Razia Noreen Edu 2018 UoL PRR

A Comparative Study of Effects of Activity Based Teaching and
Traditional Method Teaching in Mathematics
at Elementary Level
By
Razia Noreen
DPE 01151002
Doctor of Philosophy in Education
Department of Education
The University of Lahore
i
A Comparative Study of Effects of Activity Based Teaching and
Traditional Method Teaching in Mathematics
at Elementary Level
Submitted to the University of Lahore
In partial fullfilment of the requirements for the award of
Degree of
Doctor of Philosophy
in
Education
By
Student Name : Razia Noreen
Registration No: DPE 01151002
Session: 2015-2018
Supervisor : Prof. Dr. Iftikhar Ahmad Baig

ii
Forwarding Sheet
The thesis entitled “A Comparative Study of Effects of Activity based Teaching and
Traditional Method Teaching in Mathematics at Elementary Level” submitted by Razia
Noreen d/o Noor Muhammad Registration No DPE 01151002 in partial fulfillment of the
Degree of Doctor of Philosophy in Education has been completed under my guidance and
supervision. I am satisfied with the quality of his/her research work and recommend it for
evaluation.
Dated: 10-9-2016 Prof. Dr. Iftikhar Ahmad Baig
Supervisor

iii
Supervisory Committee
We the Supervisory Committee, certify that the content and the form of thesis entitled “A
Comparative Study of Effects of Activity Based Teaching and Traditional Method
Teaching in Mathematics at Elementary Level” submitted by Razia Noreen (DPE
01151002) submitted to the Faculty of Social Sciences at the Department of Education of
the University of Lahore has been found satisfactory and recommend it for the evaluation
of the External Examiner for the award of Doctor of Philosophy in Education.
__________________________
Prof. Dr. Iftikhar Ahmad Baig

Supervisor
__________________________

Head,
iv
Approval Sheet
The thesis viva of Razia Noreen (DPE 01151002) was held on Date 28-01-2018 at the
Department of Education, The University of Lahore. The Supervisory and Examination
Committee gave satisfactory remarks on the thesis and viva and were approved for the
award of the degree of Doctor of Philosophy in Education.
___________________ _______________________
External Examiner Prof. Dr. Iftikhar Ahmad Baig

Supervisor
____________________

Head,

v
Declaration
I, Razia Noreen D/O Noor Muhammad, Registration # DPE 01151002 student of Doctor
of Philosophy in the subject of Education session 2015-2018, hereby declare that the
matter printed in the thesis titled “A Comparative study of effects of activity based
teaching and traditional method teaching in Mathematics at elementary level.” is my own
work and the results used in this thesis are true and purely based on the work that I have
done for completion of this thesis. There is nothing that is copied in the results.
___________________
Razia Noreen
vi
Research Completion Certificate
This is certify that the research work contained in this thesis entitled “A comparative
study of effects of activity based teaching and traditional method teaching in
Mathematics at elementary level” has been carried out and completed by Razia Noreen
Registration # DPE 01151002 under my supervision.
___________________________
Date: 28-01-2018 Prof. Dr. Iftikhar Ahmad Baig

vii
Plagiarism Evaluation Report
This is to certify that I have examined the Turnitin report of the thesis entitled “A
comparative study of effects of activity based teaching and traditional method teaching
in Mathematics at elementary level.” The thesis contains no text that can be regarded as
plagiarism. The overall similarity index obtained from the Turnitin software is 03%.
__________________________
Date: 28-01-2018 Razia Noreen

viii
Acknowledgements
In the name of Allah, Most Gracious, Most Merciful.
First of all thanks to Almighty Allah, the most gracious and the most merciful, who
enabled me and entrusted me with power, and passion to complete this laborious work.
I wish to express profound gratitude and deep appreciation to my supervisor
Professor Dr. Iftikhar Ahmad Baig, Head of Department of Education, The University of
Lahore, for his consistent, gracious, encouragement and untiring guidance for completion
of this thesis. It was his helping, suggestive and motivational attitude, which helped me in
all time of my stay in university. His patience, guidance and knowledge gave me the
strength to complete this thesis.
I am also thankful to my respectable teachers, Dr. Khalid Rashid, Dr. Ashiq
Hussain Doger and Dr. Javed Iqbal for their very kind attitude and guidance during the
researcher’s studies and presentations. The researcher is too much grateful to Miss Nimra
Munir who helped and cooperated during the whole research work. The researcher is also
thankful to Sir Yasir Rafiq who helped in analysis of data.
I am indebted to my loving parents, brothers, sisters and parents-in-law whose
selfless and hearty prayers enabled the researcher to complete this research work in time.
I am special thankful to my husband Maqbool Ahmed Bhatti and loving children Amir
Hamza, Moazzma and Linta who remained very cooperative and helpful during the time
of Ph.D and whose encouragement has ever been a source of inspiration.
My special gratitude is due to my entire family, friends, colleagues and
participants who participated in this study. I am also thankful to Hina Sharafat and other
staff members of GGHS Bhedian Tehsil Pattoki, District Kasur whose valuable
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suggestions, motivational attitude, helpful behavior and co-operation to conduct this
experimental study. I am thankful to everyone who provided input for the development
and completion of this study.
Razia Noreen
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Table of Contents
--------------------------------------------------------------------------------------------
Sr. No Topic Page No
-----------------------------------------------------------------------------------------------------------
Main Title Page i
Second Title Page ii
Forwarding Sheet iii
Supervisory Committee iv
Approval Sheet v
Declaration vi
Research Completion Certificate vii
Plagiarism Evaluation Report viii
Acknowledgement ix
Table of Content xi
List of Tables xvi
Abstract xvii
Chapter 1 Introduction 1
1.1 Statement of the Problem 7
1.2 Objectives of the Research 7
1.3 Research Hypothesis 8
1.4 Significance of the study 9
1.5 Delimitation of the Research 9
1.6 Operational Definitions of Terms 10
Chapter 2 Review of Related Research 12
2.1 Education 12
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2.2 Elements of Educational Process 16
2.2.1Teacher 16
2.2.2 Learner 19
2.2.3 Learning 21
2.2.4 Curriculum 22
2.3 System of Education in Pakistan 25
2.3.1 Elementary Education 25
2.3.2 Teaching in Elementary School 26
2.3.3 Objectives of Elementary Education 28
2.4The History of Mathematics 29
2.4.1 Importance of Mathematics 31
2.4.2Branches of Mathematics 39
2.4.2.1 Arithmetic 40
2.4.2.2 Algebra 41
2.4.2.3 Geometry 44
2.4.3Correlation in different branches of Mathematics 51
2.4.4 Objectives of Teaching Mathematics 53
2.4.5 Teaching of Mathematics at Elementary Level 55
2.4.6 Teaching of Mathematics with application 60
2.4.7 Relationship of Mathematics with other subjects 61
2.5 Major Methods of Teaching Mathematics 69
1. Lecture Method 70
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2. Heuristic Method 72
3. Inductive Method 75
4. Deductive Method 77
5. Problem-Solving Method 79
6. Demonstration Method 81
7. Project Method 82
8. Laboratory Method 84
2.6 Traditional Teaching Method 89
2.7 Activity-based teaching/learning 91
2.8Teaching Mathematics through the use of Activities 96
2.9Researches about activity-based teaching 101
Chapter3 Research Methodology 104
3.1Population of the study 104
3.2Sampling 104
3.3 Instrument of the Study 104
3.4 Research Design 105
3.5 Validation of Instruments/Tools 105
3.6 Variables 105
3.7 Collection of Data/ Procedure of Data Collection / Administration 106
of the tools and groups
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Chapter 4Analysis and Interpretation of Data 110
4.1 Comparison of the performance of pre-test of both groups 111
4.2 Comparison of the performance of post-test experimental and control 112
groups
4.3 Comparison of student’s performance on post-test of control and 113
experimental groups in the domain of knowledge
experimental groups in the domain of comprehension
experimental groups in the domain of application
experimental groups in the domain of analysis
experimental groups in the domain of synthesis
4.8 Comparison of student’s performance on post-test and pre-test of 118
experimental group.
4.9 Comparison of student’s performance on post-test and pre-test of 119
control group
Chapter 5 Summary, Findings, Conclusion and Recommendations 120
5.1Summary 120
5.2 Findings 122
5.3 Conclusions 124
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5.4 Discussion 127
5.5 Recommendations 127
References 129
APPENDICES 141
APPENDIX-A List of Mathematics Teachers for pilot Testing 141
APPENDIX-B Mathematics Class 7th (Pre-Test) 142
APPENDIX-C Mathematics Class 7th (Post-Test) 144
APPENDIX-D Table of Specification for a 25 items (Pre-Test) 146
APPENDIX-E Table of Specification for a 25 items (Post-Test) 148
APPENDIX-F List of Sample 150
APPENDIX-G Pre-Test Results (Experimental and Control Group) 151
APPENDIX-H Post-Test Results (Experimental and Control Group) 154
APPENDIX-I Lesson Plan for Experimental Group 157
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List of Tables
--------------------------------------------------------------------------------------------
Table Title Page No.
-----------------------------------------------------------------------------------------------------------
2.1 Difference between Traditional and Activity-Based Teaching 99
3.1 Table of specification for 25 items pre-test 109
3.2 Table of specification for 25 items post-test 109
4.1: Cognitive ability-wise comparison of student’s performance on 111
pre-test of control and experimental groups
4.2: Comparison of student’s performance on post-test of control and 112
experimental groups
4.3 Comparison of student’s performance on post-test of control 113
and experimental groups in the domain of knowledge
and experimental groups in the domain of comprehension
and experimental groups in the domain of application
4.6: Comparison of student’s performance on post-test of control 116
and experimental groups in the domain of analysis
4.7: Comparison of student’s performance on post-test of control 117
and experimental groups in the domain of synthesis
4.8: Comparison of student’s performance on pre-test and post-test 118
of experimental group
4.9: Comparison of student’s performance on pre-test and post-test 119
post-test of control group
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ABSTRACT
Title A Comparative Study of Effects of Activity Based Teaching and
Traditional Method Teaching in Mathematics at Elementary Level
Number of pages 193
Researcher Razia Noreen
Supervisor Professor Dr. Iftikhar Ahmad Baig
University The University of Lahore
Year 2015-18
Subject Education
Degree Doctor of Philosophy in Education
This study entitled “A Comparative Study of Effects of Activity Based Teaching
and Traditional Method Teaching in Mathematics at Elementary Level.” The objectives
of the study were: i)To compare the students’ achievement taught through activity based
method and the traditional teaching method in Mathematics subject ii) To check the
retention power of students taught through activity based teaching iii) To identify the
participation of students in activity based teaching iv) To find out the effectiveness of
activity based teaching in Mathematics at elementary level v) To explain the potential
role of activities in teaching Mathematics at elementary level vi) To enable the students
to appreciate use of different terminologies of Geometry in their daily life and to suggest
recommendations for conducting future research on the subject.
The population of the study was consisted of all students of seventh class of
Government Girls High School Bhedian Pattoki District Kasur. For selection of sample a
pre-test was administered to all (76) students of class seventh in Govt. Girls High School
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Bhedian Pattoki District Kasur except ten students. Thirty students were assigned to
experimental and thirty to control group on the basis of pre-test results comparing equal
marks. In order to achieve the objectives of the study pre-test, post-test from the seventh
class Mathematics Book prescribed by Punjab Text Book Board was developed to do the
intervention and for data collection.
Research tools (Pre-test, Post-test) were discussed with the teachers of
Mathematics and were modified in the light of their opinion. The modified version was
tried out on 10 students who were not included in the sample for pilot study and were
further re-amended in term of difficulty level on the basis of pilot study. The Researcher
personally taught both the groups (control and experimental). Independent sample t-test
was applied to accept or reject a statement.
Statistical analysis and interpretation of the test scores of experimental and
control groups showed that activity-based teaching has a positive impact on the
performance of the learners. It was found that students take more interest in the lesson if
activities are used. There was a significant difference between the performance of
experimental and control group after teaching Mathematics with activity-based teaching.
The study concludes that with the help of activities teaching learning process can be
facilitated and becomes more effective. Activities have proved to be of great importance
in teaching learning process. Information provided through such teaching is concise and
quick. Complex ideas can be understood with ease with the help of activity-based
teaching. Activity based teaching stimulates a high degree of interest in the learners.
They make the message clear.
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1
CHAPTER 1
INTRODUCTION
Education is a main activity of human life. It is an instrument for self-
discovery and self-direction, and stresses upon knowledge, skills and attitudes.
Education is a basic right of each person. It is as important for socio-economic
development of a country as breathing for existence. It is the responsibility of every
human being to search for knowledge from cradle to grave. Education is basic need of
all the people and is a lifelong process. Its importance has been accepted worldwide.
It is a powerful instrument playing a vital role in the development of an individual and
society. As indicated by Rizwan (2011, p.12), "By the procedure of education
civilization deliberately exchanges its accrued information, qualities and abilities from
era to era.”
Education shows an essential part in exchanging the disposition and conduct
of the people. Through instruction, individuals make sense of how they can enhance
the nature of their life in their never-endingly advancing world. So education has
power to change the world. Inventions and new revelations in quick moving world
demand the people to make themselves so as to meet the difficulties without limits.
According to Jumani (2003, p.29), “Instruction is an important component in
financial progress and societal adjustment. It decides the level of success, prosperity
and safety of the persons.” It can make an essential part in the life of man and society.
Each society wishes to be successful and stay alive for quite a while. As per Sharma
(2006, p.3), “A wide range of activities which go for adding the information, ethical
qualities and considerations requisite in all kinds of lifespan establish what we mean
by instruction.”
2
Learning gives confidence to a person to develop his/her innate potential. It
also prepares the learner with what is required to become a creative/productive
member of a society. Education is a process of giving or receiving specific knowledge
or skills. It is the science of instructions. In other words, it is any effort that has an
important effect on human mind, physical ability and character of a personality.
According to Ahmad (2004, p.14) the concept of education is “an art of using
information. It enables the students to visualize the whole with reference to the parts.
The best education is that in which maximum information can be gained with the help
of easy instruments.”
Teacher’s role is important in education. He/She are similar to a key to open
the entryways in education. The quality of education relies upon the capacity of
teachers. Teacher is a person who performs the duty of giving education and teaching
the students. Teacher plays an important role in the life of a student and in the
progress and development of a nation. He provides not only academic knowledge but
also knowledge about all the matters of life. A trained teacher can change the life of
the students. He is a role model for the students and a guiding star. Students follow
the teachers in all matters. Mirza, and Saleem (2011, P.4) have discussed the role of
teacher in educational process: -
The success of educational system depends upon the teacher. If teacher is
at high rank regarding his knowledge, character and moral value then he
can impart these qualities to the student for success in life. The teacher of
today does not consider the child as a vessel holding up to be topped off
with realities; nor as a flexible plastic material which can be changed into
any shape enabling him to plan his thoughts on it. The teacher of present
3
considers every kid as similar to a plant and helps the child to grow
according to its capacities and aptitudes.
Teacher helps the child to learn. He understands that to teach is to care the
growing child or to give him scholarly practice or to prepare him in the even feeling
of coordinating and controlling his growth. The most vital part of teacher is
completely includes collaborating with learners. Teachers must be leaders in the
classroom and in the school, acquiring the admiration of learner and setting a
productive sample.
Mathematics is at the heart of many successful careers and successful lives for
societal development, particularly in the extraordinary and accelerating change
circumstance. However, in reality, most people in general and students in particular
dislike Mathematics. The review of school- based educational research has revealed
that the majority of secondary school students find Mathematics as the most difficult,
abstract, tedious, deadly, and boring subject (Ernest, 1996; Wong, Lam and Wong,
2001; Nardi and Steward, 2003). Moreover, research studies show that students in
primary schools enjoy Mathematics but when they move to secondary school their
interest towards the subject declines (Lazim, Abu and Wan, 2003; cited in Ocak,
2006).
It is measured that Math is uninteresting subject and the negative conceptions
of Mathematics have a major impact on students’ achievement, enrollment in higher
education and their future career decision (Sam, 1999). So researcher has tried to
work on such important subject so that students can understand this subject easily.
Moreover, Mathematics is called the study of logical thinking. It assists the man to
provide precise clarification to his thoughts and decisions. Mathematics is the

