.

.
MATHEMATICS TEACHING METHODS [UNIT 2.1]

TRADITIONAL AND MORDERN METHODS OF TEACHING

MATHEMATICS
 It is well known the difficulty of teaching and learning Mathematics in
schools. But, over the last years, teacher’s teaching style has changed
significantly.
 The traditional way that Mathematics was delivered (through memorization
and repeating techniques) is replaced by the modern way (applied way) of
teaching and learning Mathematics. This paper recommends that all Math’s
teachers should use modern, interactive methods in order to improve the
performance of their students.
 A criterion for classifying the teaching methods can be related to their
history in the educational process (Moise, 1999): traditional methods, such
as didactic exposition, didactic conversation, demonstration, observation,
working with the manual, exercise and modern methods, such as
algorithmization, modeling, problematization, programmed instruction, case
study, simulation methods, discovery learning.

TRADITIONAL METHODS
 Traditional educational methods are still widely used in schools. The
traditional approach to Mathematical learning occurs when students are
guided through a curriculum established Mathematical concepts by an expert
educator/ teacher.
 What do we see when we enter a classroom where traditional methods are
used? We see students usually seated, allowing everyone to have a clear
view of the teacher in front of the class. We notice that the teacher has the
lead
role. He/she teaches a new concept, ensuring that it relates the new concept
to the concepts previously learned by the students.

1|Page
  The teacher usually uses a black or white board to work on a short set of
examples and to explain the concept. The teacher will most likely want to
ask ideas from students as problems are solved, involve them in the
Mathematical concept and maybe stimulate student thinking.
 Once the teacher introduces the new concept, students have the opportunity
to put their new knowledge into practice. This usually involves problem
solving and Mathematical exercises in their manual or on worksheets.
Students work individually on solving problems, while the teacher walks
around the class and provides additional explanations where necessary.
Students can also ask for help directly from the teacher (by raising their
hands) when they have a problem they cannot solve independently.
 Among traditional methods of teaching-learning-evaluation in Mathematics
are exposition and exercise.

MORDERN METHODS
 What do we notice when we enter into a class where modern methods are
used? Instead of the rows of desks seen in the traditional classroom, we will
see desks grouped together so that students can interact with each other as
they learn. Therefore, the emphasis is on students.
 This differs greatly from traditional teaching methods, where students are
seated in order to ensure that the focus is on the teacher. Students are divided
into small work groups up to five to six students each. These small groups
can be formed based on student Math skills and therefore the parties do not
change frequently. In this way, students are used to work together and they
are convinced that, if necessary, their colleagues can provide support for
them to successfully complete their
work.
 Modern learning methods involve students in activities by using concrete
materials, simulations and games to explore new Mathematics. An
alternative to the traditional methods of teaching-learning-evaluation in
Mathematics presented above is given by modern methods such
as small group instruction, project method, Deductive method, Role play
etc.

Effective Teaching

2|Page
  Good teaching is conceived as so complex and creative that it defies
analysis. The effective teacher is one who can demonstrate the ability to
bring about intended learning goals.
 The two critical dimensions of effective teaching being intent and
achievement. Without intent, the student’s achievements become random
and accidental rather than controlled and predictable. Without achievement
of his intended learning goals, the teacher cannot truly be called effective.
 Two the most important features of teaching in the promotion of conceptual
understanding are attending explicitly to concepts and allowing students to
struggle with important mathematics. The ability of a teacher to achieve this
is a sign of good teaching. This session deals with some features of effective
teaching in general. There are various teaching styles that teachers
implement in classrooms to ensure to covey information this includes the
following;

