48

CHAPTER - III

MEANING. NATURE. SCOPE. OBJECTIVES. CURRICULUM AND METHODS OF

TEACHING MATHEMATICS

III -1 INTRODUCTION

III - 2 MEANING AND DEFINITIONS^ MATHEMATICS

III - 3 NATURE OF MATHEMATICS

III - 4 SCOPE OF MATHEMATICS

III - 5 OBJECTIVES OF TEACHING MATHEMATICS IN SECONDARY

SCHOOLS

III - 6 CURRICULUM IN MATHEMATICS

A. PRINCIPLES OF CURRICULUM CONSTRUCTION IN
MATHEMATICS.
B. NEW MATHEMATICS IN MAHARASTRA
C. MATHEMATICS CURRICULUM AT PRESENT

III - 7 METHODS OF TEACHING MATHEMATICS

1. INTRODUCTION
2. DIFFERENT METHODS OF TEACHING MATHEMATICS
A. INDUCTIVE METHOD
B. DEDUCTIVE METHOD
C. ANALYTIC METHOD
D. SYNTHETIC METHOD
E. LABORATORY METHOD
F. HEURISTIC METHOD
G. PROJECT METHOD
H. LECTURE METHOD
I. PROBLEM SOLVING METHOD

REFERENCES
 49

CHAPTER - HI

MEANING. NATURE. SCOPE. OBJECTIVES. CURRICULUM AND METHODS OF

TEACHING MATHEMATICS

111-1 INTRODUCTION :

In second chapter the review of related literature is taken. Now in this

chapter meaning, nature of mathematics, scope, objectives of teaching mathematics,

curriculum and methods of teaching mathematics are discussed.

It is universally accepted fact that education should result in an alround

development of the student and alround development includes his physical, mental,

intellectual developments and acquiring skills in different faculties. The inclusion of

various subjects in the plan of education aims at the implementing of procedures which

develop these skills at different intellectual levels.

The education commission of 1964-66 suggested a new curriculum for the

above development by taking into consideration the choice interest, aptitude and

inclinations of the students. Accordingly the Maharastra Government has prepared a

new curriculum Principal Mrs Lila Patil has referred to the following

recommendations suggested by themeducation commission in her book Ajache Shikshan

Ajuchya Samasya.

“Science and Mathematics should be kept as compulsory

subjects in high school curriculum.” 1
K
Mathematics is a subject which is of importance for the personal

development of a student, in particular for developing the power of logical reasoning,

clear thinking, exactness, accuracy self-Feliance and perseverance of the student.

 50
ill-2 MEANING AND DEFINITION^ OF MATHEMATICS

The strength and progress of any nation or society is measured by the

progress of its scientific, technological knowledge and their implementation and

advanced weapon and tactics of war and upon the progress of mathematical knowledge

of that nation or society. Hence we conclude that progress of a nation or society is

reflected in the development of their mathematical all round knowledge. Due to

scientific development in our country there has been abundance of every thing and the

society has become affluent.

The subject of mathematics has spread its branches in such a wide range of

life and technical aspects that it is very difficult to present its meaning in a short essay

like this. However, an attempt has been made to analyse the meaning of mathematics

by referring to various existing definitions.

Man’s life itself is such a complex phenomenon that his ideas and activities

can be interpreted and viewed from different angles. As such the research worker will

restrict his discourse only to aspects pertaining to school teaching.

In this regard the research worker tries to study the following definitions.

S.K.Mangal in his book A Text-book on teaching of Mathematics has defined as

follows-

1) “Mathematics is the science of measurement

quantity and magnitude.”2

This definition, no doubt explains the role of mathematics in the field of

science. Measuring is an act essential for exactness of expression, in day4o-day life.

However, not only measurement is important but the ideas behind the different

categories of things to be measured are more important which require an intellectual

genuinity and originality of thinking. It also requires an art of expression and

 51

exposition. Hence the definition seems to be too narrow to express the real nature of

mathematics.

The aspect of quality in the definition does not seem to be attributed to

mathematics. Distinctive features in different physical quantities are only compared

and not given any permanent value as to assign any quality above the meaning.

However, the comparison results in the distinguishing features in the body of

knowledge which is an act of mathematics. From this point of view this is not complete

and perfect definition of the term mathematics. Kulbirsing Shidhu has given the

following definition-

2) “Mathematics may be defined as science of

abstract form. The discernment of structure is essential no
less to the appreciation of a painting or a symphony than to
understand the behaviour of a physical system, no less in
economics than in astronomy. Mathematics studies order
obstructed from the particular objects and phenomenon
which exhibit it in a generalised form.”3

This definition, according to the research worker, seems to be more

comprehensive than the previous one. It reveals the multidimensional aspects of the

fields in which mathematics plays its role. The symphonic nature, the symmetrical

nature of objects and role of the colours in painting are the aspects in which

mathematics plays its role. But it gives a concrete distinguishing features amongst them

by forming different structures and models and by generalising their elements. This

itself involves the science of measurement and magnitude.