4
establishment for achievement in child’s instructive practice. The nation needs such
persons who should be capable to consider difficult issues, to assess and ready to
change as per new circumstance and should have competency to take care of various
issues. They ought to have the capacity to pass on their ideas to others affectively.
The education of Math furnishes the learners by such abilities and manners that are
vital for the effective lifespan in a civilization. Educating of Mathematics produces
inventiveness and unlocks the minds of the pupils. It inspires the pupils and motivates
the procedure of developing intellect.
Mathematics is language of nature and nature cannot be understood without
Mathematics. It plays dynamic role in human life. Its learning is a compulsory part of
curriculum from early childhood to secondary education in the entire world. Babar
(2011, p. 23) described,
Mathematics originates from nature. Man’s first approach to
understanding nature was descriptive, but as time passed, man tried to
understand nature from different angles and used basic concepts in
diverse direction. Mathematics started with simple counting and these
numbers adopt new forms with the passage of time. New branches of
mathematics came into being. There are some branches which may seem
abstract and for away from nature. There are some formulae and axioms
for such branches as are only understandable for mathematicians. Abstract
ideas in mathematics help in discovery new formulae which made abstract
ideas clear to man.
Mathematics is the exploration of pattern, order, estimation and quality. Math
is considered the study of relationship among numbers, shapes and quantities. In it,
5
we use signs, symbols and it includes arithmetic, algebra and geometry. It involves
calculations which are a process, estimation and plan. Saleem (2006, p. 28) described,
Mathematics is the investigation of amount, structure, space, change and
related points of example. Mathematics is deductive study of numbers,
geometry and different dynamic constructs or structures. It is
comprehensively divided into foundations, algebra, investigation and
geometry which include hypothetical computer science.
Mathematics is more than a set of particular skills and understanding. It is a
system of quantitative and qualitative thinking including facts, concepts, values, and
processes which are so closely connected that they cannot be separated in practice.
Mathematics covers different extents like calculation, algebra, geometry,
trigonometry and measurements etc. Mathematics has picked up the position of a
special and wide language, which empowers man to express his thoughts about shape,
quantity and relationship. In this manner comprehension of Mathematics is vital for
effective life. Mathematics is the study of thoughts and their relationships in which
the only method of calculation may be used to verify any relationship between
abstraction and deductive thinking. Mathematics is simply an extension of reality.
Pound (2011, p. 1) described, “Mathematics is the unique key which turns the lock of
the physical universe.” Bulky curtailed
Geometry is one of the most widely used areas of knowledge. It is the key to
Mathematical thinking. Geometry is a part of everyday life and different geometric
shapes are part of our normal environment. Students take interest in their daily used
things. Geometrical things are easily available in students’ environment. So,
researcher has selected this branch of Mathematics for research study. The concepts
6
of Geometry affect every person from birth to death. Pictures that child draws with
points, lines and planes are simply representations of abstract ideas. It provides
knowledge and enables students to do things logically. Geometry has central position
in the modern Mathematical applications and it plays a vital role in finance, weather
forecasting or in other fields. Some Geometrical principles (e.g. equality, proportion,
similarity) are implanted in the nature of things. It is useful in many other branches of
study e.g., engineering, architecture, interior decoration, construction etc. According
to Ahmad (2005, pp. 69-70), “Geometry is the science of space and extent. It develops
the ability to draw accurate plans and is important in a person’s cultural development.
The greater part of the educating in our classrooms is done generally. The kids
sit silently in rows in the classrooms, the educator does all the speaking and the pupils
inactively listen to the instructor. They talk just when approached and do just as they
are told. In a traditional class room, the learning capabilities of most students are
limited only to copy what is written on the board and they are not able to actively
process the information through thinking, comparison and analysis. Due to this
limited mental capability, students lose interest in learning.
Activity based teaching is a strategy focused on the thought that learners ought
to be included through activities. Activity based teaching is a method adopted by a
teacher to emphasize his or her technique of teaching through action in which the
learners take interest comprehensively and realize effective learning practices. It is a
student-centered method. It is the procedure in which the child is effectively included
in taking an interest rationally and physically. Doing so as to learn is crucial in
successful learning. By using a variety of collaborative activities in classrooms,
students’ interest and active participation in learning can be enhanced. Such activities
also enable students to make their own knowledge.

7
Fundamentals of Mathematics are taught at basic level. So instructor ought to
instruct the essential equations and ideas with full commitment and persistent work.
Instructor ought to satisfy the pupils at this level and ought to uproot every one of
their questions. Conventional technique of teaching Mathematics is still utilized as a
part of a large portion of the instructive establishments in Pakistan. In this strategy
instructor does not utilize activity and Audio-Visual aid in instructing with the
exception of white board. Pupils don’t appreciate this technique. Utilization of
activities can make the education of Math further successful. Keeping in perspective
this the investigator has attempted to work on “finding effects of activity-based
teaching in comparison with the teaching by traditional method in the subject of
Mathematics at students of elementary classes.”
1.1 Statement of the Problem
This study is planned to find effects of activity-based teaching in comparison
with the teaching by traditional method in the subject of Mathematics at students of
elementary classes.
1.2 Objectives of the Research
1. To compare the students’ achievement taught through activity-based teaching
and the traditional method of teaching in Mathematics subject.
2. To check the retention power of students taught through activity-based
teaching.
3. To identify the participation of students in activity-based teaching.
4. To find out the effectiveness of activity-based teaching in Mathematics at
elementary level.
8
5. To know the potential role of activities in Mathematics teaching for
elementary level students
6. To enable the students to appreciate use of different terminologies of
Geometry in their daily life
7. To suggest recommendations for conducting future research on the subject.
1.3 Research Hypotheses
H0 1:There is no significant difference in mean achievement score of students
taught by activity-based teaching and the traditional technique of teaching in
Mathematics at elementary school students.
H0 2:There is no significant difference in students; achievement scores in the area
of knowledge taught by activity-based teaching and traditional technique of
teaching.
of comprehension taught by activity-based teaching and traditional technique of
teaching.
of application taught by activity-based teaching and traditional technique of
teaching.
of analysis taught by activity based teaching and traditional technique of teaching.
of synthesis taught by activity based teaching and traditional technique of
teaching.
H0 7:There is no significant difference in mean score on retention power of
Mathematics students taught through activity-based teaching at elementary level.

9
H0 8:There is no significant difference in mean score on retention power of
Mathematics students taught through traditional method of teaching at elementary
level.
1.4 Significance of the Study
This study will give the data about the different activities in Mathematics. The
research study will be helpful for the teachers to think about the utilization of
activities in Mathematics and their usefulness for the education of learners. The
research will be important in recommending that teaching of Mathematics can be
more authentic with the assistance of activity-based teaching. The research study will
be useful for text books authors and curriculum designers in planning and working up
the reading material on activity-based modal. The research will be useful for further
investigators who in-tend to take up study in this field. The investigator anticipates
that discoveries of this study will energize instructors and subject experts to utilize
activity-based teaching as a convincing procedure in educating of Mathematics.
1.5 Delimitations of the Research
a. Govt. Girls High School Bhedian (Pattoki) District Kasur
b. Students of seventh class only
c. Academic Session 2016-17
d. Subject of Mathematics (Fundamentals of Geometry 10.1 to 10.4 and revision
exercise) and (Circumference, Area and Volume 12.1 to 12.6 and revision
exercise)
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1.6Operational Definitions of Terms
Mathematics: Mathematics is a key subject of study. Mathematics might be
described as the essential science. It is that branch of science that utilizes numbers and
signs. Numbers and signs are organized utilizing orderly numerical principles. It
might be comprehensively defined as the science of space, time, capacity, amounts,
shapes and numbers and their association with each other.
Traditional Method of teaching: The teacher focused role when the instructor is
viewed as the rotate in the classroom, responsible for all actions and guaranteeing that
all class room message goes through him or the deductive strategy for instructing.
Activity-Based Teaching: Activity learning is interpreted as meaning school learning
settings in which the learner creates Mathematical ideas through dynamic
contribution. This procedure may include the control of physical materials, the usage
of games, or participating in experimentations with physical items.
The control group is a group that nothing happens to. A control group is the group
utilized for comparison as a part of an investigation. It has definitely similar
controlled environment, yet does not get the treatment.
The experimental group:-The experimental group is the group that you subject to
the variable with which you are experimenting.
Comparison: Comparison includes taking two or more things or thoughts and
considering their likenesses and dissimilarities.
Comparison group: A control group is a group to compare to an experimental group
in a test of a causal hypothesis. The control and experimental groups must be equal in
all applicable courses exception of the presentation of an assumed causal instrument
into the experimental group. The distinction or similarities between the two groups is
11
the means by which your outcomes are measured. One group gets the treatment that is
being tried by the experimentation.
Government Sector Schools: The schools that are under control of the Government
of Pakistan.
Elementary Schools: Those Government region schools in which admission begins
from class six to eight or first to eight.

12
CHAPTER 2
REVIEW OF RELATED LITERATURE
This part manages the literature review which includes views about elements
of educational process, system of education in Pakistan, elementary education,
Mathematics, its importance, history, branches, objectives and relationship with other
subjects. Methods of teaching, traditional method of teaching and activity-based
teaching etc
2.1 Education
Education is an important activity of human life. It is an instrument for self-
discovery and self-direction, and emphasizes on knowledge, skills and attitudes.
Education is a basic right of every individual. It is as important for socio-economic
growth of a country as breathing for survival. It is the responsibility of every human
being to search for knowledge from cradle to grave. Education is a basic requirement
of all the people and is a lifelong process. Its significance has been accepted
worldwide. It is a powerful instrument playing a crucial role in the development of an
individual and society. According to Rizwan (2011, pp.11-12),
It is the act of providing, teaching and attaining knowledge, creating
sound thinking, basic leadership and get ready the people to adopt the
changing situations in future life. Education is the procedure by which the
nation deliberately transmissions its collected knowledge, principles and
skills from group to group.

13
Education has power to change the world. It is the transmission of knowledge
from one generation to other either formal or informal methods. It is the helping hand
of the new nation and provides basis for sound thoughts. Education is the process of
social adjustment, self-realization and transmission of educational values to the new
generations. It is the procedure of bringing change in the behavior of human beings,
of imparting knowledge, developing skills and creating suitable interests and attitudes.
It is an integral part of life and growth. Education is a process of development. It is
planned for the development of a child. Educating our young is the most important
and is the most natural. Ahmed (2004, p.11) described, “Education is the knowledge
of mind in the procedures of nature. In which includes not just things and their
powers, but men and their habits too. It implies not only discipline of thinking, but
also a passion for creativity.”
By education, people achieve knowledge, skills, behavior, ethics and attitudes
of a society. It helps them to accumulate their cultural heritage and to live more
enjoyable lives. It also helps to acquire the occupational household skills. It is the key
to open all the doors of progress in any society. We can say that standard of living and
the attitudes of civilization reflect through the situation of the educational institutions
of it. Society manages schools, colleges and universities for its members and they
focus the quality of education received. Society can be recognized by its standard of
education and not by its institutions. Today everybody accepts that education is very
essential for individual growth and social progress. All modern societies want to use
their investment for the learning process of their youth. Sam, et al. (2002, p. 12)
described,
It is the procedure by which and through which the experience of the race,
i-e, information, abilities and talents are transferred to the individuals’ of

14
the society. It continues from birth to death and the school is not the only
organization that conveys education. Though the school applies more
prominent effect in educating the child, other social organizations like
home, religion, press, radio, library, TV etc., supplement its work. It is the
procedure of helping the child to adjust to this ever-changing world.
Education is not a simple concept. It includes not only the moral values and
the improvement of character but it also enhances the power of mind. It is the duty of
the education to find out the potentials of human beings and utilize them for the
benefit of the people. It can be said that education fulfills the social, economic,
psychological, physical, spiritual, moral and emotional needs of humanity. It is a
famous saying that education has central place in advancement and survival of not
only individuals but also for the society. Societies want to survive, for this they
transfer their values to new generation. To sum up, we can say that education is a
process to bring changes in the behavior of the students. As Malik (2010, p. 5)
described:
Education in its wide sense is any performance or experiences that
formatively affect the brain, character or physical capability of a person.
In its practical sense, education is a procedure by which society
intentionally transfer its accrued learning, abilities and qualities from one
group to others.
Importance of education can be summarized in these words that education
gives confidence to a person to develop his/her innate potential. It also equips the
learner with what is required to become a creative/productive member of a society.
Education is a process of giving or receiving specific knowledge or skills. It is the

15
science of instructions. According to Ahmad (2004, p.14) the concept of education is
as under, “It is an art of using information. It enables the students to visualize the
whole with reference to the parts. The best education is that in which maximum
information can be gained with the help of easy instruments.”
Education is one of the most important things in life. It provides us with all
that is required to make our ideas come to true. It opens ways to chances for bright
career. It makes us proficient of interpreting thing accurately and teaches us the right
actions, good manners and how to lead life. Shafiq (2008, p.11) described:
The significance of education is for two causes. (a) The teaching of a
human mind is not finished without it. It makes a man a right scholar. It
advises man how to think and how to make judgment. (b) Only through
the accomplishment of education, man is enabling to obtain data from the
exterior/outer world; to familiarize him with past history and get all
required data concerning the present. Without it, man is as in a locked
room and with it he finds himself in a room with every one of its windows
open towards outer world.
The main aim of learning is the development of youth’s potentialities and
elimination of the hurdles in the way of individual development. Education builds
confidence in each individual to make conclusions, to face challenges and to admit
success and disappointments. It is not just about lessons in textbooks as well as about
the lessons of life. Sam, et al. (2002 p. 2) described:
The purpose of education is different from race to race and group to group
however the key purpose of importance has always been on the mental
16
and physical development of the person. The methods employed at
various ages may also be different but the basic factor remains the same.
The main aim of education is that after acquiring knowledge, our children can
pay discipline approach to everything. They learn to relate properly and definitely
with their fellow men, and can work together for the universal good; to gain a deeper
knowledge of their faith and its submission in everyday life; to prepare them for a job
or profession so that they can earn their living and not be a burden on their family or
on society. In this age of advanced technology and scientific progress, to acquire such
particular skills are important for our country to compete with the developed countries
of the world.
2.2 Elements of educational process
Education is a complex process. There are three fundamental elements in this
process, the teacher, the learner and the curriculum. It is the teacher who arranges the
activities place out in curriculum, in the proper way for the learning of the leaner.
2.2.1 Teacher
The success of educational system depends upon the teacher. If teacher is at
high rank regarding his knowledge, character and moral value then he can impart
these qualities to the student for success in life. Teacher is a person who performs the
duty of providing education, undertakes the responsibility of education and training to
the students. The success of an educational process is based on teacher. Teacher is an
ideal personality for the student. He is advisor, mentor and trainer of the student. If
teacher is high in place of behavior, character and knowledge, he will bless students
with success and high status in life. He displays a significant part in the life of a
17
student and in the progress and development of a nation. He delivers not only bookish
knowledge but also the knowledge about all the matters of life. A teacher can
revolutionize the life of the students. He is a role model for the students and like a
guiding star. Students follow the teachers in all matters.
In the Standards Unit guidance (Department for education and skills, 2005, p.
6) the teacher’s part is defined as being too: “He shares the motivation behind the
lesson, select proper activities that give the exact level of challenge, accomplish entire
class questioning and conversation, encourage individual thoughts in a non-
judgmental atmosphere and draw together the most vital learning ideas.”
Holy Prophet (PBUH) has liked the title of teacher for Himself. Teacher has
been placed at high rank in every society. He has been called an artisan of human
soul. As a nation builder he is responsible for the development and uplift of nation
and society. It is essential for the teacher to have the feelings of responsibility to tend
to teaching mentally.
Mirza, Salam, and Nawaz (2011, p.3) discussed the role of teacher in
educational process as:
Teacher not only transmits knowledge to the student but also guides him
in every matter. It can cause great success in the student’s life through his
devotion, hard work and ability. If teacher is trained and skilled in
teaching art, he can lead to real spirit in educational process.
Modern teacher does not think the learners as a vessel holding up to be topped
off with realities; not as a flexible plastic material which can be changed in to any
shape empowering him to plan his thoughts on it. The teacher of today thinks every
18
learner as much the same as a plant and helps the learner to develop by its capabilities
and aptitudes. He helps the students to learn. He understands that to teach is to
encourage or develop the developing child’s or to prepare him in the sense of
coordinating or directing his development. To make a successful teacher of
Mathematics teacher must have full information of the topic and classroom
involvement. The previous confirms teachers have up-to-date information of the
material they will be conveying and the last confirms they can convey it. Cowan
(2006, p.57) quoted Stones (1994) who defined the pedagogy of teaching takes after:
Teachers are enquirers; they effort to take care of pedagogical issues by
exploring the theoretical structure of the subject they plan to teach and
afterward utilize this knowledge to decide the most suitable method for
teaching for understanding. They also use teaching tactics intended to
disclose learners’ misguided judgments with the goal that they recognize
what the learners’ are thinking and can address the students’ innate
modals through challenging issues and questioning.
Teachers additionally plan lesson to explain the standards and provide
attractive events, while considering every learner’s advantages and instructional
needs. Rather than simply giving lecture, teachers are helpers for learning procedure.
Sometimes, teacher performs alike guide, works with learners in the classroom or
outside the class. Perhaps most important part of instructor is fully involved
interaction by learners. Instructors must be bests in the class and in the institute,
getting the regard of learners and set a constructive illustration. An instructor has
ability to develop a learner's self-respect or destruction it in a moment.