PROBLEM SOLVING METHOD OF TEACHING

 The word problem comes from the Greek word ‘’problema’’ meaning
‘’something thrown forward’ ’A problem is a question raised for inquiry,
consideration or solution. For a question or an exercise to be a problem, the
question or the exercise must present a challenge that cannot be resolved by
some routine procedure known to the student.
 Problem solving is an instructional method or technique where by the
teacher and pupils attempt in a conscious, planned and purposeful effort to
arrive of some explanation or solution to some educationally significant
difficulty for the purpose of finding a solution.
 Students are presented with problems which require them to find a
mathematical solution.
 It is a student-centered strategy which require students to become active
participants in the learning process.
 It is arriving at decisions based on prior knowledge and reasoning.
 Note that while a question may be a problem to one student, the same
question may not be problem to another student. A problem is therefore
relative to the problem solver. Problem solving is therefore the process of
the problem solver accepting the challenge offered by a problem and taking
a decision to solve the problem that confronts him using a non-routine
method.
3|Page
  In using problem solving method, a mathematics task is presented first to the
class in a natural way. The task needs to be worthwhile and stimulating to
the students. The students are set to work on the task as individuals or
groups. The teacher serves as a facilitator. The results are discussed are class
or with the individual students or groups and feedback is given by teacher.
 A key focus in teaching through problem solving is the process by which a
student obtained a particular answer. As such, students are encouraged to
share their thinking with the class and provide justification for what they
did, how they did it, and why their approach is valid.
 Problem solving is a suitable approach in the teaching of mathematics. It
develops in the learners the ability to recognize, analyze, solve and reflect
upon the problematic difficulties.
 In the problem-solving method of teaching, the problem itself is the crux of
the problem. A
 problem is a sort of obstruction or difficulty which has to be overcome to
reach a goal. The problem

 In this approach the solutions to the problem always come from the students;
the teacher remains in the background and directs or guides the students’
activity from that position.
According to:
(i) Skinner: Problem solving is a process of overcoming difficulties that
appears to interfere. In a problem solving the entire subject matter is
organized in such a manner that it can be dealt with through the problems
identified during the study.
 The problem solving is a process of overcoming difficulties that appears to
interfere with the attainment of goal.

PURPOSE OF PROBLEM SOLVING METHOD

 Train the students in the act of reasoning.
 Gain and improve the knowledge
 Solve puzzling question
 Overcome the obstacles in the attainment of objectives.
. STEPS OF PROBLEM SOLVING.

4|Page
STEPS Pupils role Teachers role

5|Page
 (i) Identify the  Understand the  Pose a
problem( Quest problem and problem(question)
ion) develop interest in to the learners that
solving it. is not known yet to
 Consider what they solve
know that might  Interest learners in
help solve the thinking about
problem. their own related
knowledge.
(ii) Try to solve the  Organizing and  Identify work to be
problem evaluating data presented and
 Independently discussed by
learners try to learner’s.
solve the problem.
 Classmates may
provide their own
views/ solutions
after independent
think time.

(iii) Present and

Discuss  Monitor student
 Formulating discussions
tentative
mathematical
solutions.
 All students to
actively make
sense of their
presented work
and draw out key
mathematical
points.
(iv) Summarize and  Learners to  Verifying results
reflect on the consider what they  Writing a brief
discussion learnt and share summery of what
their thoughts with the class learned
the class to help during the lesson.
formulate
summary of
6|Page
 learning
 Learners to write
down their own
reflection from the
lesson

.
FEATURES OF THE PROBLEM•
The problem should be meaningful, interesting, and worthwhile for children.
 It should have some correlation with life.
 It should have some correlation with other subjects f possible.
 It should arise out of the real needs of the students.
 The problem should be clearly defined. • The solution of problem should be
found out by the student themselves working under the guidance and
supervision of the teacher.

TEACHER ROLE IN PROBLEM SOLVING

Help the students to define the problem clearly. Got them to make many
suggestions by encouraging them:
 To analyze the situation in parts
 To recall previously known similar cases and general rules that apply
 To guess courageously and formulate guesses clearly. Get them to evaluate
each suggestion carefully by encouraging them
 To build an outline on the board to use diagrams and graphs
 To formulate concise statement of the net out -come of discussion.

ADVANTAGES.
 This approach is most effective in developing skill in employing the science
processes.
 The scientific method can likewise be used effectively in other subjects.
 It is a general procedure in finding solutions to daily occurrences that
urgently need to be addressed.