Sidhu, further has stated,

3) “Mathematics is called the science of logical reasoning.”4

In this definition the aspect of solving different problems of life and to

arrive at correct and exact conclusions are aimed at and mathematics is supposed to be
 52

a proper tool to be implemented for the same, because the reasoning in mathematics is

simple, accurate and certain and can be verified in different situations. Mathematics

includes both types of reasoning, namely inductive and deductive. It applies proper

method out of these two types for different problems, depending upon the situation in

the problem. However, the aspect of mathematics which result in the technical

development and the practical skill, is ignored in this definition.

N.K.Kuppuswami Aiyangar, has referred in his book, “The Teaching of

to
Mathematics in New Education” the following definition of mathematics as given by
K
Roger Bacon- . .„ .

“Mathematics is the gate and key of the sciences.”5

It shows very close relation between mathematics and science.

The dictionary meaning of mathematics is given by Kulbir Singh Sidhu in

his book “Teaching of Mathematics”-

“It is science of number and space. Its Hindi,

Punjabi and Marathi name is Guniiu which means the
science of calculations.”6

It is a systematised, organised and exact branch of science.

“Mathematics is the indispensable instrument of all

physical researches, Berthelot.”7

From the above mentioned definitions it is clear that the physical sciences

cannot progress without mathematics. Validity and reliability of science depend upon

the use of mathematics in them.

While explaining the importance of mathematics Meller J.W. defines

mathematics as follows-

“It is almost impossible to follow the latter

developments of physical or general chemistry without a
working knowledge of higher mathematics.” 8
 53

Mathematics is called the science of logical reasoning, it approaches every

thing with a question mark in our mind as Lock has said-

mathematics is a way to settle in the mind a habit of reasoning.”9

Here the results are developed through a process of reasoning. There are

only a few premises on which we base our reasoning. The conclusions follow naturally

from the given facts when logical reasoning is applied to the same. The reasoning in

mathematics is of particular kind and processes a number of characteristics such as

simplicity, accuracy, certainty of results, originality, similarity or the reasoning of life

and verification.

The research worker therefore, aptly thinks that mathematics should be

defined in such a form that would include all aspects of mathematics in minimum

number of terms. The research worker has his own definition of mathematics which

contains all aspects of mathematics. It is as follows-

“Mathematics is an art in which one tries to express

oneself in minimum number of terms with maximum
variety of meanings attached to the terms as per
requirement of the situation and to fit to the requirement.”

In the opinion of research worker mathematics is an inherent urge of man’s

curiosity to understand external world and include himself in totality belonging to that

world.

Mathematics in the real sense is a science of space and quantity that helps us

in solving the problems of life needing numeration and calculations. It provides

opportunity for the intellectual gymnasium of the man’s inherent powers. It is an exact

science. Courant and Robbins, defined mathematics in the following way-

"Mathematics is expression of the human mind,

reflects the active will the contemplative reason and the
desire for aesthetic perfection. It’s basic elements are logic
 54

and intuition, analysis and construction, generality and

individuality.”10

In this way, conclusions can be drawn about the meaning and definition of

mathematics along the following lines.

1. Mathematics is a science of numbers and space.

2. Mathematics has its own language signs, symbols, terms and operations etc.

3. Mathematics involves mans high cognitive powers.

4. Mathematics has its own tools like intuition, logic, reasoning, analysis, construction,

generality, and individuality etc.

5. Mathematics helps in drawing conclusions and interpreting various ideas and

themes.

6. Mathematics is the tool specially suited for dealing with abstract concept of any

kind.

7. It helps in solving the problems of our life and disclosing the realm of nature.

_That was a brief discussion of what mathematics is.

HI - 3 NATURE OF MATHEMATICS

The nature of mathematics is complex. It cannot be grasped only by

understanding. According to opinion of some mathematicians, mathematics is a pure

intellectual game in which case it is called as pure mathematics e.g. Study of curves,

algebra, numbers, geometry etc. But some other take it as tool for scientific progress

and use it for the purpose of measurement in social activities.

The nature of mathematics in such cases becomes applied and it is called

applied mathematics e.g. electricity, magnetism, hydrodynamics, aerodynamics,

mechanics etc. Hence the saying goes as follows-

“Applied Mathematics is Physics and pure Physics

is Mathematics”
 55

Modem mathematics tries to remove this border line between pure and

applied mathematics and treats both of them together as if they are only different parts

of a homogeneous unique structure as such. The modem trend to view mathematics is

as in the form of unified field structure. It tries to explain both pure and applied

phenomena in one symbolism giving different interpretations to the symbols used.

ented to this
Thus it is the most generalised form of different forms of mathematics invented

date.