19
The teacher plays a vital part in the organization of education. Teachers are
thought to be “constructors of country.” Future of the nation and the future of the
humankind rely on him. The impact of a teacher never stops. Like a painter makes an
image. In the same way a teacher forms the character of the child. So we can say that
a teacher has a distinctive opportunity and a dynamic part to play in contributing to
the total improvement of the child.
The most critical component expected in the educational recreation is the
teacher_ his individual qualities, educational experiences, proficient training and the
place that he/she possesses in the school and in the community. The repute of a school
and its effect on the life of the community unreliably relies on the working of the
teacher working in it. The real teacher is he who can quickly come down to the level
of the learner and exchange his spirit to the learner’s spirit and transparent and realize
through his mind. Such a teacher can truly instruct. Therefore, an active teacher is he
who can recognize the procedure of education can relate education to different parts
of life can remove flaws in instructive issues and proposed change. Zubair (2012, p.
140) described,
The nature of a country relies on the nature of its citizens, the nature of its
citizen’s depends-not only, but rather in basic measure-upon the nature of
their education. The nature of their education depends more than whatever
other single component, upon the nature of their teachers. The teacher place
in civilization is very significance. He goes about as the turn for
transmission of intellectual customs and practical ability from era to era and
helps to keep the light of human progress burning. The quality, capability
and the personality of teacher are certainly the most important.

20
2.2.2 Learner
The main component in the process of education is learner for which whole
educational process is undertaken. All other elements of education are working for
him. He is considered as the key contributor in the teaching and learning procedure.
For him, educational process is designed. The learners vary from one another in the
aspects of education. He is a dynamic member in the learning procedure.
Society makes educational structure for guidance and for the reasonable
growth of the students according to their individual requirements, behaviors and
interests. Society develops the educational process for their proper development and
training. Student is an essential member of the society. His education is education of
whole society. Society wants to make the students good citizens, so that, they can well
understand their rights and responsibilities. If we leave the children with-out
supervision, they may be matured but their standard will not be matched to the
national or social standard of the country. If we don’t care about the students, they
will learn some or other thing through their experiences and environment but their
standard may not be according to the required standard. Because the goal of the life is
not only to maintain the relation of soul and body but to earn living, mould life in
such a way as he may become useful citizen of the society and state. All students have
individual differences. They all are not same in age, habits, interests, behaviors,
capabilities, trends etc. To meet such differences and social needs education is very
necessary for learners. According to Mirza, Salam, and Nawaz (2011, p.3)
For the success of educational process, it is essential to know about
student necessities of the age, capabilities, personal interests and trends.

21
With the individual differences, nature and capability it is necessary to
keep in view his national, religious and social needs.
Students should understand everything a teacher says. They must always listen
and obey instructions. It is up to them to formulate their own opinions on something.
They have to struggle to their very best. Weimer (2014) described seven
characteristics of good learners
1. Good learners are curious. They like the discovering some portion of
knowledge.
2. Good learners seek after understanding attentively. They search out data.
3. Good learners are tireless. They perceive that a great deal of learning isn’t
entertaining.
4. Great learners are never satisfied with the amount they think about anything.
5. Good pupils create information individually.
6. Good pupils modify their insight structures with a specific true goal to suit
whatever they are realizing.
7. They use the fresh information to split down what’s ineffectively developed,
to complete what’s lone moderately constructed, and to make fresh increases.
8. All the while learners construct greater and well learning structure. It is
insufficient simply proceeds in new information.
2.2.3 Learning
Learning is change in any aspect of human personality. It can be physical,
behavioral, spiritual and related to character. In human personality, these required

22
changes are produced as a result of events and experiences. So, for the student, it is
arranged of such experiences which cause positive change and required change. There
is developed proper environment for learning in educational process. It is produced
some reaction when a man faces a trail, for example a child touches fire, his hand
burns, feels pain and he instantly moves away his hand, is a reaction in response to
some action and this whole action is an experience of a child. Now a child, whenever
sees the fire, will never go near it. Because, there has developed a change in his
personality as a result of experience, and this very change is learning. Students are
passed through such experiences and events to develop required and positive change.
This change collectively, causes learning in a learner.
Learning is a procedure and it requires time for children to learn. Teachers
should grow such a protected and attentive learning atmosphere in which all children
can learn. It requires such teaching activities and techniques that all students have
active contribution in the learning process. It requires the teacher to encourage
children’s efforts and recognize their success. It is also the responsibility of teachers
to manage with student’s misbehaviors during learning process by utilizing using
timely and positive strategies. This teaching and learning resource is designed to help
you become a good teacher.
Learning occurs in a different conditions and circumstances. Learners
don't for the most part acquire finest by meeting and attending to the
teacher, particularly at the basic level. They can learn by demonstration
and illumination by the instructor, association and drill, competitions,
problems and researching about Math (Bennett, 2003).

23
2.2.4 Curriculum
Curriculum implies a runway, a course, which a person runs to reach a goal.
Its literal meaning is a runway, path but in terms, curriculum means all those
activities, hobbies, experiences and investigations which are undertaken in or outside
the institution under the supervision of institution. It is modern concept of curriculum
that all sciences, hobbies and all other necessaries are the part of the curriculum to
complete the educational process. The status/place of curriculum in educational
process is like the role in system of any country. It has two main points: contents and
co-curricular activities.
Curriculum content is based on the knowledge derived from different sources
of science as a result of human experiences, observations, investigations. This content
is provided to the teacher and learner for teaching and learning purpose. Generally,
exams are taken from it. So, curriculum should be prepared according to the students’
mental ability, needs and interests as well as the ideology of life, values, social,
national and economic demands. There should be scope of flexibility and change in
curriculum to mould it according to the future needs.
Co-curricular activities are the second essential part of educational curriculum.
Curriculum plays a significant part in the building and development of student
personality in case of various activities of educational institution. These activities play
an important role in the status of successful future, character and behavior of the
student as a civil.
The curriculum is used for the total experiences that are provided to the pupils
for achieving the objectives of education. It includes the entire learner’s experiences,
it may be in or outside the school which is included in the program. As Hussain

24
(2009, p.72) has described, “Curriculum contains every-one of those exercises,
practices and situations which the student gets during his learning career under the
direction of educational experts. Thus it discusses the entire education of the learner.”
The educational program usually comprises all subjects and exercises over which the
school has control or for which it has responsibility. Rashid (2004, p.115) described,
“A course of learning activities established for the learner to perform, to make him
attain certain objectives set by the educational organization.”
In modern age, curriculum is interpreted as reflecting the total experiences of a
child in the school, and not just a program of studies. In the words of Arif (2011, p.9)
it might be said, “Each one of those actions occurring inside or out the learning
institution with the goal of learning of the learners under the supervision of a leader.”
Teacher has highly important responsibility in implementing vital trends in the
curriculum. Applying the curriculum indicates that when teachers plan and design and
develop teaching and learning strategies to suit the requirements of their pupils, they
should guarantee that these strategies incorporates learning opportunities and
educational practices for their pupils designed at attaining the learning results set out
in the educational program. As described Dash (2007, p.43)
Curriculum is the important instrument in the hands of the instructor
through which child’s character is being constructed. In its wider sense
curriculum goes to mean the whole educational enterprise of the school
designed for child development. So, in the absence of it educational
activities of school cannot be thought of.
Curriculum is a course of study offered by an educational institution. Course is
subset of a program of study. The curriculum can be described as a set of activities

25
which are selected to attain some targets. The curriculum includes classroom activities
connected to textbooks and other similar activities, which help in achieving the
targets. Wojtczak (2002) characterized curriculum as: "An instructive proposal that
spells out which objectives and targets ought to be accomplished, which themes ought
to be enclosed and which strategies are to be utilized for learning, instructing and
assessment".
Curriculum incorporates all those actions, practices and atmosphere which the
child gets through his educational establishments. In this way curriculum is the entire
learning of the child. Curriculum touches every part of the life of the students-the
need and concentration of student’s environment which ought to be instructively
suitable to them, ways and behavior to which their interest can be arouse and warmed
up, the techniques and methodologies which cause powerful learning among them, the
social proficiency of the individual and how they fit in with the group around.
2.3 System of education in Pakistan
System of education is a vital and fundamental need of the developing nations.
Pakistan is one of them. Without education any nation cannot be made developed.
Pakistan inherited two education systems on the day of independence in 1947.
One of them was Western and other was related with Islam. Iqbal (2006, p.18) says,
“Existing education system is not the result of a natural growth but was transplanted
by foreign rulers, to serve their purpose.” Education in Pakistan is distributed into five
levels: (primary; middle; high; higher and university) level.
2.3.1 Elementary Education: Grade (1-8)
It is the period of formal education beginning in the childhood and ending
before adolescence. It is consisted of Primary and Elementary education. It is the

26
stage in which youngsters get primary learning between the periods of around five to
eleven, preceding primary school and after preschool. Primary education implies the
learning of children up to the age of eleven years. It consists of first five to six years
of education. Akbar (2001, p. 14) described,
Primary education is the greatest imperative sub-sector of the entire
education structure. It is the basic stone whereupon the vast working of
the whole communal, social and financial development of a country is to
be made. Primary education is the most imperative stage in the education
procedure as it makes the basis of every consequent levels of learning.
Primary education is the essential right of all people without any division.
Elementary education is vital because it prepares the students for secondary
education. Elementary education forms the foundations of all remaining education. It
is an important stage in any system of education. About Elementary School System
Waqar (2008, p.5) said,
Elementary school system to which we refer today in Pakistan did not
emerge rapidly. It has evolved through last 50 year. The beginning was
very meager, and it has to struggle to evolve into elementary schools that
we know today in the country.
Elementary Education has basic position in any system of education.
Elementary education is the basic need of every person. It fulfills the special needs of
students during the first years of their schooling life. Mahmood (2005, pp.11-12) also
stated:
27
Elementary education has basic position in the structure of an educational
system. It has to respond to a multitude of demands raised by psychology,
philosophy and culture. It is the division of educational program that is
concerned primarily with general education, including the skills, facts and
attitudes which are required by all members of society.
It has specific goals that make it an exceedingly important component of an
educational system as a whole. Elementary education lays the ground work for future
learning and future success. At this stage, usually community prefers single sex
education, but co-education is also common in many areas. At elementary stage
students need guidance in their education because this age is very important in a
child’s growth. So, teachers as a guide should perform their best role in this
challenging duration.
2.3.2 Teaching in Elementary School
Teaching is an attempt to help someone to obtain or improve his talent,
thoughts, knowledge and ideas. Teaching can simply be defined as an act of imparting
knowledge in a group. Education is a composite procedure and can also be described
as a variation in attitude, thoughts or comparatively permanent change in behavior in
the end. According to Nawaz and Babar (2007, p. 11), “Teacher’s duty is to make or
impact attractive change in conduct. The main aim of teaching is learning and
teachers have to use their imagination, experiences and intuition to use suitable
content and most effective method.”
Early ages of the youths are the learning ages. They not only learn talents for
educational purpose but learn behaviors and attitudes. Effects of the stage remain
ongoing on the child’s personality. The elementary teacher influences the career of
28
students and the quality of subsequent life. Experiences children get through their
initial years can form their visions for future.
Main purpose of teaching is basically to establish a sound knowledge. The
teachers need the ability to understand each kind of subjects thoroughly especially, to
convey its real meaning to new generation. In any education program, success
depends on teachers. Educating is a general action. It is found in all civilizations and
during all ancient times. Knowledge cannot be transferred to next generation without
teaching. Elementary teaching demands considerable skills, knowledge, patience, care
and commitment. The teacher has a major professional responsibility to impart
knowledge to the young’s. He/she is expected to be a specialist in knowledge, a
counselor and a coordinator of instructions. School administrator and public have
many expectations from elementary school teachers.
Students to great degree attempt to copy their teachers. So a teacher ought to
attempt to present himself as a “Perfect Example” to the students and bear particular
qualities. The fair and the prime quality that Mathematics’ teacher ought to have love
and regard for learning and teaching Mathematics. Unless a teacher loves his subject,
he cannot motivate his students for learning it. As Suneetha and Rao (2004, p. 39)
described,
As per Rabindra Nath Taroge “A teacher can never really educate unless
he is as yet learning himself”. In this way, any teacher of Mathematics can
proceed to develop and be successful in his or her work, if he is conscious
of what is new and changing in the field of Mathematics. A Mathematics
teacher should have logical set of mind. This does not imply that he ought
to have the understanding of science but he should be organized and

29
efficient in his technique of teaching. In the light of the facts that as the
saying goes “We hear, we forget, we see, we remember, but when we do,
we understand.”
So, he ought to attempt make the learning practical leaning. A Mathematics
teacher ought to have some information of learner psychology so that every once in a
while, he may utilize the strategy for teaching as indicated by the need and
concentration of the child. Safdar (2010) explained that,
A respectable teacher gives direction to the learner. The guidance urges
the learner to do things that result in wanted learning. Teaching makes
conditions, which inspire and encourage learning. The teaching
occupation has been recognized as extremely complex, skilled and
essential in nature. Their work is considered as crucial for the welfare of
the society as that of lawyers, designers and doctors.
2.3.3 Objectives of Elementary Education
Objectives are narrower than aims. An objective can be realized during a
school program. Objective in any part of curriculum ought to be viewed as bearing of
development and not a final conclusion to be completely reached. They strongly
influence the organization of the educational program and in the meantime, they give
advices for the determination of teaching methods.
Elementary education starts after primary education. At this stage basic
concepts of a student are clear, which help them in further education. Main
educational aim and objective is to provide knowledge to the pupil so that he can
30
become a useful citizen in the society. Waqar (2008, pp.6-7) described the objectives
of elementary education in these words:
i. To deliver such education, that will built up all parts of a child’s character i-e
physical, academic and social.
ii. To prepare a child as indicated by his capabilities and aptitudes with the
essential information and abilities.
iii. To awake in a child a feeling of citizenship and public duties and in addition
sense of love for his nation.
iv. To form required attitudes in the child, for example, such as practices of
industry, personal integrity and interest.
v. To awake in the child, a love for physical movement and un- familiarity with
the part of games sports and games in the attainment of physical prosperity.
2.4 The History of Mathematics
Mathematics is man’s truthful companion and assistant right from the
beginning of human life on this earth. Man, invented Arithmetic to answer the
questions like ‘How many? How much? How big? etc.’ Algebra was afterward
devised to make simpler arithmetical computations. For measurement and shape,
Geometry was invented.
Geometry and Arithmetic are as useful as any research of today. Mathematics
has been a progressive science. Ancient men also felt their concern with this branch of
information. Though their conclusion was not very perfect, yet their efforts were quite
serious and actual. They were, of course, motivated in their attempt by their social
requirements. According to Singh and Rohatgi (2005, p.2)