7|Page
  The student’s active involvement resulting in meaningful experiences serves
as a strong motivation to follow the scientific procedure in future
undertakings.
 Problem-solving develops higher level thinking skills.
 A keen sense of responsibility, originality and resourcefulness are
developed, which are much-needed ingredients for independent study.
 The students become appreciative and grateful for the achievement of
scientists.
 Critical thinking, open-mindedness and wise judgment are among scientific
attitudes and values inculcated through competence in the problem solving
method.
 . The students learn to accept the opinions and evidence shared by others.

.DISADVANTAGES
 problem –solving involves mental activity only.
 Small children do not posses sufficient background information & therefore
they fail to participate in discussion.
 Students may not have adequate reference and sources books.
 It involves lot of times.
 It need very capable teacher to provide effective guidance and knowledge to
students.
 It is a time consuming process, teacher may find it difficult to complete the
syllabus
 Instructors burden becomes heavier, as a lot of preparation is needed.
 The method does not suit the students of lower classes as this is a scientific
method.

Some Problem-Solving challenges [Examples]

(i) Frog in the Pond
There is a circular pond with a circumference of 60 meters. in the center of the
pond is a frog on a stepping stone. If the average leap of a frog is 2 meters and
there are plenty of other stepping stones on which to jump, what is the minimum
number of leaps it will take for the frog to jump completely out of the pond?
(ii) Joy is five times older than her brother Ben. If the sum of their
ages is 36. Find joy and Ben’s age.

8|Page
 TEACHER CENTERED INSTRUCTION

 The teacher-centered methodology is based on the idea that the teacher has
the main responsibility in the learning environment. Teachers are in charge
of the classroom and direct all activities.
 Typically, in this approach, students are seated at individual desks that face
the teacher. While group work may take place, most classroom time is spent
with the teacher explaining concepts and assigning individual work. In other
words, students passively absorb the information while the teacher actively
delivers.
 This method is convenient and usually makes the most sense, especially with
larger classroom sizes. Under this approach the teacher addresses all the
students once, while still conveying the information that he or she feels is
most important,
 according to the lesson plan. The lecture method facilitates large-class
communication, but instructors need to constantly and consciously be aware
of student problems and encourage them to give verbal feedback. It can be
used to arouse interest in a subject provided the teacher has effective writing
and speaking skills.
 Lecture-explanation, without any student participation should not usually
exceed 10-20 percent of the lesson time. Asking students questions during

9|Page
 the lesson is an example of a technique designed to create student
involvement. Modern lectures generally incorporate additional

Procedure: In using this approach of teaching;

(iii) The teacher speaks and the students listen.
(iv) The teacher gives ideas and the learner takes them.
(v) It should takes the form of a “one man show” where the learner
remains passive receivers of knowledge.

The following are some ways of increasing the effectiveness of lecture

method.
 State the instructional objectives clearly –both teacher and students must
know what they want to accomplish at all times, what is it the student is
expected to be able to do at the end of instruction?
 Learning activities must match the desired objectives. Inappropriate
activities waste the time of teacher and students, cause confusion, and result
in a lack of purpose and direction.
 Learning activities must be appropriate for each learner. Learner must have a
reasonably good chance of being successful. Curriculum must be success
oriented..
 Teacher must do everything possible to ensure maximizing ‘time on task’ –
the time
 students are engaged in active learning during a class period.
 The Teacher should provide academic feedback of students’ work.
 The Teacher should handle discipline problems promptly.

ADVANTAGES

 It highlights the importance of the teacher’s role as facilitator. Although the

teacher-centered approach has been criticized for encouraging passive
learning, no one can deny that students need the assistance of a teacher to
develop their skills.
 Having been built on behavioral theory, this teaching method facilitates
control over changes in student behavior through direct instruction. It might
be helpful to use the core of this approach and modify it depending on the
teacher’s and students’ needs.