Hence was the discussion of how mathematics is

III - 4 THE SCOPE OF MATHEMATICS

It is extremely difficult to restrict the scope of mathematics, as the nature of

the subject is such that we cannot exclude it from any branch of knowledge, that can be

studied scientifically. It is the indispensable instrument of all physical research works

and sciences. However, we shall be specific in our discourse so as to get the birds eye

view of what we experience in our every day life. With the same view in mind

Dr.D.S.Kothari in his report (1964-66) had mentioned that deliberate efforts have to be

made to place India on the world map of mathematics within the next two decades, i.e.

upto 1984.11

But, at present the progress of mathematics is valued aifer lapse of three

decades from the publication of the report. Mathematics is not an ornament as in the

days of Plato when people of leisure pursued its study as a pastime for the sake of

culture only. It has become a necessity for every common man to live as a good citizen.

The mathematician’s reasoning power as means of disciplining the mind of a man is

still necessary as advocated by Plato. From the point of view of utility in every day life

not only the classes but also the masses need mathematics. From the very morning one
 56

has to refer to the calendar and follow the schedule of the days work. The multi -million

dollar projects for the air ships need, accuracy of time, proper angle of launching a

proper shape to provide minimum friction etc. Hence we require the advanced

knowledge of mathematics for the very existence and progress of a man in the modem

world. It is essential that man should be civilised in that scientific environment which

will keep him fit to live and understand the world around him.

Hence was the discussion of study of mathematics and where it should lead

us to.

HI - 5 OBJECTIVES OF TEACHING MATHEMATICS IN SECONDARY

SCHOOLS

Education is given for achieving certain ends and goals. The various

subjects of the school curriculum are the different means to achieve these ends. The

aim is to achieve the goals or broader purpose of Education. Thus by the term ‘aim of

teaching mathematics’ means to achieve the goals, targets or broader purposes that may

be served by teaching of mathematics in the general scheme of Education. Aims are

like ideals and they need a long term planning. Their realization becomes a difficult

task for subject teacher. So they are divided into some definite functional and workable

units name as objectives.

Objectives of teaching mathematics are therefore, those short term

immediate goals or purposes and may be achieved within the specified classroom

resources by a subject teacher. They help in bringing appropriate behavioural changes

in the learning for the ultimate realization of the aims of teaching mathematics.

In this way the aims of teaching mathematics are classified as some

specified objectives to provide definite learning experiences for bringing desirable

 57

behavioural changes. A teacher thus should have certain clear-cut well defined

objectives before him at the time of teaching a particular topic.

Objectives of teaching mathematics are classified as under:

a) Knowledge and understanding objectives

A student acquires (i) language of mathematics in terms of symbols,

formula, figure and diagram (ii) Various mathematical concepts, (iii) Contribution of

mathematician, (iv) Inter-relationship among different topics and branches of

mathematics.

b) Skill objectives :-

Mathematics helps the students for (i) using and understanding,

mathematical language, (ii) for, developing speed, accuracy and neatness in calculation

work (iii) for developing the technique of problem solving (iv) for thinking correctly (v)

drawing geometrical figures (vi) measuring and weighing, interpretation of graphs and

statistical tables.

c) Application of objectives:-

Mathematics helps student in applying above knowledge and understanding

to flourish the following skills.

(i) To solve the problems of mathematics independently, (ii) To make use

of mathematical concepts and processes in every day life, (iii) Develops ability to

analyse, to draw inferences and generalise the collected evidences and data.

d) Attitude Objectives :-

(i) The student tries to analyse the problem, (ii) He can develop habit of

systematic thinking and objective reasoning, (iii) He tries to collect enough valid

evidence for drawing inference and conclusion, (iv) He tries to verify his results, (v) He
 58

develops personal qualities e.g. regularity, honesty, neatness etc. (vi) He shows

originality and creativity.

el Appreciation and Interest objectives:-

(i) Student appreciates the role of mathematics in every day life, (ii) He

appreciates the role of mathematics in understanding his environment, (iii) He

appreciates mathematics as the science of all sciences and art of all arts, (iv) He

appreciates the vocational value of the subject mathematics, (v) He appreciates the

power of computation, (vi) He takes active interest in the activities of mathematics

club, (vi) He takes interest in independent library reading and doing practical work in

mathematics laboratory.

In this regard S.JCMangal in his book, ‘A text-book on teaching

mathematics’ rightly remarked:-

“For making the objectives unambiguous and attainable

they are always expressed in the behavioural terms what
the student is expected to achieve is clearly known by the
teacher regarding a particular topic.”12

Hence was the discussion of why study ot mathematics is necessary.