31
It is beyond the doubt that over 2000 years before the start of Christian
period, both Babylonians and Egyptians had knowledge about efficient
techniques for measuring space and time. They had knowledge of
rudimentary geometry and rudimentary astronomy. This rudimentary
Mathematics was formulated to meet the practical needs of an agricultural
population.
Mathematics holds the mirror up to civilization. Mathematicians can take
pride in the fact that their science, more than any other’s is an exact science and that
hardly anything ever done in Mathematics has proved to be useless. It has been the
backbone of our development. It is no overestimation to say that historical
background of the Mathematics is the historical background of the human progress. It
has directed the improvement of different subjects, occupations and innovations.
Sharan and Sharma (2006, p.3) wrote about the historical background of
Mathematics, as “There has been various very remarkable development as innovation
and development about certain thoughts and processes. These thoughts and procedure
claim special status and significance in the overall progress of Mathematical
knowledge.”
According to Kausar and Zaheer (2008, pp. 6-7)
Elementary Mathematics has been a piece of educational framework for
the oldest progress, including Ancient Greek, the Roman Empire. The
primary Mathematics course book written in English and French was
distributed by Robert Recode. In the eighteenth and nineteenth century
modern change incited a tremendous addition in urban people.
Fundamental in numeric aptitudes; for example, capability to tell the time,

32
calculation of money and convey basic arithmetic, got the opportunity to
be significant in that new urban life style. Mathematics converted into a
central part of the course from an early age. By the twentieth century,
Mathematics was a part of the central subjects of in all advanced
countries.
2.4.1 Importance of Mathematics
It is impossible to understand science and technology without Mathematics.
Everyone needs some knowledge of Mathematics in one way or the other.
Mathematics is a very useful subject. It has been observed that students who have
been taught Mathematics at school by excellence teachers do have better results in
other science subjects also. Nisar (2005, p.1) described, “Mathematics is the science
that uses easy words for hard ideas.” He quoted the famous saying of Muslim scholar
Ibn-Khaldun, “Mathematics cleans the filth of mind as soap cleans the dirty clothes.”
The knowledge of Mathematics is multipurpose and required in all the day to day life
activities from awakening to sleep at night. Nobody can live without Mathematics for
a single day. Mathematics is concerned in every movement of our life.
Mathematics has an essential space in the school educational programs since it
is one of the greatest unique exercises of the human personality. It is considered as
father of all the sciences. It is highly related to our daily life when contrasted with
different subjects. Excluding our first (mother) language there is no other subject
which is all the more strictly correlated day by day life than Math. As Zubair (2012,
p.200) described,
Mathematics involves a vital place in the educational program. This has
been there since ages. In Plato’s view, “Those persons who are not ready
33
to study Mathematics and know its issues must not be permitted to enter
an institute.” Majority of famous educationists of past and in addition of
present, including Herbert, Frobel, Pestalozzi, and Dr. Maria Montessori
etc. have supported the significance of Mathematics. In their view, the
intellectual and social progress of a man is not possible without the
learning of Mathematics. In assessment of Napoleon the Great, without
development of Mathematics, no country can progress and development
of Mathematics is connected to prosperity of the state.
Mathematics is an essential subject in school curriculum. It is more firmly
correlated to our daily life when contrasted with different subjects. Today
Mathematics holds a vital place in schools. For giving a place in curriculum there is
no distinctive need of assessment and testing of it. Mathematics builds up the
youngster as social and scholarly people, like other subjects.
It develops up the child as social and intellectual citizen. It helps the students to
achieve the goals and objectives. Singh (2004, pp.17-18) describes the following
reasons for keeping Mathematics in school curriculum:
i. It generates sensible attitudes and provides clear mindset.
ii. It is an accurate science which develops the characteristics of discipline, self-
confidence and thinking’s etc.
iii. It provides opportunity to develop mental abilities of the child.
iv. It develops the characteristic of discipline.
v. The language of Mathematics is universal.
If we pay no attention to Mathematics, there will be a great handicap in the
progress of studies in many other subjects. No other subject can be alternate for
34
Mathematics. Saleem (2006, p. 29) describes, “Mathematics is considered as exercise
for the brain. It develops cognitive functioning, which enhances ability to think
quickly, rationally, practically and abstractly. It also improves general problem
solving ability for use in all facts of life.”
Significance of Mathematics is confirmed mostly by its efficiency, in economics,
science, and engineering and in public decision-making. Mathematics is an interesting
subject and is helpful in problem solving. Anything we learn from Mathematics helps
us in arts, sciences, finance and health. It is true that Mathematics helps us in each and
every sphere of life. According to Singh (2004, pp.46-47)
In our daily life it is mixed as the oxygen in the air. Every day of our life
begins and ends with the Mathematical thinking. Daily household
problems, food, clothing, idea of quality and quantity, daily account of
income and expenditure, allocation of funds etc., Such type of day to day
problems cannot be solved without the knowledge of Mathematics. It is
required in every profession be it a cobbler, a vegetable seller, a merchant,
a driver, a carpenter, a cashier, a labor etc. Mathematics is correlated with
our day to day life activities. Each and every individual needs the
knowledge of Mathematics at every movement.
The language of Mathematics consists of formula, concepts, theories,
principles, terms and symbols. It is a science of sound interpretation. It clears the
doubt from the mind of the learners. Mathematics develops self-confidence and self-
sufficiency in the students. It helps in the development of sense of appreciation and
scientific attitude in the children. It gives exact and reliable knowledge. Once it is
captured, it can never be forgotten. Its laws and rules are universal and can be
confirmed at any time.

35
Today Mathematics has become a different discipline much more than
Arithmetic and Geometry. Mathematics has wide spread applications in technological
education and has shown vast useful values in our day to day life. A common man
seeks the help from Mathematics in day to day life in adjusting his income and
expenses. The study of Mathematics plays an important role in modern education and
in modern society. Mathematics has a prominent place in modern education. As
Reddy (2007, p. 4) described,
Without numerical and Mathematical evidence, one cannot decide many
issues in our day-to-day life. There are specified timings, measures, rates,
wages, tenders, discounts, demands, supplies, consumption, targets, etc.
which impart a universal system in daily life. In the absence of these
Mathematical specifications, the society shall face disorder, confusion and
anarchy.
Mathematics occupies an important place in man’s life in all main and small
activities of life. Mathematical considerations are top most in a human mind. Young
children invent or make much of their own Mathematical knowledge. Although their
thinking is immature, they enter schools with some well- developed ways of using
Mathematics. Teaching and learning Mathematics is a long-life process. Reddy also
stated at p.14
Mathematics is active everywhere in our human society. Every student
should be aware of the interrelationships between the development of
Mathematics and the development of society itself. The world has now
recognized the importance of Mathematics and it is generally accepted

36
that some knowledge of Mathematics is an important part of liberal
education.
Mathematics is an important subject for understanding the world. It is used in
different circumstances and in everyday situations. Due to its multiple uses in society
it is considered as the most important subject in the world. Chambers (2008, p.99)
described early ideas about Mathematics:
Mathematics is frequently pronounced as a progressive subject, where
later learning relies on upon former ideas being grasped. From this
viewpoint, mathematical thinking grows in levels of understanding.
Learners need to return to old thoughts regularly, leading to a procedure
that includes recursion as much as it includes an order of thoughts.
Learning dislike taking after a set course, with students building routinely
on earlier information; at various stages, learners may need to drop back a
level to strengthen what they have learnt sometime recently. This is
especially the situation when students experience mathematics in a new
connection or effort to solve complex issues.
Our day-to-day life and conduct is entirely dependent on Mathematics. We
require Mathematics with a specific end goal to characterize, categorize and to
understand each fact. We need its learning in our every-day routine, house, outside,
market, income-expenditure etc. Suneetha and Rao (2004, p.55) described
Mathematics ought to be imagined as the vehicle to prepare a child to
think, reason, investigation, explain logically. Apart from being a
particular subject it ought to be dealt with as an associative to any subject
including analysis and significance. Mathematics has created from

37
Numbers and Number System is an exceptional field of it, by which
different branches of Mathematics are created.
Mathematics is the queen of all sciences and this imperative subject needs
effective strategies for teaching. It is viewed as that Mathematics is uninteresting
subject and has theoretical ideas. According to Amirali (2010, p.27)
Mathematics is at the sentiment of numerous effective vocations and
effective lives for improvement, especially in extraordinary and
quickening change circumstances. However, as a general, a great many
people and pupils specially hate Math. The survey of school-based
instructive research has found that the larger part of pupils discover Math
as the most tough, unique, theoretical, tiresome, destructive and tedious
subject.
In education, the significance and the place of a specific subject relies on upon
the truths and “to what degree the subject is useful in attaining the aims of the
education”. If any subject is more helpful for accomplishing educational purposes
then it’s important rises consequently. Since earliest times Mathematics had expected
a basic part in accomplishing aims of education, when contrasted with others.
Suneetha and Rao (2004, p.69) described about Mathematics’ place in school
curriculum,
Present age is the period of science and information. Being so vital “what
place ought to be given to Mathematics in the educational programs” in
school Kothari Commission has clarified about setting Mathematics as a
mandatory subject up to higher secondary or tenth standard and has said,
Mathematics ought to be made an obligatory subject for the pupils of first

38
to tenth standard, as a piece of general education. All great educationalists
like Herbert, Pestalozzi etc. has recognized Mathematics as a picture of
human change. Accepting Mathematics as a best method for academic
and social progressions, these educationists set Math on the top in the
instructive projects.
Mathematics is very valuable in our everyday life. It helps us to perform a
large portion of our responsibilities. With fundamental numerical skills, we can keep
record of our daily expenditures. We can make finances plan and preplan our uses.
Planning is essential to keep control over funds, particularly expenses. We can
estimate sales and benefits by applying scientific devices. Thus, it encourages us to
work together in an effective way. We become more efficient in our methodology
while managing others. Mathematics encourages business exchanges. The estimation
of buys and sales are recorded using the standards of arithmetic’s. It develops critical
thinking approach. We require accurate measure of vegetables, flavors, flour, and so
on while cooking. A woodworker precisely measures the size and expansiveness of
the wood and handles board while making furniture. Basic numerical estimations
prepare and build up a child’s brain.
The investigation of Mathematics depends on reasons. The universe occurs in
space and time, and is established of units of material. To ascertain the extension or
organization of material in space and time and to process the units that make up the
aggregate mass of the substantial universe is the object of Mathematics. For the space-
time quantum is all over the place filled with matter and we need to know matter
numerically in the primary case.

39
Mathematics is a crucial subject of study. It expected an essential part in
framing the basic of every other science which manage the solid
substance of space and time. Mathematics might be depicted as the major
science. It is that branch of science that utilizations numbers and images.
Numbers and images are arranged utilizing organized numerical rules.
Mathematics might be comprehensively illustrated as the study of space,
time, estimation, amounts, shapes and numbers and their associations with
each other.
Srivastay (2013).http://www.importantindia.com/8083/mathematics/
Mathematics is such subject whose information is required for the entire life.
It can be conceivable just when each child will concentrate on Mathematics as a
compulsory subject up to tenth grade. Mathematics occupies an obvious place in
men’s life, from an architect to professional or labor to finance minister and other
businesspeople, all required the assistance of Mathematics as demonstrated by their
prerequisites. Thus, Mathematics ought to be set on higher level despite the fact that it
is required for earning.
Mathematics is important because knowledge of Mathematics is fundamental
for the investigation of the physical sciences. Computation and figuring are the
foundation of all studies that arrangement with material in any structure. Even the
doctor who needs to think about natural cells needs the information of Mathematics.
To the technician and the designer, it is a continuous guide and help, and without
accurate learning of Mathematics, they can't continue one stage in dealing with any
complicated issues. Mathematical counts form a vital part in construction. Exact
calculations are made while getting ready for the advancement of other townships,
40
structures, bridges, and so on. Basic information about the easiest branch of
Mathematics, arithmetic, is the day by day need of each man and woman in the
common issues of life. According to Chiappetta and Koballa (2006, p. 99)
“Mathematics is the door and the best approach to science. Mathematics is important
for the comprehension of nature’s accuracies. The formulas and images help us to
recognize connections that represent laws and designs in nature. At a significant level,
Mathematics helps us to express models of circumstances that we can’t in any way
observe.”
Mathematics has a most basic bearing on the insightfulness things being what
they are. Investigation of Mathematics advances conducts for precision and
exactitude, and keeps a man from being neglectful and careless. It sharpens the
thinking power of a man and builds his mental sharpness. In general, a
mathematically minded man is normally more trustworthy than one who is generally
prepared. That is the reason the investigation of some Mathematics is necessary up to
the secondary phase of all education frameworks. Mathematics has been taken and
illuminated in different techniques. It keeps an eye on to give correct explanation to
his thoughts.
It deals with measurable particulars, associations and with issues
including space and procedure. It additionally manages the connection
among sizes. It empowers man to concentrate on different marvels in
space and set up different connections among them. From the perceptions
of physical and societal circumstances, sure innovative thoughts are
framed named proposes and maxims. Through a procedure of thinking,
one moves up and works out numerical outcomes at the unique level
(Saleem and Khalid 2000).

41
Mathematics is imperative in regular life, science and technology, medicine
and basic leadership etc. Mathematics is basic for achievement in school, as well as in
being an educated citizen, being beneficial in one’s selected carrier, and in individual
satisfaction. In today’s technology focused society, larger stresses have been put on
individuals to make an interpretation of and utilize mathematics to make sense of data
and complex circumstances. The learning of Mathematics furnishes students with
information, and conducts of mind that are vital for productive and compensating
support in such a general society.
Mathematics is one of the languages of social life and absolutely not any
more wonderful language was ever made by the brain of man. It cut off the broad
explanations through its images. So as to understand the instructive qualities and
instructional goals of Mathematics, the students must be experienced in classrooms by
using the services of conventional methods, instructive developments and innovative
advancements. Ediger (2000, p.1) described, “It helps the declaration of thoughts in a
correct shape, and enables to comprehend and acknowledge accuracy, briefness,
sharpness, logic and excellence of Mathematics. Math fulfills the instructive qualities,
for example, practical, disciplinary, social, logical, moral, professional and so forth.”
In the present age, the genuinely abstract nature of pure Mathematics has conveyed
the science nearer to responsibility. Knowledge of Mathematics is essential both for
the general individuals in the road and also for specialist and scholars.
2.4.2Branches of Mathematics
Branches of Mathematics are discussed here, so that importance of every
branch of Mathematics may be clear, and it may be seen which branch is much
important. So, these branches have been included in this research.