10 | P a g e
  The method is suitable when the class size is very large. When the number
of students in a class is very large, this method is the only way out. All
students are provided with equal opportunity to listen and learn.
 When heavy syllabus is to be covered/ completed in a short time, lecture
method is suitable.
 When the teacher is delivering his lecture fluently, the students are listening
attentively and there is a pin drop silence among them.

DISADVANTAGES:
 It lacks stimulation of student motivation. Indeed, the teacher-centered
method, used blindly, may not allow students enough freedom of mind and
creativity.
 It is poor at promoting analytical thinking and problem solving skills. Not
having enough opportunities for students to make their own choices may
result in lack of decision making skills and even inability to think critically.
 The method gives a false sense of satisfaction, which is dangerous and
harmful.
 The learners remain mostly passive in the learning process.
 The Learner’s remain inattentive during the lecture.
 Experimentation is completely neglected. Students have no opportunity to
discover facts for themselves.
 It encourages rote learning, as students end up memorizing bits of
information without understanding.

Implications for Teaching

 Expository teaching is a fast and efficient way of giving information;
relatively easy to organize and often requires little teacher preparation;
possible for teacher to motivate with enthusiastic and lively discussion. The
lesson can be regulated according to the student’s response.

SMALL GROUP INSTRUCTION

11 | P a g e
  Small group instruction SGI) usually follows whole group
instruction and provides students with a reduced student-teacher ratio,
typically in groups of four to six students.
 SGI allows teachers to work more closely with each student on a specific
learning objective, reinforce skills learned in whole group instruction, and
check for student understanding.
 This teaching method is based on constant activities around workstations:
groups working with the teacher and groups working independently on
varied activities, such as using manipulatives.

ADVANTAGES
 Lessons are adapted to each student’s level. This allows teachers to provide
targeted, differentiated instruction to small groups of students in a natural
way. It helps the instructor to more closely evaluate what each student is
capable of and construct strategic plans around the assessments.
 It promotes students’ social adaptation skills. Students who find it difficult
to ask questions and participate in a large group setting may benefit from
working in a small group setting, where they feel more at ease and less
overwhelmed.

DISADVATAGES

12 | P a g e
  . It takes more time and effort to prepare materials and organize workstations
for each student group. Teachers need to think through each type of activity
that will be provided at workstations: they should be equally engaging and
effective.
 Students might feel pressure to always be involved, always contributing to
lessons, and always taking some kind of role in group work.

. Student-Centered / Constructivist Approach

 as we consider shifting the focus from teacher to students, the rest of the
approaches are considered to be student-centered or constructivist. With the
development of the educational sphere and society in general, the idea of a
student-centered approach has become more popular, and there are good
reasons for that.
 Student-centered classrooms include students in planning, implementation,
and assessments. Involving the learners in these decisions places more
responsibility and ownership on them rather than on the teacher.

ADVANTAGES

13 | P a g e
  Learners play a more active role in their learning and develop a sense of
responsibility.
 Thanks to teachers avoiding transmission of knowledge directly, students
have a chance to stimulate their analytical thinking, by “making sense of
what they are learning by relating it to prior knowledge and by discussing it
with others.

DISADVATAGES
 There is a risk of facing some behavioral problems by giving students
independence, especially when it comes to young children. To avoid such
problems, teachers must lay a groundwork by creating a model of correct
behavior: having the freedom to do what you want means being ready to
take responsibility for the process and the results.
 This method works best when the instructor makes the lesson interesting.
Without this, students may get bored, their minds may wander, and they may
miss key information. The student-centered approach can be difficult for
teachers to master or perfect, and it doesn´t always guarantee a 100%
outcome. However, the results can be very positive if teachers still employ
the approach partially, blending these techniques with other types of
lessons.

Project-based Learning

14 | P a g e
  Relatively new teaching method, project-based learning falls within the
student-centered approach
 As the name suggests, in project-based learning students complete projects.
However, these are large projects in which students acquire knowledge,
research, think critically, evaluate, analyze, make decisions, collaborate, and
more.
ADVANTAGES:
 Between projects, the teacher may provide scaffolding and smaller bite-
sized projects to help build skills such as how to research, how to solve
division problems, how to write a letter, etc. Thus, students build on what

15 | P a g e
 they know by asking questions, investigating, interacting with others, and
reflecting on these experiences.
 Cooperative learning is enhanced by letting students organize their work in
groups.