Ill - 6 CURRICULUM IN MATHEMATICS

After acquainting with meaning, nature and scope of mathematics, it is easy

to think what place should mathematics occupy in the school curriculum? v. crtainly

mathematics is so useful from social, cultural, ethical and practical point of view, that

it should be given an important place in the school curriculum. Kothari Commission,

the most significant commission of Indian Education wisely remarked:

“Science and mathematics should be taught as

compulsory basis to all pupils as a part of general education
during the first ten years of schooling. In addition, there
should be provision of special courses in these subjects at
the secondary stage for students of more than average
ability.”13

/
 59

Curriculum is a Latin word which means a course to run. In this sense the

process of education may be compared with a race in which curriculum is that course

which has to be run by a student for reaching his destination.

Dr.A.S.Patel and Dr.B.P.Lulla defined the word curriculum, in their book

“curriculum an improvement in secondary education” in following words-

“The term curriculum applies to the sum total of all

learning experiences offered by schools. In other words
curriculum is the instrument by which the schools seek to
fulfill the social goals.”14

S.K.Mangal while explaining meaning of curriculum gives the following

definition in his book ‘Teaching of Mathematics’-

“Curriculum is a path which has to be followed by a

teacher for realising the aims of education.” 15

While the mathematician Cunningham says:

“The curriculum is the tool in the hands of the artist

(The teacher) to mould his material (pupil) according to his
ideas (objectives) in his studio (the school).16

This definition is broader than the previous one. What is taught in the

classroom by the teacher is taken as the curriculum of that class. But it is a very limited

and narrow interpretations of the term curriculum. P.Samuel rightly defined curriculum

as follows:-

“The curriculum is the sum total of the experiences

of the pupil that he receives through the manifold activities
that go on in the school, in the classroom in the laboratory,
in the workshop, in the playground and in the numerous
informal contacts between the teachers and the pupils.”17

In this way it can be easily concluded that curriculum is nothing but a well

planned scheme of studies and experiences of imparting education to the child.

The curriculum, as defined is only a tool which is always prepared in view

of the work to be undertaken by it. What is to be taught or what experiences should be

 60

given in the subject of mathematics is totally based on the aims of teaching

mathematics. Curriculum is only a means to achieve an end and therefore what is

desirable for achieving the aims of teaching the subject should be included in the

curriculum of that subject.

HI-6 A PRINCIPLES OF CURRICULUM CONSTRUCTION IN

MATHEMATICS

Principles of curriculum constructions are noted below-

i. Usefulness for the higher education.

iii. Principles of utility
iv. Child centerdness
v. Integration of theory with practive
vi. Flexibility
vii. Community centeredness
viii.Consultation with the teachers, the field workers
ix. Use of maxims
x. Use of psychology and reasoning.

m-6 B NEW MATHEMATICS IN MAHARASHTRA

New mathematics was introduced for the first time in June 1972, in the state

of Maharashtra. Its objectives being that “In this world which mainly relies on science

and technology it is the education that determines the level of prosperity, welfare and

security of the people. Intellectual, economic and social conditions of the people can

be changed only through the help of education which is largely related to their real life,

needs and aspirations, therefore the education should not be directed merely to carry
literacy to the people but should also meet the changing-,jje^d^>f the society in which

they live.
$/v
Vs-

\>
 61

The Government of India appointed a commission on Education in 1964 to

suggest ways and means to improve the existing system of education so that the wide

gulf between its contents and purposes and the concerns of national development be

narrowed down. The Government of India in its national policy statement in Education

issued in 1968 accepted that it will be advantageous to have a broadly uniform

educational structure in all parts of this vast country and the ultimate objectives should

be to adopt the 10+2+3 pattern. ^

The State Government under the instructions of the Central Government and

with a view to bring uniformity in educational pattern through the state as well as the

country issued a circular and declared that the new educational system in the form of

white paper, shluld be brought into force from June 1972. So that there will be the

revised curriculum for the secondary education.

The concept of New Mathematics is found necessary because of the rapid

advance in science and technology and the dramatic change in the scientific field. For

example the concept of straight line was very narrow according to the old mathematics

but the concept is now very broad as it extends to infinity on both the sides.

Under the new pattern the department of Education under the auspices of

S.I.E. Poona called for the training of Resource persons in new Mathematics in March

1992.

The researcher also completed his new Mathematics course H.D. High

School, Solapur in May 1972 which was organised for standard VIII. Then the

researcher JiaScompleted his new Mathematics Course organised for standard IX and X

in Maharastra Vidyalaya, Barshi in the same year i.e.1972.

The new school Mathematics curriculum is discussed as under.

 62

Donovan A. Jonson and Gerald Rising remarks about new mathematics

curriculum in the following manner.