42
2.4.2.1. Arithmetic
The part of Mathematics which deals with figures and counting or calculation
is known as Arithmetic. Arithmetic is the organized study of fundamental operations
with real numbers and of the use of these operations in solving practical problems.
The most important properties of Arithmetic are commutative laws, associative laws
and distributive laws. For a person belonging to any occupation, knowledge of
Arithmetic is important to deal with the needs of daily life.
Arithmetic is the study of numbers and their calculation. The word
arithmetic starts from the Greek word ‘arithmos’, meaning ‘number’. We
utilize direct arithmetic computations in numerous day to day exchanges,
for example deciding the cost of items we wish to buy, calculating the
term of events or our score in examinations, making sense of the amount
of cash we have and the amount to spend on things or business wanders,
and so on.(Ameena, 2003, p.80)
Arithmetic has great importance in day-to-day life. Most of the fundamentals
of the numerical works etc. are guided by Arithmetic and its principles. A child
should know the effectiveness of Arithmetic and its useful and scientific applications.
He should know that arithmetic is not just something that he uses in school. The
purpose of any good program should be to teach the child to use his Arithmetic in his
everyday life. If a child uses his knowledge, he is ready and eager to study more.
A student should understand that arithmetic is a language of quantity and that
numbers concern to an amount of something. He should understand the verbal and
written signs with which to think and communicate quantitatively. He should show
growing capability to count, measure, compute, estimate and cause as he thinks
quantitatively. As per Rao (2005, p. 270)

43
Arithmetic, a major aspect of the Mathematics program for elementary
school children, should be concerned with numbers and their meaning,
with quantitative relationship. Arithmetic is a language of quantity. When
a child learns arithmetic he learns to use the language with which to think
and communicate.
This branch of Mathematics manages the properties of numbers and methods
for merging them through addition, subtraction, multiplication and division. It deals
with considering numbers well as with genuine numbers or complex numbers. It is
utilized from direct everyday counting to progressive science and business
computations. As Nickson (2000, p. 96) described, “In Mathematics, the objective is
to discover the answer and this objective is generally refined by means of doing some
arrangements of Arithmetic operations on either the given amounts of the issue or on
the transitional qualities derived there from.”
Algebra
Mathematics is a vast subject and Algebra is one of its branches. Algebra is a
method of calculation by using letters and signs with integers. It helps in solving
many difficult and complex problems of other branches of Mathematics.
Word ‘Algebra’ is alteration of the word ‘Al- Jabr’ al Muqabalah. In this al
means ‘the’ and Jabr refers to changing the quantity from one side of an equation to
another and shifting its sign, ‘Muqabalah’ denotes the procedure of subtracting similar
quantities from both sides of the equation.
Invention of Algebra was made by a famous Muslim Mathematician
Muhammad Bin Musa-al- Khwarizmi. The number of great Mathematicians was born
in Greek. But their work was confined to Geometry. They had no signs to show
44
numbers but they used alphabet to show digits. Like this, Roman also used alphabets
for digits. The symbols which we use for digits are introduced by Arabs. According to
Farooq and Saleemi (2011, p.81), “Al- Khwarizmi is considered to be the first
Mathematician who did spade work in this subject. He wrote a book Al-Jabr-wa-Al-
Muqabalah in 820 A. D. For that reason this branch is called Algebra.” Ameena
(2003, p. 98) described,
Where does the word ‘algebra’ come from? The Arab mathematician Al-
Khwarizmi (AD 780-850) was one of the first to focus on numerical
expressions. He composed a book entitled (in Arabic) Hisab al- Jabr an ’al
Muqabalah which depicted a technique for explaining logarithmic
conditions. The people who didn’t communicate in Arabic shortened and
cut down the title of his book to Algebra.
Algebra gives concrete formula for solving the sums. Algebra is an organized
study of general numbers (algebraic terms) and their relationships. General numbers
are letter symbols (A, B, C...a, b, c…) representing invariable or variable quantities. It
helps in the study of abstract Mathematical relationships through the new language
and new symbolism.
In Arabic system of Mathematics, Algebra was a device of solving the sums
by force. With the passage of time, it has assumed new dimensions and new concepts.
It represents a fundamental, new and particular approach to deal with exploration of
quantitative relationship, characterized by new representation, new thoughts and a
creative language. By the fact that in contrast to Arithmetic, Algebra is more
concerned with the conscious examination and procedures.

45
In Algebra numbers are generally represented by letters. The two main
characteristics of Algebra are symbolism and generalizations. In Algebra abstract
signs and symbols are used. In Arithmetic it is written, four books and seven copies
etc. But in Algebra, different alphabets (variables) are used instead of name of the
things e.g. 4a+7b here ‘a’ stand for book and ‘b’ stand for copy. Ahmad (2005, p.61)
described
Algebra is taught because it is useful in other branches of Mathematics. It
gives compact formulae or generalization to be used in all cases. The
solutions of problems by equations and by factorization are examples of
this. It provides an effective way for expressing complicated relations. It
inculcates the power of analysis and is a good instrument for mental
training.
We teach Algebra because it creates a real interest in the pupils. It induces and
provides the students with better opportunities to learn certain topics. Teaching of
Algebra emphasizes inductive method which is more actual and useful. Algebraic
methods help in simplifications of calculations and save time and labor. It provides
such an intellectual education that may be used and useful in different life situations.
In teaching of Algebra an effort is made to supply the student the numbers and figures
in a method that is free from uncertainty and shortage of language. According to
Singh and Rohatgi (2005, p. 326) Algebra is important because:
i. It gives compact formula or generalization to be used in all cases e. g. solving
of problems by equations.
ii. It has a practical value in a number of trades and industries.
iii. It provides an effective way of expressing the complicated relations.

46
iv. It inculcates the power of analysis.
v. It is a good instrument for mental training.
vi. It helps in generalization of scientific truths into simple and compact formulae.
Algebra is an expansion of calculation, in which letters exchange the numbers.
A letter can symbolize any number or value we choose to consign to it, so an
algebraic expression is truly a general explanation that remains constant for one or
more estimations of every letter. Algebra is very helpful, when we are attempting to
express an amount without essentially knowing its numerical quality. According to
Ahmad (2005, p. 61)
The word Algebra is Arabic in beginning. It is the debasement of the
word ‘Al-Jabr’ ‘Al- Muqabalah’ where Jabr mentions the operation of
exchanging a sum beginning with one side of mathematical statement
then on to the next where Muqabalah implies the procedure of
subtracting equivalent sums from both sides of the equation. It is
Manipulative ability, arrangement of issues by comparisons, a power of
generality and utilization of formula, and thought of usefulness.
Nickson (2000, p. 97) moreover describes, “Algebra is about form and about
change. Algebra, right back to its beginnings, is by all accounts on a very basic level
dynamic, working on or changing structures. It is also about comparability:
something is saved regardless clear change.”
The figures and working principles of calculation structure a part of a basic
branch of Math is known as Algebra. Algebra extends the thoughts of calculation so it
is conceivable to sum up the principles for working with numbers and utilize the
principles in controlling images, it does not include a sudden modification into a

47
particularly new field. As Schliemann, Carraher, and Brizuela (2007, p.10) stated:
“Algebra is seen as a general calculating of numbers and amounts. Their methodology
includes ‘a move’ from considering relationships between specific figures and
measures and from processing statistical responses to telling relationships amongst
factors.”
2.4.2.2.2 Geometry
Geometry is the branch of Mathematics. Geometry is one of the most widely
used areas of knowledge. It is the key to Mathematical thinking. Geometry is a part of
everyday life and different geometric shapes are part of our normal environment.
From very beginning the child’s study of a modern Mathematics program, he
has certain experiences with Geometry. The concepts of Geometry affect every person
from birth to death. Pictures that child draws with points, lines and planes are simply
representations of abstract ideas. Geometry is a combination of two words Geo+metry
which means measurement of earth. It provides knowledge and enables students to do
things logically and to develop logical thinking without which Geometry cannot be
understood. The Geometry teaching provides a mass of Geometrical facts. The
Geometric principles of equality, symmetry and similarity are implanted in the nature
of things.
Geometry is used to know about all kinds of shapes and their properties in our
daily life problems. Plane geometry is about all kinds of two dimensional shapes such
as lines, circles and triangles. Solid geometry is about all kinds of three dimensional
shapes like polygons, prisms, pyramids, sphere, and cylinder. Geometry used in
various objects such as surveying, astronomy, navigation and building etc of daily life
application.
48
Role of geometry in the daily life is the foundation of physical mathematics. A
room, a car, a ball anything with physical things is geometrically formed. Geometry
applies us to accurately calculate physical spaces. In the world, anything made use of
geometrical constraints this is important application in daily life of geometry.
Example: Architecture of a thing, design, engineering, building etc. Geometry is
particularly useful in home building or improvement projects. If you need to find the
floor area of a house, you need to use geometry. If you want to replace a piece of
furniture, you need to calculate the amount of fabric you want, by calculating the
surface area of the furniture.
Geometry has applications in hobbies. The goldfish tank water needs to have a
certain volume as well as surface area in order for the fish to thrive. We can calculate
the volume and surface area using geometry. Geometry is an important field of study
because of its applications used in daily life. For example, a sports car runs in a
circular path and it uses the concepts of geometry. One more examples are, Stairs are
built in your homes in consideration to angles of geometry and stairs are constructed
at 90 degrees. When you throw a round ball in the round basket, it is also a role of
geometry. Moreover, geometry is widely applied in the field of architecture. The very
most interesting example is that nature shows of geometry shapes in all nature things.
Geometry is also applied in modern day Astronomy. Astronomy is used to form many
pattern using points, lines, and angles formed through stars. The role of Geometry can
also help you find coordinates within a map.
Nature also has an abundance of geometry. Patterns can be found on leaves,
in flowers, in seashells and many other places. Even our own bodies consist of
patterns, curves and line segments. It is through the observation of nature that
scientists have begun to explore and explain the more basic principles now accepted
49
as scientific truths. These observations and realizations have lead to the progression
of new learning in both science and geometry. It continues today as new theorems
and natural events are explained and represented through geometric representations,
thinking and principles. Patterns are found in every single part of the home including:
painting designs, window placements, carpeting, and numerous other
examples. Geometry is useful in making things especially in construction work like
houses, bridges, monuments, and many more things. Geometrical tools are also used
in everyday life. Pi is one of the important developments in geometry which is used in
different fields.
Different fruits, leaves and flowers have geometrical shape depending upon
the area in which they are found. For example, pine leaves are thin and have sharp tip
giving it a shape like cone, the leaves of lotus are circular so that the surface area is
bigger and the leaves can float easily on water. Fruits like oranges, lemon
are spherical in shape whereas cashew fruits have a peculiar shape. Different
geometrical shapes are seen once the fruits are cut into half like in kiwi, orange, apple
etc. Even vegetables have different geometric shapes, like carrot, radish are conical in
shape whereas beetroot, tomato, onion are spherical in shape. Eggplant is oval in
shape. A spider web is the best example of geometry seen in nature. The outer shell of
a turtle also has geometric shapes and patterns on it. Mountains look like
a pyramid. When a stone is dropped into the still water of a pond, the design so
formed is geometric shape.
In addition to the aesthetic principles, geometric thinking is needed to ensure
homes and buildings are structurally sound. Understanding which angles provide
make for stronger and safer buildings has helped to change trends in construction. At
the most basic level, geometric principles occur all around us. Mankind craves the
50
geometrical principles and to explain events occurring within the natural world.
Home builders, interior designers, landscape designers all rely on geometric
principles to attract the eye of prospective customers. In some cases, the geometry
found in nature has provided inspiration for man-made items. While in other cases, it
is the natural events which have provided the inspiration for further developments and
understanding of geometric principles and ideas.
Therefore, many professions require at least a foundational understanding of
geometry. Sports, construction, weaving, sewing, decorating, as well as many others
require the use of the concepts learned through the study of geometry. In many of
these professions, the knowledge learned through a complete understanding of
geometric principles has provided not only an increase in safety, but also an increase
in the creation of tools, skill level enhancement, and aesthetically pleasing
arrangements. In sports, an understanding of angles might allow a baseball player to
better catch or hit a ball farther. In weaving and sewing, aesthetics can of course be
increased by using geometric designs, but other designs can be introduced, perhaps
increasing sales for a new clothing designer. In fact, almost all professions require
some basic understanding of the more basic principles of geometry. Whether it
includes the idea of shapes or on the more complex end, the understanding of the
process involved in proving a supposition, geometry is a direct or indirect influence.
Part of geometric thinking is the understanding of thinking in a critical manner and
deducing answers given specific facts. In this way, geometry is a life-long skill. It is
this type of thinking which is used to create new inventions or discover solutions to a
variety of life's problems. In the end, geometry surrounds all of us, making it a safer
and more productive place.

51
In ancient time, the flood of River Neel erased the sign of measurement of
agricultural area. It was for this reason that the area for agriculture had to measure
again for dividing among farmers. The area was measured again and again because in
those days agriculture was done near the rivers and flood of river erased its
measurement. It became the base of Geometry. Geo means land and metry means
measurement.
Rafiq and Ansari (2012, p. 125) described about Geometry, “Geometry has a
long and wonderful history. It helped us to make art, construct buildings, development
of structures and to find different universe. In this way, the learning of geometry
remained the center of ancient Mathematicians.”
The place of Geometry in the school curriculum is very profound. Geometry
has central position in the modern Mathematical applications and it plays a vital role
in finance, weather forecasting or in other fields. Geometry is taught because it
enables the learner to attain a group of Geometrical particulars. Some Geometrical
principles (e.g. equality, proportion, similarity) are planted in the nature of things. It is
useful in many other branches of study e.g., engineering, architecture, interior
decoration, construction etc. According to Ahmad (2005, pp. 69-70)
Geometry is the science of space and extent. It deals with the position,
shape and size of bodies but has nothing to do with their material or
physical properties. It is the key to Mathematical thinking. It demonstrates
the nature and power of pure reason. It develops the ability to draw
accurate plans and is important in a person’s cultural development.
At elementary level, children recognize and learn the name of basic Geometric
shapes: the square, the circle, the triangle, the rectangles etc. It is also important for
52
the children before starting the school. They learn that a thing is higher, lower, larger
or smaller. The child knows that his glass is full, half or empty. Children see their
parents talking about weight and height. They have some concepts of temperature,
time, and counting. It is all about Geometry. Geometry is generally characterized as
the investigation of shapes in space. The word Geometry is derived from the Greek
and means “earth measure”. The significance of geometry in the elementary school
curriculum has enlarged in recent years; in any case, research has shown a need for
significantly more emphasis on certain geometric points.
Geometry is divided in two branches: Demonstrative Geometry deals with the
shape, size and position of figures. It is based on definitions, self-evident truths,
assumptions and other established Geometrical truths. Practical Geometry deals with
the construction work. Most of the construction work is based on demonstrative
Geometry. Geometry is the investigation of two- and three-dimensional figures. It
incorporates characterizing the distinctive figures, and describing their area and
development in space. Geometry ideas can be used a part of subjects, for example,
reading and social studies, in addition math.
Geometry is the branch of Mathematics stressed with the properties of points,
lines, surfaces and solids. Most manufactured items follow ordinary geometric
structures: book is rectangular; a wheel is round, a sandwich is triangular etc.
Geometry is in this way a unique thought that helps us to examine measure and make
objects. It is greatly important, because it permits us to simplify the great
complication of nature. Geometry is one of mankind’s most powerful thinking
instruments.
53
According to Govt. of Pakistan (2006, p. 122), ‘Geometry’ originates from
two old Greek words, one is earth and the other aiming at to evaluate. These Greek
words, and also ‘Geometry’ may themselves be gotten from the Sanskrit word Jyamiti
(in Sanskrit Jya implies a circular segment or curve and Miti implies right observation
or estimation). Geometry is a combination of two words Geo+metry which implies
measurement of earth. It gives knowledge and enables students to do things
intelligently and to create logical thinking without which Geometry cannot be
understood. The Geometry teaching gives a mass of Geometrical truths. The
Geometric principles of equality, symmetry and comparability are inserted in the
method of things.
In the words of Kausar and Zaheer (2008, p.19) “Geometry signifies “land
estimation.” Geometric thoughts were produced by early man when he watched and
looked at changed shapes in his surroundings environment and when he was met with
the issue of measuring land.” The place of Geometry in the school educational
programs is very significant. Geometry has central position in the advanced
Mathematical applications and it plays a dynamic role in finance, weather forecasting
or in other fields.
As Johnston (2005, p.211) argues, “The development of Geometric reasoning
is important for all learners. The important commitment to all learners’ improvement
accessible through Geometrical thinking is to build up the ability to imagine, to “see”
an element, as something is allowed to change and to see that there are realities which
should true.” According to Govt. of Pakistan (2006, p. 122),
Geometry is a great part of Mathematics to instruct. It is full of
stimulating issues. Geometry appeals to our visual. Thus it can be an area
that catches the attention of learners, frequently those learners who may
54
discover different parts of Mathematics, for example, number and algebra.
Teaching Geometry well can mean engaging more students to find
achievement in Mathematics.
Geometry is area of Mathematics that suggests huge potential for carrying the
subject active. The graphic method of Geometry, its rich history and socially
distinctive foundation and its relations with painting and plan, all offer chances to
make Geometry teachings exciting and stimulating.
2.4.3 Correlation in different branches of Mathematics
All these branches have been incorporated with one subject to give an
integrated look. Their correlation should be utilized appropriately. This correlation
can make definite concepts clearer. Through Arithmetic and Geometry, it is possible
to make certain Algebraic concepts clear. Similarly, through the method of Algebra, it
is possible to solve certain difficult sums of Arithmetic as well as Geometry.
Nobody can prove false the point of view that Algebraic method is far better
in solving many usual problems in Arithmetic. The equation is the most normal
method of solving difficult Arithmetical problems. Algebra is the branch of
Mathematics like Arithmetic and is useful in other branches also. As digits are used
in Arithmetic like that these digits are also used in Algebra. But difference is that we
use English alphabets along with digits. Basically, Arithmetic and Algebra have many
things in common. They both have division, multiplication, subtraction and addition.
They use same symbols like (+, ×, ÷, ‒) for these operations. Besides this, fraction,
ratio, proportion and square root have same meaning in both of these.
It is said that four fundamental rules of Arithmetic and Algebra cannot be
learnt without having knowledge of integers. Without having elementary knowledge

