Preetham Mk

Passionate and child-centric education professional with over 2 years of experience in Science and Mathematics resource
person. Demonstrated expertise in designing contextualized and innovative learning strategies, capacity building of
government school teachers, and driving foundational literacy and numeracy (FLN) outcomes. Skilled in early childhood
education, classroom-level interventions, and state-level academic resource development. Committed to inclusive,
experiential, and reflective education practices rooted in child psychology and socio-cultural realities.
Designed and facilitated activity-based learning modules aligned with NCF and state curriculum in Science
and Mathematics.
My current works are,
• Supported over 50+ government school teachers through classroom observations, mentoring, and
collaborative lesson planning.
• Led foundational learning interventions, addressed learning gaps.
• Contributed to ECCE efforts by conducting Anganwadi block meetings and organizing ECCE Days with
integrated learning activities.
• Engaged with educational texts like 'What Did You Ask at School Today, 'Divaswapna', 'Totto-Chan' and NCF
to deepen insight into child learning, knowledge construction, and social contexts.
• Member of Karnataka State Mathematics Team reviewed and developed the Upper Primary Mathematics
Handbook.
• Created TLMs and conducted math workshops for improving student engagement and concept clarity.
• Monthly district-level work consolidation reports to support data-driven planning and strategy refinement.
Expertise
• Pedagogical Innovation & Curriculum Design
• Early Childhood Care & Education (ECCE)
• Foundational Literacy & Numeracy (FLN)
• Activity & Inquiry-Based Learning
• Teacher Mentorship & Facilitation
• Academic Resource Development
• Program Monitoring & Reporting
• Socio-cultural Perspectives in Education
• MS Office | LaTeX | Basic Data Analysis
Key Projects & Achievements
• State-Level Contributor – Upper Primary Math Handbook (Karnataka).
• Led foundational learning interventions; addressed learning gaps in Grade 5 where most students struggled
with basic operations:
• 8/11 students gained real-life contextual understanding of addition
• 5/11 students achieved basic subtraction competencies
• 6/11 students demonstrated improved multiplication understanding
• 8/11 students solved division problems using equal distribution