“New Mathematics” to a great many laymen, this

phrase has negative connotation.
The public thinks of new mathematics as something
exotic and impractical, students know how to do problems
but they never get the right answer. They know the
difference between number and the numeral but they
cannot calculate with accuracy let alone speed.
This is a false and pernicious view of new
mathematics curricula, because it implies that the older
programs did a better Job, and pernicious in its focus.
On one Side it misrepresents the many important
changes that have virtually universal support from
mathematicians and teachers. Today as always there is
disagreement among concerned mathematics educations
about the details of content and method but no critic is
calling for a return to the mathematics teaching of the 1920
teaching which John R.Clark has called routinization with
minimum insight.”18

III-6-C MATHEMATICS CURRICULUM AT PRESENT 1

The curriculum of mathematics at present is sufficiently satisfactory. It

caters tosthe needs of majority of objectives, for example, two straight lines intersect in
\ /v —--------------
one and only one point in a statement in geometry which is stated in the precise form

and from such statements the students learn ex ' .. use for

stating their propositions.

I) Usefulness in life situations ^

The criteria of usefulness in daily life can be viewed to meet sufficiently the

requirement of life situation and the syllabus of fifth to eighth standard states the base

of it while those of 8th to 10th standard fulfill the needs, as a prerequisite knowledge

for further studies. Only the chapters on postal correspondence and accountancy in fifth

to seventh standards seem to present some difficulties to the students, because the term
 63

ami numbers are difficult to understand and because English language teaching is just

introduced in third to fifth standards. The students are immature to understand those life

situations.

M Action participation:

There is special emphasis on constructive action in the syllabi of fifth to

seven standard. However, in eighth to tenth standard there is less action participation

and much of the portion is theoretical.

HI) Incentives and Keeping pace with other students:

In eighth to tenth standard there is one lacuna. It seems that there is no

consideration of different capacities of students and no incentives for bright students at

the same time average students find it difficult to keep pace with the syllabus. They

cannot assimilate the theoretic aspects and experience many difficulties.

IV) Flexibility:

The present syllabus is quite satisfactory from this point of view. While

considering this criterion we should also note that changing the syllabus frequently

without giving a chance for its evaluation seems to be a child’s play, abrupt changes

increase monitory losses for the students.

The researcher may point out that geometrical constructions, the shares and

topics on graph may be introduced in earlier stages to get the students proficiency in

tenth standard. Clarity, teachers action, topic headings, education aids, students action

are sufficiently directed in the new syllabus. The difficulty in teaching is solved with

the help of teachers guide.

The present syllabus cannot attract the mind of the students as it is not

expressed in the fascinating style. It is a firm contention of the students that

 64

mathematics is a tedious and boring subject. In eight jrtandard the theorems can be

proved by illustrative examples first and then make them interesting similarly using

numbers many complex situations can be elucidated by making them interesting.

The teachers are in fectjgxpected to use their own methods and skills while

teaching their subject to make the subject interesting. They are not expected to depend

only on the text-books.

V) Correlation:

In 5th, 6th and 7th standard a new branch algebra is introduced which is an

extension of/rf^arithmetic. This is quite satisfactory form correlation point of view.

Similarly to avoid thinking of a distinction between geometry and algebra, this branch

algebra should be effectively correlated with geometry which is expected in present

mathematics. From this point of view the present syllabus is satisfactory. The topics on

squares of binomial expression is introduced in 7th standard and is again repetition in

8th standard which is also satisfactory because it has its own basic importance.

VI) The nature of compulsion:

Mathematics is kept as a compulsory subject for S.S.C. examination. This

fact makes it compulsory t consider an average student while preparing its syllabus.

This in turn requires the active participation of mathematics teacher and districtwise

associations and their representatives. Also subject experts and professors may be

incorporated in the process of preparing the syllabus.

VII) Implementation:

Actual implementation of the syllabus to all schools should not be done

abruptly. Some representative schools should be chosen for experimentation and

applied into those students, the defects should be meticulously scrutinised and then only
 65

it should be applied to all schools. It should be just similar to the process by which an

engineering concern brings its new machines in the market after testing the design

through many trials. The student’s psychology should be prepared first for testing the

model.
.1
VIII) Consistency ;

There should be good .consistency in the syllabi from the primary education

tc postgraduate education. This requires involvement of different levels of the

participants while preparing the syllabus. At the same time environmental facts should

be taken into consideration and different teaching methods should be applicable to

solve the difficulties. The main criterion.for consistency is that is the steps undertaken

in the pursuit of mathematical knowledge there should be thorough consideration of the

age factors of the students and their involvement in the outer world. At present there

seems to be a defect in the present syllabus.

In this respect Dr.Y.C.Sonawane stated in the issue of June 1989 of Ganit

Shikshan under the heading “Ganit Shikshan Ek Pungrachana” (reconsideration of

mathematics education); as follows-

“There should be two types of curriculums in the

standards 6th to 8th which will be meant for two types of
students.
I) Those who are interested in mathematical
activities and,
II) Those who are average in it. There by the
students of the second category will not be victims of their
bad lush in failing the S.S.C. and stop their education there
only and the first category will be benefited while they are
pursuing their higher studies in the branches of science.
This will improve the result of the S.S.C students also. 19
 66

III-7 METHODS OF TEACHING MATHEMATICS

III-7-1 INTRODUCTION

The teaching methods are very useful to impart the mathematical knowledge

to the students. The teacher of mathematics should understand the psychological

requirement of the students and the method of teaching has to be modified accordingly.