55
of Arithmetic, Algebra and Geometry problem of statistics cannot be solved.
Similarly to learn trigonometry the knowledge of Arithmetic, Algebra and Geometry
is essential. Therefore, all the branches of Mathematics must be incorporated with
one-another. Singh and Rohatgi (2005, p. 112) also described,
The language of the sets also makes use of Arithmetic, Algebra,
Geometry etc., to crystallize Mathematical facts and understanding.
Similarly, algebraic equations are made meaningful by drawing their
graphs. Logarithms in full cannot be mastered unless helped by the use of
first four fundamentals of Arithmetic’s, namely, +, ─, ÷, ×. Trigonometry
becomes enjoyable with the use of Arithmetic. Linear becomes
meaningful only by using Geometrical designs and concepts.
As Kieran (2006, p.13) pointed out, “despite the fact that Algebra and
Arithmetic have the same signs and images. Various calculated adjustments are
required for starting to Algebra as these signs and images shift in importance from
those usually held in Arithmetic.” The earliest stages in the educating and learning of
Arithmetic are imperative to the critical learning of Algebra. Most key Arithmetic
ideas that are told in the early years of educating are general to both subjects. A more
positive instance of the associations between the two is that when children see early
thoughts in learning to idea of division, they are being familiar with the ‘part-whole’
idea which is so basic to Algebra and the resolving of word issues.
2.4.4 Objectives of Teaching Mathematics
Objectives are part and parcel of aims; they are always derived from the aims.
Aims of educating Mathematics means the broader reason that might be satisfied by
the educating of Mathematics. The objectives of teaching of Mathematics are those
short-range direct objectives or purposes that might be accomplished inside the

56
particular class room assets by a teacher. These objectives help in acquiring suitable
behavioral changes in the learner for the definitive understanding of different aims of
Mathematics educating.
Now classroom teacher, while setting up and implementing a school program,
would always keep in mind the objective before him. An objective is a point or an
end-view of the possible attainment in terms of what a student is to be able to do
when the whole educational system is planned for educational aims. No subject can
be instructed without having aims and objectives of teaching of that subject
doubtlessly before the eyes. These objectives and aims are the guiding stars. They
give proper track to the educator and learner.
Objectives are the definite and exact behavioral outcome of teaching a
particular topic in Mathematics. A good objective should be specific and accurate. It
should be achievable. The teacher is required to choose some of these objectives
according to his topic or students. He is to try appropriate methods of teaching as
well. These objectives are also to be kept in mind while framing a curriculum.
According to Reddy (2007, pp. 17-18) objectives of teaching Mathematics are as
under:
i. Development of the capacities, for example, the capacity to deal with insights
and present them efficiently;
ii. Growth in practical comprehension of logical and technical miracles that is
part of the child’s environment;
iii. Growth in development and comprehension of Mathematical thoughts and
principles that function in students experiences and clarify them.
iv. Progress in vitality about contributions and potentialities of Math for the
change of human welfare;

57
v. Growth of the ability to break down problems;
vi. Growth in the utilization of manipulative and critical thinking abilities which
are included in investigations in the range of Mathematics;
vii. Reading and understanding Mathematical compositions;
viii. Locating conclusive sources of Mathematical data;
ix. Using the instruments and strategies of Mathematics;
x. Development of the ability to use the subject in everyday life;
xi. Recognizing and assessing assumptions, basic methods and procedures used as
a part of dealing with problems;
xii. Seeking new connections and thoughts from known actualities and ideas;
xiii. Recognize the pertinence and adequacy of data;
xv. Development of the knowledge of technical terms.
In Pakistan, at school level, Mathematics is a necessary subject. Federal Board
of Intermediate and Secondary Education’s Scheme of Study of Mathematics (2007,
p. 8) states that the philosophy of teaching Mathematics is reflected in its objectives
which are provided to the students with the data and abilities important for innovative
work in Mathematics and the sciences.
This scheme accounts following objectives of educating Mathematics:
i. To empower the students to obtain an understanding of thoughts of
Mathematics and to apply them to issues of the world they live in.
ii. To give the learner a sound reason for specialization in Mathematics at higher
stages or to apply it in exploratory and specialized fields.
iii. To enable students to make right conclusion for given theories and to impart in
them a habit of looking at any circumstances basically and systematically.

58
iv. To empower students to impart their thoughts through figurative expressions
and diagrams.
v. To build up a feeling of distinction amongst applicable and insignificant
information.
vi. To give the students an essential comprehension and consciousness of the
power of Mathematics generalization and consideration.
vii. To raise in the students the spirit of investigation and revelation.
2.4.5 Teaching of Mathematics at Elementary level
Instructing of Mathematics at basic level is exceptionally imperative.
Essentials of Math are instructed at this level. Thus instructor ought to show /
demonstrate all the essential formulations and ideas with full dedication and constant
work. At this level teacher ought to satisfy the learners and ought to answer all their
questions. As Diane (2008, p.3) described,
Teachers must urge learners to see and utilized Mathematics in all that
they do, for estimation in science, for method of reasoning and thinking in
language and correspondence, for relations and rhythms in music, for
geometry in drawing, and for scoring and positioning in games. Teachers
in all subjects, not just Mathematics, must help learners consider of
Mathematics not only as assignment on school worksheets, as well as
something that rises actually in different connections.
Teaching of Mathematics is essential because our students want to know its
importance in modern world. Mathematics provides base for science and technology,
and enables banks and insurance companies to function efficiently etc. As Goss,
Stillman, and Vale (2008, p.3) described,

59
Great teachers of Mathematics are deliberate in having a position
alteration to the learning out comes, psychological and emotional, of the
students they educate. They are touchy and receptive to all parts of the
content in which they educate. This is reflected in the learning situations
they develop, the lessons they arrange, their uses of skills and different
funds, their performance and the ways in which they evaluate and write
about student learning.
Teaching of this subject opens new doors for the students to see in the world
around them and for doing productive work in future. When teacher relates and
connect the new concepts with the previous one taught, then student also solve
problem of present and previous in a good way. They can walk with the advance
world. As Chambers (2008, p. 12) described,
A general humanistic justification for teaching Mathematics is that, it can
furnish individuals with a sensation of control over their surroundings,
and in this way it builds a feeling of force through information. Math
strengthens the point of view that developments in public field are
conceivable and that desires to a superior lifestyle are truthful.
The effective instructor of Mathematics is one who succeeds in making the
learning of Mathematics motivating and empowering information for his students and
for himself. The instructor who is aware of the correct use of active demonstrating
will go far in understanding the purposes of decided guideline. Mustafa (2011, p.26)
described,
There are some wide components that should be refined in proficient
educating of Mathematics. These are; completing essential instructional
schedules easily, thinking and thinking consistently, strong

60
comprehension of the inside learning required in the act of teaching, the
competency of dealing with issues that happen all through instruction and
planning of effective guidelines, innovative (creative) spirit toward
Mathematics and the upgrade of practice.
No system of education is successful without its teachers. We cannot achieve
standard of education and value of education without the excellent teachers.
Competent teachers are undoubtedly very important. Teacher can work effectively if
they are provided professional training and satisfactory conditions of work. Teacher
of Mathematics should be provided with an excellent lab, best equipment’s, library
and best curriculum. The progress and standards of any nation cannot be raised
without its teachers. According to Reddy (2007, pp. 21-22)
In the present set up, as we find, the teacher is the pivot in every scheme
of work. We need well-qualified Mathematics teachers, for the nature of
education depends mainly upon the nature of the teacher and not on the
material facilities only. He may be provided with an excellent lab, best
equipment, well-stocked Mathematics library, an ideal curriculum, and
very suitable time-table but unless he himself has a heart in his work, love
for his profession, positive attitude towards Mathematics teaching, knows
his subject and understands the techniques of teaching, he is not likely to
win success.
The teaching of Mathematics is much more than just handling out facts and
information of Mathematics. The teacher should keep aims of learning Mathematics
before student and should be devised appropriate learning experiences for them to
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attain those aims. He/she should give confidence and opportunities to pupils for the
growth of their natural abilities.
As per National Council of Teachers of Mathematics (2000, p.16), Research
reports demonstrate that four characteristics of Mathematics instructor can expect a
basic part in powerful educating of Mathematics. These characteristics are as under:
1. Teachers require significant understandings of Mathematics they educate---ideas,
practices, demonstrations, and presentations.
2. Teachers need to implement teaching methods that inspire and develop students’
intellectual about Mathematics.
3. Teachers require a significant understanding of the ways that students learn
Mathematics.
4. Teachers need to attract constantly in analytic reflection on their practice.
A class is always a grouping of students with individual differences. It is the truth
that all the students do not learn alike, at the same time. It is the teacher’s technique
which can maximize the learning output. There is no charmed formula that fits each
learner. We have to understand that a diversity of methods is important to meet the
Mathematical adjusting needs of all students. They think it is the duty of the teacher to
determine which method is more beneficial for Mathematical learning of each student.
The Mathematics teacher has a major duty in supporting pupils to learn in continuing
lessons and units of study. Teacher should try to correlate the abstract knowledge of
the child with some useful values of life. Teacher should have more knowledge of
child psychology so that from time to time may use the technique of teaching
according to the need and interest of the child.
As per National Research Council (2001), there are some wide aspects that should
be refined in helpful educating of Mathematics. These are; “completing essential

62
instructional schedules easily, thinking rationally; concrete comprehension of the
center information required in the act of educating, the competency of dealing with
issues that happen all through instruction and arrangement of effective guidelines,
imaginative attitude to Math and the upgrade of exercise.” In opposition to these
required elements, unluckily educating of Math has been evaluated for its prescribed
and fake presence where as great consideration has been rewarded to the training of
definite figuring techniques. (Mosvold, 2005)
Mosvold, (2005, p.24) also expressed that, “It is basic for an instructor to grasp
that youngsters don’t acquire ideas orally, yet by activity. Taking into account this
thought, the student ought to be permitted to acquire through investigation and control
with solid resources.” In educating of Math, investigation and control of strong
resources are important in the light of fact that instructing is a get-together action in
which different factors are included. Educator as a free factor, learner being a
destitute factor, content and instructional technique are meddling factors of this action
(Narayana, Krishma, and Rao, 2004). Teaching of Mathematics can be enhanced
through finding and conversing about different teaching strategy of Mathematics.
“Unless, the improvement of indicating techniques, it might be of minimal
advantage to endeavor to upgrade the traditional substance of the course in Math. This
is reason in Mathematics’ instructing; different instructing techniques are unavoidable
to deliberate in Mathematics curriculum” (Vashist, 2003).
2.4.6 Teaching of Mathematics with application
Use of Math is one of the objectives of instructing Math. The affirmation and
use of Math in connection outside Math is the requirement of the learners. They are
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essential to get involvement in the demonstration and use of numerical ideas in all
other educational controls and in their work apartment similarly (National Council of
Teachers of Mathematics, 2009). Presentation is a source to support information. The
education of all things is adjusted just to its usage. The uses of Math to various topics
by educating offer clearness and assurance to the learners. It causes for joy in
education and solid conduct on the learning of Math. Demonstrating the utilization of
Math to certain different fields in which the learner is presently taking an interest
effectively addition learner’s concentration.
Demonstrating Math with application is frequently seen as the chance to
paradise in Math educating. Use concerned Math educating and from certifiable
occasions instances will expand learners’ attention and inspiration in Math. It builds
up the encouraging sentiments of learners towards Math and keeps up the whole deal
holding of learners. “Inspiring by methods of significant uses, functioning on
demonstrating, dealing with issues, this is the perfect technique, we think for our
Math educating at all stages” Alsina (2002, p.242). A basic result of teaching by
method for usage is that the traditional method to convey addresses should be
transformed. Educating with applications today implies ceasing the 'talk &chalk'
strategy.” In Math instructing nowadays over the advanced world, the focal point of
consideration is the technique in which kids acquire as active issue solvers. They are
expressive in their considerations and making sense of how to make wise relationship
as they gain the dialect and skill suitable to people now (Anghileri, 2005). Relating
Math in practical world issues can create comprehension of Math while some reflect
the use of Math to certifiable issues outer the class room is the way to comprehension
of math (Cooper and Harries 2002).

64
The issues of Math, which are established in the connected structure in this
present world, are the essential and compulsory component in education of Math.
Such issues help in inspiring and connecting with learners with a reason and setting
for utilizing, educating, or doing Math (Brenner and Moschkovich,
2002).Lyublinskaya and Irina (2008) have referred to the investigation focuses on that
genuine application, particularly graphic and hands-on shows, improve learner’s
knowledge of the substantial, encounter requirements of learners with various
education styles, and make extra inspiration for taking in a prepare. Anthony and
Walsha (2009) described context in Math instructing. Context here means fanciful or
genuine location of numerical issues that shows the utilization of Math by the use of
various exercises in Math instructing.
2.4.7 Relationship of Mathematics with other subject
The term “correlation” in its simplest form means “connect or are connected
systematically.” So, any program of good teaching stresses and employs correlation
techniques where a subject is related to other. Correlation is concerned with telling the
degree of relation between variables. Correlation indicates a joint-relationship
between two variables. There is direct and indirect relation of Mathematics with a
number of subjects. The roots of Mathematics are ingrained in science, arts,
humanities etc. As Singh and Rohatgi (2005, p.107) described
Correlation together the elements of two or more different subject matter
fields that bear on the same large problem or area of human experience, in
such a way that each element is reinforced, broadened and made richer
through its association with the elements from the other subject fields.
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No subject can be taught in isolation particularly ‘Mathematics’. To take the
learning process to its desired end, we have to take full advantage of various
correlations and applications of Mathematics. Teaching of Mathematics must be done
by keeping in view its relation with other subjects.
Teaching of Mathematics helps in understanding the subject-matter to the
students. It is possible to correlate different experiences and at the same time,
allow different aptitudes to work with coordination and correlation. As Coles and
Copeland (2002, p.7) described, “It is through utilizing Mathematics as a part of
the setting of different subjects that pupils build up their capacity to apply
Mathematics.”
The minds of the student works in such a manner that he can understand a
subject easily that is being taught, by keeping in view its relation with other subjects.
Such a teaching brings about healthy development of personality.
If Mathematics can be connected to different parts of the curriculum or of
learning, either at school or pre-school, then children may discover it will
turn out to be more important to them. If they realize, for instant, that they
are utilizing count abilities when they work out what number of spoons
they required they need for their group of friends, to what extent a ruler
ruled, the measure of rainfall in a season or the genuine distance starting
from one town then onto the next as represented on a chart, then heir
interest in obtaining such calculation skills may increase. (Bottle, 2005,
p.38)
Mathematical information instead of execution of methodology requires
profound comprehension and ability to apply Mathematics in a diversity of situation

66
(Keeley and Rose, 2006). In such way to see the relationship of different branches of
knowledge in Mathematics is the essential requirement of the learners (Posamentier
and Jaye 2006). Mathematics projects ought to give emphasis to contacts amongst
Mathematics and other zones so that every learner perceive, utilize and get some
answers concerning Mathematics in connection outer of Math. The relationship of
Mathematics with different subjects through educating is a productive technique for
students to study Math and recognize its usefulness. It makes students ready to
profoundly comprehend Math and continues for quite a while (National Council of
Teachers of Mathematics, 2004).
Students’ opinions round the significance of Math in public arena and the part
of Math acting for involvement to various controls can be enhanced by interfacing
Math with different parts of information by educating of Math (Herrera, et al., 2007)
and it is the vital goal of school Math. Constructing relationship in Math and in
different topics is alike a vehicle in Math for inspiring and starting of students’
interest and conversation (Christopher, 2010). When learners relate their
Mathematical information and abilities with different branches of knowledge,
Mathematics is seen as more charming and more beneficial than when students
consider Mathematics as a distinction subject (Posamentier and Jaye2006).
In relationship procedure, the ideas of one discipline are incorporated for
educating the ideas of a different teaches (Synder, 2001). In Math, the information
and ideas of different zones can be related by exercises in educating of Math. For
illustration, in educating numerical thoughts of uninterrupted deviation, the physics
ideas of power, can be associated through exercises. In the same way, the social
studies thoughts of general conclusion reviewing can be related by activities with