DISADVANTAGES
 its quite time consuming and requires good classroom management skills
(from equipment availability to organizing and controlling the usage of it).
 Learners without experience in group work may have difficulties adapting
roles and negotiating compromise.

Role Play
 As a teaching approach it is an unrehearsed, informal dramatization in which
learners spontaneously act out roles of a given character in a given situation
e.g. Scenario in class story problem put in a scene. (Ratio concept).
 Play is a natural instinct of the children. It has been effectively used for
teaching. While playing pupils recognize their own needs, they help in
planning activity, accept guidance, and set up their own goals. Through their
mutual cooperation and participation, maximum amount of learning results.
 During play, learning becomes real, interesting and easily adjustable to
individual needs. Learning process becomes interesting and the atmosphere
is more free, informal and familiar for learners. Play way method helps in
developing desirable attitudes and skills.
 It gives confidence to learners. Many types of games and toys are now
available to children which have their roots in mathematical concepts/ideas.
 These games use patterns, quizzes and puzzles. Many types of dominoes,
number checkers, counting frames, patterns of magic squares, puzzle boards
or blocks are now commercially available. These may be effectively used for
teaching in the classroom.

16 | P a g e
 Advantages
(i) Useful to maintain and arouse interest.
(ii) Useful to provide a strong basis for discussion.
(iii) Useful to increase learners’ understanding of themselves and others and
to provide the opportunity for behavior change.

Procedure
 .Describe background and setting of role play.
 Select and brief actors and observers.
 Have learners act the roles assigned to them. Have them portray roles as they
believe the character would behave in that situation.
 Have observers take notes/comments to be shared with group.
 Watch the learners to check boredom or interest.
 Stop role-play when you feel the actors have shown the feelings and ideas
which are important in the platform situation.

Initiate discussion after the Role-play to ensure that students get the
intended message.

Cooperative Learning
 Cooperative learning involves two or more students working toward a
common goal. Distinct goals are usually set for the group to reach. All
17 | P a g e
 students in the group are to help to attain their group goals. Because
students differ in their abilities, differentiated assignments may be
required to allow all of them to contribute to attaining the group goal.
 The cooperative learning approach requires all group members to
succeed. Performance is based on total group success because it prompts
all group members to help their fellow. Group success depends on all of
its members’ success.
 Through cooperative learning, teachers can allow students the
opportunity to benefit from the strengths of their peers. Many teachers
integrate cooperative learning into their instruction by allowing students
to complete assignments in pairs or small groups.
 For optimal effectiveness, teachers should carefully select groups, pairing
more capable students with less capable ones. Though for group
harmony, students may be allowed to select their own group members,
teachers should ensure that there is diverse range of capabilities in each
group, as much as possible.

The method is more a method of organization than a specific teaching

strategy because.
 students work in small groups (4-6) encouraged to discuss and solve
problems.
 Students are accountable for management of time and resources both as
individuals and as a group.
 Teachers moves from group to group giving assistance and
encouragement, asking thought provoking questions as the need arises.
 .Group work is usually reported to the entire class and further discussion
ensues.
 It allows students to work together as a team fostering co-operation rather
than unhealthy competition.
 Provides for learner discussion, and social interaction.

Advantages of Cooperative Learning

 Cooperative learning teams can increase student self-esteem if clear
norms are established and the sharing and respecting of each member’s
ideas are valued. Although cooperative learning programmer seem