Various methods are used in mathematics teaching. The mathematics

teacher has to establish an association of the known things with the unknown and help

the student to acquire further knowledge. Therefore mathematics teacher has to know

the previous knowledge of the students.

Before using Jhe particular method the mathematics teacher has to think

over objectives of mathematics curriculum of the subject, unit planning, annual

planning and dynamic change in the subject.

The mathematics teacher, should select the proper method of teaching.

Methods of teaching should be adopted according to the nature of units to be taught

otherwise the teaching will not be effective. It is quite likely that the teacher will be

required to use more than one method while teaching same units. In this regard S.K.

Mangal in his book “Teaching of Mathematics” writes:

“Success in teaching depends mainly on two factors, (i)

Mastery over the subject matter and (ii) Skill in teaching”20

The experiences gained about the subject in schools and colleges help in

acquiring the first one. But for the second one a person has to undergo some

specialised training so that it may be acquired with all the modem methods and

techniques (technical skills) of teaching subject. For the benefit of those who are going
 67

to devote themselves for the cause of mathematics teaching. Some of the important

methods are discussed below:

HI-7-2 DIFFERENT METHODS OF TEACHING MATHEMATICS , 7

There are several methods of teaching mathematics. But the teacher can not_

use them according to the need. Hence there is no interest among the students and the

class atmosphere becomes dull. Therefore the mathematics teacher should use new

methods to achieve the objectives of the subject. He should avoid the traditional

methods of teaching mathematics.

III-7-2-A INDUCTIVE METHOD

This method is based on induction. Induction is a way of proving any

universal truth or theorem by showing that if it is true of any particular case it is true of

the next case in the some serial order and hence it is true for all such cases.

In this method some concrete things, happenings or examples are examined.

Some common relation is discovered from all the facts under observation.

This relation is tried on more facts and its validity is verified. Then it is

taken as an established principle and used as an instrument for further study. Thus in

this method one proceeds from particular to general, from concrete facts to abstract

rules and from the special examples to the general formula. The principle or formula is

always generalized with the help of sufficient examples.

III-7-2-B DEDUCTIVE METHOD

Deductive method is opposite of Inductive method. In this method the

students proceed from general to particular from abstract rules to concrete cases and
 68

from the formula to examples. Students are given ready made formula and principles

and they start applying it in particular mathematical problems.

e g. (1) If they have to solve the problems on simple interest the formula.

'100 1 Cj.V

For acquainting the students with its application a few problems may be

solved. Then the teacher may ask the students to solve similar problems directly with

the help of the given formula.

(2) The teacher may tell the students that the formula (a + b)2 = a2 + b2 +
........ ................. 5

2ab and will be asked to apply it in particular case e.g. (m + n)2, (p + q)2 etc.

(3) In a similar way the teacher may tell the students that the sum of the

three angles of a triangle is equal to two right angles and ask to verify it by going

through the particular cases of different triangles.

III-7-2-C ANALYTIC METHOD

Analysis is a process of breaking a thing into its smaller parts. By analyzing

a problem we mean to break the problem into similar elements or unfold its hidden

aspects in such a way that its solution may appear quite obvious.

In this method one move from unknown to known by adopting the process of

analysis. The beginning is always made from the conclusion or what is to be proved

and then by operating it analytically the unknown is ultimately linked with the known.

III-7-2-D SYNTHETIC METHOD

In contrast to analytic method synthetic method takes in-to consideration the

process of synthesis. In synthesis the smaller constituents or parts of a thing are

 69

combined or put together, so as to give something new. This method leads us from

known to unknown as the known bits of information are synthesized for reaching the

unknown what is already given or known is arranged in such a way that the synthesized

structure may lead us to the desired results on conclusion, Here the start is always

made from the hypothesis and not with the conclusion as in analytic method.

V.P. Deshmukh has written in his book “Ganitache Adyapan” about the two

methods-

"Tj*r.wr am wren ^ TOwrcift f*Nr

WCWqift 3TTfc ft WT ft Wild WRTfft 3#T Jm ftw%
ftwlta ft ant ft*re% ftsrr
fftcfr 3nt m ftqn«nfrf Pvgr tft TOramft snft ftwfa
wRTft"11

About this method Schopenuaus’s remark is noted in the book the teaching

of mathematics in the new education by N. Kuppuswami Aiyangar

*------------- ---------- *

“It is analytical method in general that I wish for the

exposition of mathematics instead of the synthetical method
which Euclid made use of.”22

III-7-2-E LABORATORY METHOD

This method is a form of heuristic method. It is based on principle from

concrete to abstract by self-activity (maxim) of the learner, learning by doing, learning

by observation etc. In this method experiments are performed by the pupils elaborately.