67
demonstrating math thoughts of information gathering and information performance
capacities. The association may support in connecting the present world condition to
Math (Grouw, 2004).
One of the causes for connecting Math to genuine circumference is given in
the games and business sectors of the daily paper (Posamentier and Jaye, 2006, p.95).
He called it a joined study when children widely investigate learning in different
subjects related to particular parts of their environment. In his viewpoints,
compromise makes when aptitudes and learning are created and connected in other
than one domain of education. “Such kind of Math project which associates Math
with different orders or themes will prompt to joined educational modules as the
inspiration of coordinated curriculum is to make such knowledge circumstances that
empower learners to interface the ideas of various subjects and relate the school
things into their genuine living. (Hsiung et al, 2000).” Relationship of Mathematics
with other subjects is stated here to find out the use and benefits of Mathematics
(geometry, algebra and arithmetic) in daily life.
1. Mathematics and Physics
Mathematics is the key of all sciences. Mathematics and Physics have a close
relationship with each other. For advanced education in Physics, a great learning of
Mathematics is very useful. Each one of the laws of physics is communicated in
mathematical linguistic. To deal with numerical issues in physics we require good
information of Mathematics. In Physics we must be scientifically correct, e.g.,
launching of satellites on the moon required appropriate measure of push in rockets,
accuracy in time and speed, angle of dispatching, shape to give minimum friction and
thus numerous different calculations. Working of a machine is conceivable when

68
there is appropriate adjustment of its parts. The law of lever depends on the basic
mathematical standard of balance of the sides of a condition. The units of estimation
are a significant part of the time used as a piece of Physics.
Each rule and principle of Physics is based on Mathematics. As Singh (2004,
p.48) described, “The laws of motion, friction, expansion of solids and liquid
pressure are dependent on Mathematics.” In short, algebraic equitation’s, graphs,
geometry, calculus, logarithms, different equations, statistics etc. are the valuable
tools of Physics.
According to Pinskya (2013)
Physics and Mathematics are two ranges of academic activity that have
been significantly weaved all throughout the long history of science and
however they represent two separate ideological elements. This
circumstance reflects the complication of representing both disciplines in
school educational program. Physics teachers frequently describe that
their students don’t comprehend physics because of the lack of
Mathematical information and claim that such information ensures
productive learning of physical science.
2. Mathematics and Chemistry
Mathematics and Chemistry are interrelated. It is almost difficult to take after
last advancements of general Chemistry without working information of higher
mathematics. Every chemical compound is represented by certain numerical laws.
Mathematics is used in chemical equations and other calculation work. A
comprehensive knowledge of some basics of Mathematics is very useful in

69
understanding certain concepts of Chemistry. Percentage, ratio & proportion are
used in Chemistry.
All chemical compounds have their basic components in a certain proportion,
e.g. in combination of water or the formation of H2O gas is possible only when two
atoms of hydrogen are combined with one atom of oxygen. Chemical equalities are
adjusted by counting the quantity of molecules on either side. In the structure of
molecule, there are some set relations concerning electrons, protons etc. Atomic
weights of natural mixtures are calculated mathematically. So Chemistry needs
Mathematical laws a lot.
3. Mathematics and Biology
Knowledge of Mathematics is necessary to understand the nutritive values of
food articles and to know the supply of water in connection to all living bodies. We
can study about living cells, number of bones, blood composition, plants and animals
through Mathematics. In medical sciences identification and remedial treatment of
patients is based on Mathematical (e.g., dimension of body temperature, blood
pressure etc.) The knowledge of Mathematics is used in different systems of
treatment for preparation and recommendation of doses. Investigation of biology
relies on its branches-bio-physics and bio-chemistry. Both these branches use
Mathematics on a wide scale. Recently biomathematics has also begun to develop
and this is an imperative field of study for Biologists. Different experiments in
biology additionally require investigation. For many complex issues the solutions can
be discovered only by usage of strategies for measurements.
Health related data can be clearly related in Mathematics teaching in the light
of the fact that Mathematical ability is a major and compulsory part in health and
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medical conclusion creating. “Numerical data for example danger and results of
treatment is very essential since it is the subject of life and passing in prosperity
related information (Reyna and Brainerd, 2007, p.147)” and these can be instructed
through Mathematics.
4. Mathematics and Engineering.
The relation of Mathematics and Engineering is just like hand in glove.
Mathematics is the base in engineering sciences. Engineering has been characterized
as, “the specialty of organizing the great sources of power in nature for the utilization
and accommodation of man.” For admission to any engineering course just those
students are qualified who have offered mathematics course at the qualifying class. In
different Engineering Courses we oversee with Surveys, construction, estimation,
designing, leveling, cost analysis, measurement, calculation, drafting, drawing,
planning and in fact almost everything in the various fields of engineering have to
look for remedial help from Mathematics. In all the branches of engineering, for
example, civil, mechanical, electrical and so forth, numerical standards are
specifically included. It is conceivable to assemble the strength of a thing by the
utilization of geometrical measures. Numerical learning can moreover be utilized as a
part of confirmation of results in engineering. There is need of Mathematical
knowledge for studying engineering at high level.
5. Mathematics relation with Economics
In Economics Mathematical knowledge is applied in many ways. Correlation
in these subjects is very vast. Mathematics plays prominent role in Economics.
According to Singh (2004, p. 51), “Mathematical knowledge is applied in Economics
for collection analysis, calculation interpretation and presentation of data regarding,

71
population, investment, income, expenditure, production, banking, business, demand
and supply etc.”
Daily figures and graphs to show population, investment, employments,
production and crops are given in newspapers. Topic such as trade and business,
import and export, economic development, making five years plans and so on get
new life and direction, when Mathematical laws are applied to these different issues
of Economics. The word ‘constant’, ‘average’, ‘ratio’, ‘variable’ etc. are used by
each magazine, periodical that deals with financial issues. All these are really
numerical terms which are utilized as a part of Mathematics.
6. Mathematics and Commerce
To understand the concepts of Commerce, knowledge of Mathematics helps
us. It is used in banking and in accountancy. In calculation of interest, shares, mutual
funds it is necessary to know Mathematics. Statistics is also used in Commerce.
Chambers (2008, p.9) described, “Mathematics is the education of designs and
shapes occupied from our general environment. So anything we learn in Math has
really a large number of uses in drawings, sciences, financial aspects, health and
comfort.
7. Mathematics and Psychology
Without utilizing Mathematics psychology is just a flight of creative ability.
Utility of Psychology has expanded immensely in the present-day world in the light of
use of Mathematics in the education of psychology. Different statistical techniques are
being utilized to understand psychology information and exploratory psychology has

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developed extremely Mathematical as it manages with intelligence quotient, standard
deviation, mean, mode, coefficient of relationship and so forth. For example,
I.Q=M.A./C.A.×100
2.5Major Methods of Teaching Mathematics
Method of teaching is specifically related to the presentation of the lesson. If
this presentation is active, students can achieve the objectives of life by the obtaining
of knowledge and if the teacher is unsuccessful in his presentation, it is difficult to
achieve the educational goals. Which technique of teaching, a teacher should utilize
relies on upon the nature of topic and the insights of the teacher. "Method is a general
plan taking into account some methodology for precise presentation of chosen
material to be educated" and "As contrasted with method a technique is an extremely
restricted action to accomplish particular goal." (Ahmed and Mamtaz, 2003)
The purpose of studying is to make teachers experts of numerous methods and
offer of none, such that the teacher could pick the best out of the numerous suitable to
the content of the lesson, need of the class, chronological and mental age of the
students. There are a lot of methods for teaching Mathematics however no method can
be entirely right and useful for all the contents and different students’ needs. Children
ought to be communicated as small as could be and encourage finding however much
as could be expected (Sharan and Sharma, 2006). In educating Math, there is no
recognized and the finest technique which will be fitting for each numerical subject
and no excellent way which will be appropriate in all condition (Herrera, et al., 2007).
It relies on the instructor to discover best techniques for instructing. Several main
strategies of educating Math are deliberated in the composition.

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Different methods of teaching have been proposed by various educational
scholars in education. It is necessary for the teacher to know every one of them with
the goal that he can make a normal choice for himself in a given condition. An
attempt has been made to talk about the following methods in detail as they will be
appropriate for the applicable in Mathematics:
1. Lecture Method
Lecture method can be considered as the very first educating method. It depends
on the rationality of idealism. All things are described in words in this method. The
lecturer talks when audience members take note. In this child stay inactive all through
the procedure. At the college and school level, lecture method has been most broadly
used. The efficiency relies on the communication skill of the teacher. Zubair (2012)
quoted Station, p. 53, “A lecture has been defined as a process by which facts are
transferred from the note book of the teacher to the note book of the learner without
passing through whichever”.
In the lecture method teacher prepares a lesson on a point and conveys a
discussion in the class. The speed of the addressing and illustrations used to clear up
different terms and ideas determined by the teacher, depending upon his appraisal of
the learning abilities of students. The teacher presents the topics without any interval.
The part of learner in lecture method is to listen to the teacher, take notes and list
problems, if any. They look for calcifications from the teacher by and large toward the
end of the lecture. Sidhu (2006, p. 66) described,
It is the strategy for giving the word image of a thought; or the technique
for transmission of data by talking. Talk is an alternative title for a
communication, and when you are talking continually to a gathering of

74
persons/learners, you are thought to be addressing. It is the strategy for
telling the whole things in words. The presenter tells and the spectators
listen. The speaker gives ideas and the listeners take them. The learners
sit silently, attend considerately and attempt to get the idea. If the
instructor is extreme in addressing he cannot make any idea on the writing
board at the same time or he cannot talk about an idea with the audience
by irritable inquiring. In this listener remain passive.
The accomplishment of the lecture relies on the educator’s capacity to discuss
efficiently in the class. However, in this strategy the input is not exceptionally clear
and therefore the teacher must build up a keen perception for indirect reactions from
the class-facial appearance, way of taking notes, and apparent interest or lack of
interest in the lesson. The effective teacher will be capable to interpret the importance
of these responses and amend the lesson appropriately. Suneetha (2004, p. 142)
described,
This is an instructor focused strategy. In this technique the teacher is a
dynamic member and the child is an inactive learner. This is not a mental
technique. In this technique the teacher talks or conveys a lecture on a
specific theme and the students listen. It is one-way activity on the
grounds that the teacher gives thoughts and the children get them. This is
a one man’s show because the children stay uninvolved all through the
procedure. In this technique it is hard to know the degree to which the
student has been capable to learn. It is valuable in relating some of the
historic and Mathematical events.
This strategy is the most broadly utilized type of presentation. Each teacher has
to know how to create and display a lecture. They also should know the scopes and
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limits of this technique. Lectures are used to present new subjects, summarizing
thought, showing relationships between theory and work, reemphasizing chief
points, etc. This technique is adaptable to a wide range of settings. This method is
adaptable to many different setting. It may be utilized to present a unit or a complete
course.
Lecture method in the math classroom is a method by which "the experienced
people" presents the material of the course in a planned way to "the learners", going
from concept to instances and back once more. In math classes broad utilization of a
blackboard during a lecture is basic. To be effective the technique requires that the
experienced person and the learners have both background and skillfulness. In
addition to other things, the expert ought to have mastery of his or her subject and
also abilities to conveyance with-style. The learners must come to the class with a
strong basis in course requirements and have the capability to think for a long time
consecutively. They should have to the ability of effective note taking and be well
prepared. In this method a learner has to take great notes in class. Most of the
classroom learning at the secondary and postsecondary levels relies on comprehension
and remembering material from lectures. In utmost cases, students are anticipated to
take notes and to analysis those in preparation for testing of lecture material.
According to Pearson Series in Education (2012, pp.97-98),
It is an old teaching method. In this method a lecture on different points of
any topic in a serial order are delivered and several questions are asked by
a teacher from the students in the middle of his lecture in order to draw
their attention properly. He comes to the class with full preparation for
lecture and lays much stress on the logical and sequential presentation of
the content during lecture.

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2. Heuristic Method
This method indicates finding of oneself. In this method child put in the place
of find. The method includes discovering by the students. The success of this process
lies in the able use of different techniques to be taken after while teaching
Mathematics. This method creates logical and scientific and mathematical attitude
thus it has a special place in Mathematics teaching.
This technique has been discovered helpful in the educating of Mathematics
also. It is a kind of endeavor to create in the student a specific attitude. It focuses
preparing the student in the technique of learning. Learning is not the essential
thought here. Confidence, innovation, freedom of judgment and thinking power are to
be created in the person’s to make him an ever-effective learner.
In the application of this method, the instructor stands on the side as an
observer and the child chooses his own way and continues according to his own
particular lights. The educator is not requisite to support, help or lead him. There is no
requirement of the instructor’s satisfaction or dis-satisfaction with his work. In the
event that he needs to finish the process of something, lease him organize it in his
specific manner. The instructor ought not to force his thinking and conflict on him.
Let the youngster himself with thinking and dispute. The scholarly, readymade and
instructor-made arguments ought not to be imposed on him. This strategy makes the
student confident and free. It presents a sound planning in the preparation of self. The
instructor’s work is not to take care of issues for the students, however to empower
the pupil to resolve the issues for himself. According to Pearson Series in Education
(2012),
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Heuristic truly means ‘I find.’ In this method of teaching students learn
themselves. Teacher creates difficult condition for the learners and
students learn by themselves. Each student finds the solution of the
problematic situation separately by trial and error method. In this method
teacher displays the problem for solution in the class. Teacher gives
information about the materials and skills that is useful in the solution of
the problem. Students frame the hypothesis themselves and collect the
information for testing the hypothesis.
This method can prove to be more valuable if teacher explains keeping in
mind the innovative attitude, interest and different needs of understudies. This
strategy ought to be utilized for specific goals only when students will have enough
learning of Mathematics. Heuristic method is expected to change the inactive
recipient of information into an active autonomous enquirer and find of learning. The
proverb, ‘practice makes a man perfect’ and ‘Learning by doing’ are material not only
to physical exercises but also for logical activities. The fundamental motivation
behind this strategy is to prepare the students to think. This is very vital technique
from instructive perspective in the light of the fact that by the utilization of this
technique logical and scientific attitude can be produced in learners. Suneetha (2004,
pp. 186-187) described,
Heuristic technique has a distinctive place in Mathematics teaching alike
other methods. The word heuristic is supposed to be initiated from Greek
word “Heurisco” which means “I discover”. The profounder of this
technique was Prof. Hennery Edward Armstrong. This strategy is more
significant from instructive perspective educational because in this
method students work like an analyst and solves the issues. Herbert
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Spencer has thrown light on this technique and expressed that –“students
ought to be told least, they should be urged to find.” As indicated by West
away- the heuristic technique is proposed to give training in strategy.
The success of this technique relies on the educator. As a general rule it can be
said, ‘Give the least amount of assistance’ don’t tell anything which the student can
discover for himself. Let the questions; for example, require genuine thinking with
respect to the students to discover answers for. A lot of assistance is obviously against
the soul of this strategy. Too much help is of course against the spirit of this method.
Any strategy for instructing Mathematics that creates in the students the attitude of
doing, thinking and finding by them is heuristic.
Heuristic technique is established upon the supposition of Herbert Spencer that
little ought to be advised to the student and give additional chances to student and
inspire him/ her to study without any other person as much as possible. This technique
has the purposes to create critical thinking leaning, consistent and innovative thinking
capacity, and exploratory attitude of learners towards the issue (Narayana, Krishma,
and Rao, 2004). This procedure gives emphasis to the experimentation. Rather than
uninvolved audience members, learners assume the part of explorer. This is the
procedure of demonstrating that puts the learners beyond what many would consider
conceivable in the approach of an explorer. This technique makes the students self-
confident and independent.
3. Inductive Method
This method proceeds from simple to complex. In this method, principle or
formulae are drawn on the base of practices, experimentations and examples. Teacher
presents such cases before the students that have already come to the experience of
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students. On the basis of these illustrations students come to achieve laws, rules and
formulae. In this method a little piece of data are displayed before the students one by
one in units then a complete framework is produced.
Induction suggests giving generally accepted fact or hypothesis by
demonstrating that they are valid for a specific case, it is valid in the next
case in the same serial order and therefore valid for any such cases. This
is the method of development in which generalizations are made with the
help of learning experiences provided by the teacher as well as by the
students themselves. It also gives them a chance to arrive at some
generalization and makes the pupils self-reliant. (Zubair, 2012, p. 59)
It is the strategy for developing an equation with the assistance of an adequate
number of real illustrations. An equation or theory is consequently reached at through
a definite procedure of thinking and handling of issues. After various solid cases have
been comprehended, the learner effectively goes the theory. Suneetha and Rao (2004
p. 153) described,
Inductive technique of instructing and learning Mathematics depends on
induction. Induction implies showing a universal facts or theorem by
demonstrating that if it is valid in a specific case, it will be valid true in
the next case in the same serial order. This is a strategy for advancement
in which the student is made or encouraged to find truth for himself. In
inductive strategy the standards and formula are built up after broad
investigation of experiences, tests and illustrations. Inductive method is
more helpful in lessons where standards, rules, definitions, generalizations
and fundamental connections between actualities are to be built up.