18 | P a g e
 especially suited for low achievers, studies show that high, average and
low achievers gain equally from cooperative learning experiences
(Manning & Lucking, 1991).
 Cooperative learning leads to a more pro-social orientation among
students. Cooperative work promotes higher achievement, develops
social skills in learners and puts the responsibility for learning on the
learner.
(i) operative learning makes it possible for students to benefit from their
classmates’ knowledge and thoughts.
(ii) Cooperative learning removes competition between and among students.
(iii) The assessment used with cooperative learning motivates students yet
protects less capable students from challenges beyond them. Cooperative
learning teaches students to cooperate with others. Since the team’s score
is a sum of the team members’ scores, each participant is encouraged to
help fellow team members.
(iv) Cooperative learning is motivational. It encourages all students to do
their best.
(v) Cooperative learning involves discussion and exchange of ideas. If
activities which embody mathematical concepts are done in pairs or small
groups, it is expected that students will talk about what they are doing. In
such situations they will be talking about mathematics, as embodied in
these materials and activities. This has a number of benefits:

Implications of cooperative learning for teaching include:

 It promotes cooperation among students. Team work is encouraged and
students gain from each other.
 Students learn to accept responsibility for their own learning (autonomy).
 It re-enforces understanding –each student can explain to other group
members.
 It calls for a change in teachers’ role from leader to facilitator and initiator.
The limitations are:
 e method requires more careful organization and management skills from
the teacher.
 .It demands careful pre-planning and investment of time and resources in
preparing materials.
19 | P a g e
  Requires that teachers are skilled in identifying and selecting
mathematically rich moments as they occur during group discussions to
share with the whole class.

Inquiry based method

 In this approach of teaching specific problems are set for investigation,
bearing in mind the resources available, but freedom in the method of
solving the problem is allowed.
 Inquiry methods though effective can be time-consuming requiring decisions
from the teacher on the best mix of methods to use to achieve his
instructional objectives.
 The use of these methods requires very careful planning in advance by the
teacher (Perrot et al 1977).
 Inquiry Approach requires the learner to seek knowledge through his/her
own effort by carrying out investigations, drawing generalizations/making
discoveries and finding solutions.

Procedure;
1.Identify the problem
2.Formulate a hypothesis (guess)
3.Collect data and test the hypothesis
4.Draw conclusion(s)
5.Apply conclusion to make generalization
6.Revise hypothesis

Advantages of Inquiry method

 critical and problem solving skills are enhanced.
 It necessitates in-depth understanding and involvement of learners in solving
problems.
20 | P a g e
  Learner gains a great deal of independence to plan and decide how to carry
out investigations.
 Learners learn from experience (success and failure).
 It stresses students’ ability to observe, collect information, analyze
information, anticipate expected outcomes and evaluate conclusions and
decisions.
Limitations
 enough exposure is needed by the user.
 The problem may require materials, time and equipment beyond available
resources.
 Time consuming.

Discovery Teaching
 There are two forms of discovery method –guided discovery and free
discovery. Guided Discovery is an approach in which the teacher presents a
series of structured situations to students. The students then study these
situations in order to discover some concept or generalization.
 As opposed to exposition, the learner is not told the rule or generalization by
the teacher and then asked to practice similar problems. Instead students are
asked to identify the rule or generalization.
 However, Not all students find it easy to discover under all circumstances
and this may lead to frustration and lack of interest in the activity. To avoid
this, it may be necessary to have additional clues to assist the students,
through guidance, to discover the rule or generalization.
 The guided discovery method of teaching is good because students
are provided with structured guidelines for assignments but allowed
to discover details on their own. Students are given a set of guidelines
to follow and then collect information and data on their own. But it is
especially limiting for students who think outside the box and need to
discover things on their own.
 Free Discovery learning
 Free Discovery is excellent because students are able to be a part of their
own education. They are free to use their critical thinking skills to discover
the world around them.
 However the drawback with this method is that it is not structured and most
students need structure and guidelines to follow so that they can stay on task.

21 | P a g e
  In discovery learning the concern to teach the techniques of discovery
overrides the concern for learning the unifying principles of a discipline. The
best methodology is to mix teaching methods.
 The teacher starts the lesson off with visuals and a short lecture, and then the
class discusses the material by asking and answering questions. The students
are given guidelines to follow such as prompts that are chosen ahead of time
or sometimes they come up with their own prompt.
 After everything is in place students are given the freedom to discover the
world around them.