The learner discovers new facts by counting measuring drawing, cutting, paper folding

and surveying. The subject is followed scientifically in the laboratory. There are all

sorts of instruments such as geometrical and surveying instruments mathematical

 70

models, calculating machines, plumb line, graph papers, pictures of mathematical

interest and other applications. Laboratory method is quite competent to check the evil

that “the present day teaching is bundle of theoretical knowledge without any practical

ground.” Because in it the theory and practice proceed side by side and teaching

becomes interesting, lively and useful J.W.S. Young elaborated the task of laboratory

method in the following words.

“The laboratory method aims to arouse teacher to a

belief not only theoretical but practical and effective as well
that mathematical dishes must be made appetizing and
palatable. They are to be accepted with pleasure and
digested with ease”23

In this way laboratory method has too much to contribute in mathematics

teaching.

III-7-2-F HEURISTIC METHOD

The term Heuristic has been derived from the Latin words'heurisco which

means I have found about Prof. H.E. Armstrong was the originator of this method. He

was of the view that student must be made to discover things himself It is of no use to

acquaint the student with facts rather they should be made to investigate or discover the

facts. This method aim at removing the shortcoming attributed to lecture method. This

method demands complete self activity or self education on the part of the learner.

Prof Armstrong elaborating the meaning of this method says:

“Heuristic method is the method of teaching which

places the students as far as possible in the attitude of a
discovery”24

Analysis of this definition suggests that heuristic method is not any specific

or separate method in itself. A broader definition of this method may be evolved as

below.
 71

“Any method which is opposed to be dogmatic

method of teaching which can make the students learn or
acquire knowledge independently by exercising their
thinking and reasoning power and which can foster the
habit of self activity and self dependence can be called as
heuristic method.”25

In the extreme form the teacher stands aloof and the pupils exert to find out

the truths and solutions for themselves. But it is most desirable if the teacher stands in

the midst of his pupils, encourages them, guides them, checks them from going astray

and helps them whenever they need help and it is a fact they need his guidance,

checking and help at every step. The Heuristic method works on inductive lines and

analytical method to support. ____

1U-7-2-G PROJECT METHOD

This method is the outcome of the pragmatism ideas propagated by Sfr John
Dewey. What is to be taught should have a direct relationship with the actual

happening in life is the central idea of the project method.

This method is defined by Stevension in the following words;

“A project is a problematic act carried to

completion in its most natural setting.” According to
Kilpatrik “A project is a whole hearted purposeful activity,
proceeding in a social environment. Ballard says about
project method that, “A project is a bit of real life that has
been imported to school.”26

All these definitions show that in project method teaching and learning are

considered from the child’s point of view. It is not only learning by doing but also

learning by living. Life is self full of project. The children must be educated through

real projects. So that they may deal with the actual projects of life successfully. If the

education is merely theoretical and isolated from actual project, the child is apt to fail
 72

in life. In this method knowledge and skill are learnt by pupils, through practical

handling of problems in their natural setting. The children are not passive learners.

They learn by living actively.

III-7-2-H LECTURE METHOD

This is an old method of teaching. In this teacher explain the formula, the

rules and the processes of attempting the problem and pupils here do the same

passively. It is not desirable in teaching of mathematics but it is still needed

occasionally.

In this method teacher goes on talking without any questioning. Students

remain silent, they do not understand discourses on facts and figures and they are soon

bored. But if the teacher employ models and other demonstrative aids in his lectures

then the lesson can be made interesting.

Chadha and Aggrawa! in their book wrote about this method as follows-

“Mathematics should not be taught in the secondary

schools by the lecture method as in school. Students are
seldom able to assimilate adequately and immediately any
lengthy one sided teacher given discussion of unfamiliar
subject matter. There are some teachers who lecture too
much without questioning the students. They present
considerable portions of the work in the lecture form. It ~
requires a thorough knowledge of the subject, its
organizational development, interpretation and
application.”27

III-7-2-I PROBLEM SOLVING METHOD

Kulbirsing Sidhu in his book writes that -

According to Yoakam and Simpson, “A problem occurs in a

situation in which a self difficulty to act is realized. It is a
difficulty that is clearly present and recognized by the
thinker. It may be a purely mental difficulty or it may be
physical and involve the manipulation of data. The
 73

distinguishing thing about a problem however is that it

impresses the individual who meets it as heading a solution,
he recognizes it as a challenge”28

About this method L.A. Averill has said-

“Life is an arena of problems. The only worthwhile

life is a life which contains its problems, to live without
any longings and ambitions is to live only half way”29

A human child has to meet and solve problems as he grows problems that

present themselves in his physical surroundings, his intellectual associations and in his

social contents. These problems grow in number and complexity as he grows older and

older, his success in life is in large measure determined by the individuals capacity and

competence to solve them. Problems exist for him at every step. His growth,

development and living lie in their solution.

