations and colonialism have played a role in introducing certain foods to the country.

Food based approach in the context of Indian cuisine

‘If a child cannot learn the way you teach ,teach him the way he learns.’This is the fundamental principle of child centered learning .Providing different learning experiences to the learners is the need of the hour. Applying mathematics concepts to everyday situations is essential for the process of learning. On the other hand ,the learning of mathematics can be made interesting and longlasting to students by introducing the mathematical concepts through materials or contexts familiar to them.A food- based learning approach can used to teach mathematics by making use of the contect of Indian cuisine where a wide variety of mathematical concepts are applied regularly consciously or unconsciously. A number of mathematical concepts can be taught with the help of food items and its preparational process that are familiar to us and this can help the students to retain the concepts more easily.

Puttu a dish native to the south Indian states of kerala,Tamil Nadu and Karnataka can be used to teach the concept of cylinder.Puttu is cylindrical in shape with two bases and one curved surface. It is made of steamed cylinders of ricepowder layered with coconut shavings.The concept of volume can also be introduced by analyzing the preparation of puttu. The cylindrical vessel for making puttu is filled with rice powder and on steaming another cylinder comes out and that is the volume of the object since volume is the amount of three dimensional space occupies by an object. 

  

Fig 1.1: a)puttu in cylindrical shape  b) puttu coming out of the making vessel

Dosa is one the south Indian dishes that is popular in kerala and other states .It can be used to teach a variety of mathematical concepts. Students observing the shape of a dosa can learn about circle ,by folding it in half learn about semicircles and  when rolling it up ,it becomes a cone . Students learn without learning from their life by exploring the mathematical dimensions of dosa.

Fig 1.2 Dosa in the shape of circle , semicircle and cone respectively

Solids like spheres can be introduced with the help of activities like preparation of lemon juice , a drink famous in kerala which is made with a sphere shaped lemon and cutting it into two equal halves .Mathematically, the sphere when cutted into equal halves changes into two hemispheres.The term hemisphere can be introduced using this activity.The same activity cn be done with cutting coconut into two equal halves.

Fig 1.3 a) sphere shaped lemons b)lemon cut into two pieces in the shapes of hemispheres c)coconut in the shape of sphere d)coconut cut into pieces in the shape of hollow hemispheres

In mathematics ,a spiral is a curve which emanates from a point ,moving farther away as it revolves around the point.The structure of spirals can be introduced to students in the process of making a dosa , a small snack famous in kerala called ‘murukku’ , and the famous sweet dish of India, ‘Jilebi.’All these dishes are made by moving the hands in a spiral pattern,giving them a spiral shape.Observing the formation of spiral and eating it helps students to remember the concept in a different way.

Fig 1.4 a)spiral  b) traces of spiral in dosa c)Murukku in the shape of spiral d)Jilebi with spiral shape

Another area of mathematics that can be taught using a food based approach is the transformation from a two dimensional object to a three dimensional object.Indian food items such as puri and pappad which is in the shape of a circle changes to a three dimensional object when treated with hot oil.This change can be clearly visible for the students and it helps them to understand and distinguish between two dimensional and three dimensional objects.

Fig 1.5 a) pappad before frying b )pappad after frying c) the transformation in the process of making puri

In the same way , a transformation from three dimension to two dimension can also be observed using the food based approach.The preparation of Indian dish, chappathi involves this transformation.When students are given opportunities to actively engage and obderve in the kitchen they can learn more things from the activities their mothers do daily and also the same can be applied in the classroom by showing the videos of making these dishes and allowing students to explore the mathematics behind it.

Fig 1.6 a) wheat dough balls in the shape of spheres b)Balls rolled into a circular shaped chappathi c)chappathi on heating changes into a three dimension

Indian sweets are mostly made in the shape of three dimensional mathematical figures (solids) such as spheres ,square prisms ,rectangular prisms etc. Exchanging  sweet boxes during important festivals like diwali is a part of the Indian culture.Activities related  to sweet boxes can be given to students and this can help them to identify the similarities and dissimilarities between them and in turn they learn the hidden mathematical concepts behind it.This also has an added benefit of inculcating the value of sharing to students on the context of a food -based approach of mathematics learning

Fig 1.6 a) Indian sweet, Mysore pak in the shape of rectangular prism b)Indian sweet barfi c)Indian sweet box

Apart from these,there are many more instances where food- based approach can be applied that are yet to be explored and studied by the author . 

Conclusion

Mathematics requires experiential learning where students are involve in their own understanding of mathematical concept and practices.The lecture approach where teachers let students memorize mathematical facts has changed.Today ,teachers are called on to teach new and effective teaching mathods to develop not only mastery , but comprehension as well.The food based approach is a step towards providing students with opportunities to explore the world of mathematics in the context of Indian cuisine.Experiential learning activities for math are an effective way to help students to overcome their maths anxiety ,understand the real life usefulness of what they are learning ,and most importantly have fun while learning math.

References

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2)Ashley T,Virginia.G,Geist .E(2015).Applying mathematical concepts with hands-on,food-based science curriculum,Sch sci Math 115(1):14-21

3)Mathematics-Definition,history and importance,https//www.britannica.com/science/math

4)Experiential learning:An effective teaching strategy for mathematics //https:dlsi.com/blog

5)Food and culture:Indianculture https//indianculture.gov.in/food-and-culture

6)https://en.m.wikipedia.org/wiki/spiral

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