Examples
(i) Discovering the value of pie to be 3.14 by measuring the distance
round cylindrical objects and their diameters and finding the ratio
of the circumference to the measure of the diameter.
(ii) Discovering sum of angles in a triangle by measuring the angles of
a number of different sized triangles and then finding the sum of
the three angles in each triangle.
(iii) Discovering sum of angles in a polygon by drawing non
intersecting diagonals in a number of polygons and finding out the
number of triangles in each polygon.

Limitations
 Guided discovery is time consuming for teacher to organize some students
may never discover the concepts or principles.
 It demands a fair amount of expertise from the teacher.

Investigation Method

(vi) The idea of an investigation is fundamental both to the study of

mathematics and also to the understanding of the ways in which
mathematics can be used to extend knowledge and to solve problems.
(vii) An investigation is a form of discovery. At its best, students will define
their own problems, set procedures and try to solve them. In the end, it is
crucial for the students to discuss not only the outcomes of the investigation
but also the process pursued in trying to pin down the problem and find
answers to the problem.

22 | P a g e
 (viii) As opposed to the guided discovery lesson where the objectives are clear,
an investigation often covers a broad area of mathematics objectives and
includes activities which may have more than one correct answer. In
investigation, the process of solving a task is as valued as the product
(answer).
(ix) The method is suitable for mixed ability groups and promotes
creativeness. It can be intrinsically satisfying to students.

Students generally follow the following steps in investigation:

1. Initial problem
2. Data collection
3. Tabulate or organize the data
4. Making and testing conjectures
5. Try new concept if first conjectures are wrong
6. Attempt to prove a rule
7. Generalization of the rule
8. Suggest new or related problems

More able students can develop their creativity doing investigations and
can perform all of the eight features. Less capable students may only be
able to carry out the first 3 stages.

. Limitations

(x) Investigations require a high degree of teacher input. Investigations can

be difficult to fit into the conventional mathematics syllabus and they can
be time consuming

Example: Why is it so?

(i) Write down any three numbers less than ten, e.g. 3, 4and 7.
(ii) Make all the six possible 2digit numbers using these numbers:34,
37, 43, 47, 73, 74.
(iii) Find their sum.(308)
(iv) Calculate the sum of the original numbers (14).
(v) Divide the first total by the second. Answer? 22

Inductive-Deductive Method

23 | P a g e
  Mathematics in the making is experimental and inductive. Induction is
that form of reasoning in which a general law is derived from a study
of particular objects or specific processes.
 The child can use measurement, manipulator or constructive activities,
patterns etc. to discover a relationship which he shell himself, later,
formulate in symbolic form as a law or rule.
 The law, the rule or definition formulated by the child is the
summation of all the particular or individual instances. In all
inductions, the generalization that is evolved is regarded as a tentative
conclusion
.
Example 1
 Ask pupils to draw a number of triangles. Ask them to measure the
angles of each triangle and find their sum.
 Conclusion:The sum of 3 angles of a triangle is 2 right angles
(approximately). You can ask children to cut the three corners of the
triangles and put them at a point so that they, form a linear.

Example 2Methods of Teaching Mathematics

3+5=8
5+7=12
9+11=20
 Conclusion; Sum of two odd numbers is an even number. In
deduction the law is accepted and then applied to a number of
specific examples. The child does not discover the law but develops
skills in applying the same, proceeds from general to particular or
abstract to concrete.
 In actual practice, the combination of Induction and Deduction is
practiced. The laws discovered by pupils inductively are further
verified deductively through applications to new situations.

24 | P a g e
 Inductive vs Deductive method of teaching

Inductive Deductive

(i) Proceeds from (i)gh

the particular to
the general
concept.
(ii) It takes care of (ii)facts are thrust upon
the needs and the child. It is the
principle of growth and is
intrests of
not developmental
children.
process.
(iii) It encourages (iii)the authority decides
Discovery and or gives the formulate
stimulate and encourages
thinking. memorization.
(iv) The (iii)the rule is given to a
generalizations learner and therefore he
or rule is does not appreciate its
formulated by nature.
the child
therefore he
remembers it
with ease.
(v) It starts with an
(iv)does not encourage
observation and learning by doing. It
direct starts with rule and
experience and provides for it’s practice
ends in and application.
developing a
rule in the
abstract form.