This method aims at presenting the knowledge to be learnt in the form of a

problem. It begins with a problematic situation and consists of continuous meaningful

well-integrated activity. The problems are set to the students in a natural way and it is

ensured that the students are genuinely interested to solve them.

Kulbirsing Sidhu in his book ‘Teaching of Mathematics’ says:

“This method is related to other progressive

methods like heuristic project or inductive. At the same
time, it has its own distinct entity, own procedure and its
own way of doing things. This method helps us at every
step in our teaching learning process. The only precaution
about its use is to select the problems which have definite
educational values and to set-up an intellectual atmosphere
in the class for proper problem solving.” 30

In this chapter an effort has been made to discuss common methods used for

teaching mathematics. By teaching mathematics we aim at bringing about a desirable

 74

behavioural change among pupils for choosing jight method for a given situation. The

teacher must be familiar with different methods of teaching mathematics.

This chapter deals with meaning, nature, scope, objectives, curriculum and

methods of teaching mathematics.

°r
 75

REFERENCES

1, Leela Patil, Ajache Shikshan Ajacha Samasya, Pune^Shri Vidya Prakashan, 1974,
P. 109.

.2. S.K.Mangal, A Text Book on Teaching ofMathematics, Prakash Brothers Educational

Publishers, 1990,j>. 1.
jltvA,
3. Kulbirshingh Sidhu, The Teaching of Mathematics,^Sterling Publishers Private Ltd.,
NewHBeHii, 3rd edition, 1984, P. 1.

4. Ibid., P. 1.

5. Kuppuswami Aiyangar, The Teaching ofMathematics in New Education, P. 17.

6. Kulbirshingh Sidhu, The Teaching of Mathematics, Sterling Publishers Private Ltd.,

New Delhi, Revised and enlarged edition, P. 1.

7. Kuppuswami Aiyangar, The Teaching ofMathematics in the New Edition, P. 17.

8. Ibid., P. 17.

9. Kulbirshingh Sidhu, The Teaching of Mathematics, Sterling Publishers Private Ltd.,

New Delhi, Revised and enlarged edition, P. 2.

10. Courant Richard and Robins Herbert, What is Mathematics, New York, Oxford
University Press, 1941, P. 15.

11. D.S.Kothari, (Chairman), Education and National Development, Report of

Education Commission, Government of India, Ministry of Education, 1964-66, New
Delhi, P.199.

12. S.K. Mangal, A Text book on Teaching of Mathematics, Prakash Brothers and
Educational Publications, Ludhiyana,, 1990, P. 22.

13. S.K Mangal, A Text Book on Teaching of Mathematics, Prakash Brothers

Educational Publishers, 1990, P.12.

14. Dr. A.S. Patel and Dr. B.P.Lilla, Curriculum Improvement in Secondary Education,
Centre for Advanced Study in Education, Faculty of Education and Psychology,
Baroda, April 1965, P. VII.
 76

15. S.K. Mangal, A Text book on Teaching of Mathematics, Prakash Brothers and
Educational Publications, Ludhiyana,, 1990, P. 38.

16 and 17.. Ibid., P.38.

18. Donovan A. Johnson & Gerald R. Rising, Guidelines for Teaching Mathematics 2nd
edition, Wordsworth Publishing Company Inc. Belment California, 1972, P. 9.

19. Dr. Y.C. Sonawane, Ganit Shikasha Ek Punarrachana, P. 35.

20. S.K. Mangal, A Text book on Teaching of Mathematics, Prakash Brothers,

Educational Publishers, 1990, P. 50.

21. V.P. Deshmukh, Ganitache Adhyapan, Pune Modem Book Depot, 1972, P. 65.

22. N. Kuppuswami Aiyangar, The Teaching ofMathematics in the New Education 4th
Revised Edition, 1964, Universal Publication, Delhi-6, P. 244.

23. S.K. Mangal, A Text book on Teaching of Mathematics, Prakash Brothers,

Educational Publishers, Ludhiyana, 1990, P. 61

24. S.K. Mangal, A Text book on Teaching of Mathematics, Prakash Brothers,

Educational Publishers, Ludhiyana, 1990, P. 67.

25. Ibid.,P.67.

26. Ibid., P.71.

27. Chadha and Aggarwal, Teaching ofMathematics, Dhanpat Rai and Sons, Jallundur,
Delhi, P. 80.

28. Kulbirshingh Sidhu, The Teaching of Mathematics, Revised and Enlarged Edition,
Sterling Publishers Private Ltd. New Delhi-16, P. 130.

29. Ibid., P. 132.

30. Ibid., P. 134.