25 | P a g e
 (vi) It encourages (vi)it demands individual
child’s learning and treats
participation learner’s as passive
and group recieprient.
work.

PLANNING, IMPLEMENTATION AND EVALUATION

 Welcome to this session. We will discuss the three basic teaching functions
that teachers usually make decisions about in order to ensure effective
teaching and learning. These are planning, Implementation and evaluation.
Learning outcome(s)

By the end of the session, the participant will be able to identify and explain
the three basic teaching functions.

Planning

 Planning is a vital element in teaching, since the whole decision making

model is based on this skill. Cognitive learning theorists indicated that the
amount and rate of learning is influenced by the nature of the subject matter
itself, the way it is broken down and the order in which it is presented
(Anderson and Ausubel, 1965).
 This function requires teachers to make decisions about the learners’ needs,
the most appropriate goals and objectives to help meet those needs, the m
motivation necessary to attain their goals and the most appropriate teaching
strategies to use (i.e. what activities to use, how to sequence these
activities, and the language to use in conveying the mathematical ideas and
concepts to students).
 The teacher considers students’ progress, availability of resources,
equipment and materials; the time requirements of activities etc. (Perrott, et
al. 1977). Teaching skills that support the planning function are diagnosing
students’ needs, setting goals/objectives and determining appropriate
learning activities.

26 | P a g e
  Teaching is not simply standing in front of a group of students and telling
them how to do things or simply checking students’ answers on tests or
assignments.
 The teacher of mathematics must be an advocate of the field. He must have
belief, excitement and enthusiasm about what is being covered. Good classes
do not just happen; they are carefully planned and orchestrated. There can be
deviations from the plan but the framework is laid out well ahead of
time.

There are three axioms to consider:

(i) know the content being presented.
(ii) Know more than the content being presented.
(iii) teach from the overflow of knowledge using knowledge about how
students learn.
 These imply good teaching does not happen by accident. Rather, they
are carefully orchestrated organization. It should be done well in
advance to allow time for ideas to germinate and blend in your
subconscious.
 It also provides an opportunity to connect topics from different
lessons throughout the course. Even though all classes are given the
same objective to complete within a given time frame, variation of
presentation styles, relating the subject matter to background
material, calling on students’ strengths established earlier in the
curriculum, and use of technology can all provide extra time that
permits flexibility for teaching. All these are accomplished when good
planning is done.

Implementation
 Implementation involves teacher carrying out his/her plans especially
teaching methods, strategies and learning activities. This occurs when
teacher interacts with the students.
 Teaching skills that support this function are: presenting, explaining,
listening, introducing, demonstrating, eliciting responses and
achieving closure.

27 | P a g e
 Evaluation
 Evaluation requires decisions about suitability of objectives and
teaching strategies linked to them, and eventually whether or not the
students are achieving what the teacher intended.
 Teaching skills which support this function are specifying the learning
objectives, describing the information needed to make such an
evaluation, recording, analyzing and forming judgments.
 Examine the results of your teaching and decide how well you
handled each teaching function. This feedback makes you decide to
make new plans or try different implementation strategies.

 It is assumed that:

(i) Teaching is goal directed i.e. some change in students thinking behavior
is sought.
(ii) Teachers are active shapers of their own behavior-they make plans,
implement them and continually adjust to new information concerning
the effects of their actions.
(iii) .Teaching is a rational process which can be improved by examining its
components in an analytic manner.
(iv) Teaching behavior can affect students’ behavior and learning. You can
think about evaluation as occurring at three key stages during the lesson
planning, lesson implementation, and post-implementation. In the
selection of lesson objectives and methods for any topic, you should
evaluate the choices being made as to the suitability or otherwise of
selected objectives and methods.

THE END: THANK YOU FOR YOUR ATTENTION.

28 | P a g e
29 | P a g e