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This strategy is psychological in nature. The students take after the subject
with great interest and comprehension. The students can comprehend the entire
procedure in detail. This is inspiring and motivating technique for instructing
Mathematics. It creates experimental attitude amongst the students. In inductive
method student achieve the information of some formula or rule with the assistance of
facts, illustrations and experiments. So the learning accomplished by this technique
gets to be strong and solid. This technique is more helpful in arithmetic learning.
In the procedure of induction, the teacher shows some particular conditions or
case before the learners. On the basis of these illustrations the pupil’s achieve some
particular standards, laws or formulae by reasonable argument. In this method we
continue from specific to general, “particular case to standards, or formulae universal
laws,” and after that the sum up the outcomes. In this way solid examples are given
and with their help students are requested to reach at certain decisions or standards on
the basis of the solid truths. Zubair (2012) explained an example for Inductive
Method: The base angles of an isosceles triangle are congruent
Step 1: presentation of concrete examples students are asked to draw different
isosceles triangles and mark their angles. The students are asked to measure the angles
and tabulate the results.
Step 2: observation of the cases under given conditions. By appropriate questioning
the students are directed to observe the cases and see the common property and
similarity of the given triangles i-e. ∆ ABC, ∆ PQR, ∆LMN are isosceles triangles and
˂ A and ˂ C, ˂ Q and ˂ R, ˂ M and ˂ L are base angles.
Step 3: Finding common relations students are asked to find out common relations
from the tabulated data.

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˂A= ˂ B, ˂ Q = ˂R, ˂M= ˂ L
Step 4: Generalization. Students are asked to generalize from the common relations,
i.e. the base angles of an isosceles triangle are congruent.
Step 5: Verification: The students are asked to draw another isosceles triangle and to
verify whether the base angles are equal or not.
This technique demonstrates the course from solid to theoretical, specific to
universal, and from illustrations to equation. It is reinforced on acceptance that
implies demonstrating a general truth by showing that in the event that it is valid for a
specific situation, is more valid for sensibly abundantly amount of cases and it is valid
for all such cases. Sharan and Sharma (2006) are of the view that in this methodology,
first certain particular illustrations are taken as a procedure and in the last formulae
are universalized. This methodology is important in calculating, instructing and
education.
4. Deductive Method
It is a technique of clarification of a known principal and check of the result. In
the deductive method guidelines, generalization and rules are provided to the students
and after this they are asked to confirm them with the help of actual examples.
Deductive thinking is the procedure of drawing sound conclusion from recognized
facts or important assumptions. Deduction is the housemaid of the induction and
without induction there is no deduction. According to Pearson Series in Education
(2012), “This is just opposite of inductive method. When a teacher faces shortage of
time problem, he uses this method. He tells formulae, rules, or principles to the
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students first and then on the basis of these laws or principles solutions of the
problems are arrived at.” Sidhu (2006, p. 73) described,
In this technique student continues from universal to specific, theoretical
to concrete, and equation to illustrations. A pre-developed equation is
advised to the learners and they are requested to resolve the related issues
with the assistance of that equation. The procedure is recognized by the
learners as a pre-developed and understood truth. Instantly subsequent to
declaring the subject for the day, the educator gives the related equation.
To clarify further the utilization of the equation to issues, he takes care of
various issues on board. The learners come to see how the equation can be
utilized or practical.
Deductive procedure is the inverse of inductive procedure. In this strategy,
procedure continues from universal to particular or from theoretical to physical. A
pre-assembled recipe is advised to the pupils and they are enquired to understand the
related issues with the assistance of that equation. The equation is perceived by the
student as a pre-developed and settled reality. In this method, the given recipe or
principle is connected to resolve issues. This methodology is primarily utilized in all
branches of Mathematics. Suppositions, hypothesizes and sayings are useful in this
methodology (Sharan and Sharma, 2006). Suneetha and Rao (2004, p.161) also stated,
Deductive technique is just diverse to inductive strategy. Deductive
reasoning is utilized in this method. Deductive technique is chiefly
utilized in Algebra, geometry and trigonometry because diverse relations,
laws and formulae are utilized as a part of these sub-branches of
Mathematics. It is difficult to confirm every law and equation basically.

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In this technique help is taken from assumptions, hypothesizes and
sayings of Mathematics. This strategy is utilized for education
Mathematics in higher classes. This depends on reasoning. In deductive
technique: we continue from ‘conceptual to concrete from ‘general to
specific’ and ‘from general law to example’. In this strategy standard,
laws, formulae, and relations are introduced before the learners in genuine
form. Students learn the told laws, standards and principle by heart.
5. Problem Solving Method
Math is a subject of issues. It’s educating and knowledge demand resolving of
countless issues. Proficiency and capacity in resolving problem is an assurance for
achievement in taking in this subject. Zubair (2012) described,
Life is filled with problems and the effective man in life is he, who is
completely prepared with sufficient information and thinking power to
handle these issues positively. There are issues and confusing
circumstances which are a common component of a child’s daily life.
These problems develop complication as he becomes older and older. The
answer of these problems empowers him to have a mastery of the
situation. In this way, it is purpose of education to empower the learner to
set him up for life.
Children are curious by nature. They want to discover answers of numerous
inquiries which sometimes are confusing even to the adult; however they should be
fulfilled their interest, wherever possible by resolving different issues. We should
educate the students, how to think so that they can exchange these methods too huge
number of different issue circumstances.

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Problem solving technique as the name shows starts with the declaration of a
problem that encounters the learners to discover an answer. In this student required to
resolve a problem by an exploratory design making utilization of past learning. The
problem ought to be put before the learners in clear words and ought to be according
to the comprehension and capabilities of the learners. The learners do the analysis and
synthesis of the problem with the assistance of the instructor and attempt to discover
answers. Sidhu (2006, p. 94) described about problem solving method,
It pre-assumes the presence of an issue in the instructing-learning
circumstances. An issue is a kind of obstacle or trouble which must be
overcome to achieve the objective. A human youngster needs to see and
resolve issues as he create issues which are exist in his physical
environment, his scholarly relations and in his societal relations. These
issues develop in amount and complication as he gets to be more
established. His success in life is in huge measure controlled by the
individual’s ability and proficiency to resolve them. Issues be present for
him at each stage; his advancement, improvement and alive in their
answer.
Problem solving strategy aims at giving the information to be learnt as an
issue. It starts with difficult circumstances and comprises of meaningful and
important activity. The difficulties are set to the students naturally and it is guaranteed
that the students are really involved to tackle them. The methodology of issue
technique is nearly similar to that of the venture procedure. We can utilize this
strategy in the instructing of Math. As for example, discovering the measurements of
a cylinder is an issue beforehand the class. An equation must be made on the reason
of the prior equation for the measurements of cuboids. Whereas examining the issue,
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it becomes related with the past data that measurements of any ordinary solid can be
originated by duplicating of its base with the altitude of the item. The known data is
sorted out to the point that it turns into requisite data. The region of the base of the
cylinder is originated by a much-identified equation and strategy. At that point the
requisite from is acquired by increasing this region with the given altitude. With the
end goal of confirmation, it is connected to a various comparative issue dependably
originated from the pupils. The instructor stays out of sight and coordinates or directs
learner action from that point. Tesfaye (2014, p.11) described,
Problem-solving is a higher order thinking ability creating methodology
that finally furnishes learners with the chance of examining and
experimenting with what he/she knows, find what his/ her own aptitude
for accomplishing higher performance in group work. Issue-based
learning is the discovering that happens when a little group of pupils
(generally 5-8) collaborate. There is generally a student leader, recorder
and reader of the problem. The part of the problem-based learning mentor
is not to instruct or give data but instead to encourage students thoroughly
considering the problem.
Problem-solving education by its nature is a student-centered which suggests
learning opportunities that are related to the students, the objectives of which are at
least mostly directed by the students themselves. Problem-based learning starts with
the statement that learning is a dynamic, coordinated and productive procedure
affected by social and logical elements. The child is inquisitive by nature. He needs to
discover solutions of various issues which sometimes are confusing even to the adults.
In any case, he should be fulfilled his interest, by handling different issues. We
should educate the students how to think with the goal that they can exchange these
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systems to a vast number of changed challenging circumstances. Whenever there is
some obstacle in the teaching-learning situation, we say that there is some issue.
It is a trouble that is obviously existent and perceived by the learner. It can be
simply intellectual trouble or it can be physical and include the control of information.
Problem solving includes idea development and innovative learning. Problem solving
may be described as a method of raising a problem in the minds of learners in order to
inspire purposeful thinking in meeting up a rational solution.
6. Demonstration Method
In the Mathematics teaching demonstration method is very significant. In this
strategy both the instructor and students are dynamic. Demonstration may be
performed by only one teacher or a group of instructors. Suneetha and Rao (2004, p.
147)
The educator makes a hypothetical analysis and demonstrates it in the
class-room. The teacher plays out the experiment while instructing in the
class and the students obtain knowledge with careful observation of the
experimentation. The teacher ought to stress main points in the
demonstration and preferably ought to keep in touch with them on black-
board. The teacher ought to be knowledgeable in the handling of the
machine and apparatus. Even though demonstrating instructor ought to
ask some thoughtful questions to rouse a power of thinking and
concentration of learners in the classroom.
Ali (2000, p.21) also stated, “Demonstration may clear up this abstractness,
may make the lesson fascinating and may draw the thought of the students.
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Demonstration has a reason and is arranged exactly, while conventional technique has
neglected to achieve target in educating Mathematics.”
7. Project Method
In project strategy, educating and learning are considered from the child's
perspective and in this technique information and aptitude are learn by students
through practical treatment of problem in their normal setting. This module method is
a perfect method for advancing innovativeness, creativity, arousing interest, and
imparting the spirit of enquiry among the learners. However, in this procedure
instructing is basically incidental. Zubair (2012) described,
The project strategy is the result of the realistic instructive rationality of
John Dewey, the notable American scholar and educationist. This strategy
was created and connected practically by Dr. William head Kilpatrick of
the Columbia University. “A venture is an entire hearted deliberate action
continuing in a social setting. A project is a unit of action in which
students are made responsible for arranging and purposing.”
This technique depends on realistic philosophy. This technique comprises mostly of building
a complete unit around an activity which might be carried on in the school or outside.
It includes a diversity of activities. In this strategy all the students work co-
operatively. According to Pearson Series in Education (2012), “In this method
students are assigned such a project to be done which has direct utility for students as
well as teachers. Pupils work on the project under the supervision of their instructor
and discover the solution of the problem on the basis of their own practices.”
The project-based learning is one of the standard educating strategies. It is a
sub-type of activity focused and learners coordinated learning and creativity in which
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students take part in pragmatic problem solving for a specific timeframe. Generally,
activities are started by the instructor but as far as possible they are arranged and
performed by the learners themselves, independently or in groups. In spite of
traditional strategies, projects concentrate on applying, not communicating, particular
information or aptitudes, and more thoroughly than lecture, demonstration, or
recitation.
In this method learners need to bear on in an open-ended technique utilizing
critical thinking methodologies. They outline and set into practice their own particular
arrangements for managing with the exploration inquiries and assume responsibility
for the hearings and outcomes. Pupils need to search for their resources and can get
demonstration abilities in the procedure (Nayak and Rao 2002). The advocators of
venture-based education say that it expands the retaining level of learners, encourages
pupils’ concentration and inspiration, the chance of creating relationship with the
world outer institute is given through venture technique. This methodology is
productive in creating coordinated effort, creativity, critical thinking, correspondence
and basic problem-solving capacities in learners (Nastu 2009). It is clear from the
above definition that a project is an intentional and problematic activity which is
accomplished in regular, genuine and social environment. In this the problem is
displayed in a practical and genuine sense.
8. Laboratory Method
Mathematics is incorrectly viewed as a problematic subject to comprehend, implied
just for persons of higher mental capacity. It produces fear among numerous students
which in turn creates conflict to learning at and results in a threatening effect on their
achievement. But really, school Mathematics is within the reach of any normal
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student which is required is to make the right environment of learning Mathematics in
every school. Mathematics should be learnt with a feeling of happiness and pleasure.
It should be connected, wherever possible, to life concerned actions, to care
concentration in the subject. Zubair (2012, p.86) stated,
To make Mathematics more fascinating and significant, lab strategy is
utilized as a part of educating of Mathematics. In this strategy students get
the chance to obtain realities through direct experience independently. It
is the experimental portion of the inductive technique or the functional
type of the heuristic strategy. Subsequently, in this technique one
proceeds from concrete to theoretical. It depends on mental standards of
learning such as “learning by doing” “learning by observation” and so on.
Research focus procedure is completely part to relate the theoretic
learning with the practical base.
In lab strategy, the teacher obviously clears up the purpose of practical work to
be completed by the students. The learners are given essential materials and
instruments. The instructor clarifies the technique of the experiment to be carried out
by the students. The teachers themselves watch the students working from time to
time and guides whatever point required. The students are required to make the
conclusions as per purposes of the experiment. Sidhu (2006, p.85) described,
Math is a subject which must be educated by doing instead of by
understanding. The doing of Math, offers ascend to the requirement of a
sensible strategy and an appropriate apartment. Research center strategy
and Mathematical Labs are the best possible responses to it. This
technique drives the learners to discover Math actualities. It depends on
standards of ‘knowledge by doing’, ‘learning by perception ‘and

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proceeding from physical to theoretical. In one sense, it is just an increase
of the inductive procedure. It is more explained and realistic type of the
inductive technique. Students do not just pay attention for data, yet
achieve somewhat for all intents and purposes also. The technique, if
correctly used, ought to help in the elimination of the theoretical method
of Math. It forms the topic exciting as it consolidates show and activity.
The creation work in Geometry is all in all a lab work. The sketch of a line,
development of an edge, development of a triangle or a quadrangular or a
quadrilateral, and so forth, all include the usage of some apparatus and thus their
disposition is that of suitable of research facility work. There may be numerous new
illustrations to clarify the strategy. Correspondingly, demonstrating the congruency of
triangles by the technique of setting is mostly research center work. Estimation of the
volume of a concrete (cuboids or chamber) should be possible with the assistance of a
progressed chamber which is loaded with water to a particular stature. When we
submerge the concrete in this water, the increase in water will give the measurements
of the solid. Subsequent to doing as such basically with various comparative solids,
formula can be developed.
The proof that, whole of edges of a triangle is equivalent to two right edges, can
be tried for all intents and purposes additionally at the preliminary phase. Taking
triangles of various dimensions, request that the learners calculate their angles in the
wake of measuring them. Each geometrical proposition might be demonstrated
basically before it is tried theoretically. Each procedure like numbering,
documentation, expansion, deduction, increase, partition, calculating, balancing, etc.,
clearly with the assistance of some applicable substantial, is a sort of useful research
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center work. Particularly in junior classes, the presentation of this work is further
crucial, attractive and workable.
Laboratory method utilizes rough information or material things to convey
better comprehension of the topic or lesson. It uses reality as opposed to images. It
makes usage of the power of perception and thinking. It makes utilization of reality to
make learning easier and long-lasting. It makes usage of the investigative attitudes. In
lab method students learn by doing and come in contact with raw information or
material objects in the instructing learning procedure. This technique builds up the
power of perception and thinking. It develops the logical attitudes. It gives a
comprehension of what research is and how to apply the experimental strategy for
exploration. It gives planning in arranging information assembled from real material
items and how these objects are controlled to achieve the goals. Since students
interact with real life circumstances, it can be a planning for tackling real-life issues.
This is an activity strategy that leads the learners to find numerical truths. It
depends on the rule of “learning by doing”, “education by perception”, and continuing
from physical to theoretical. It is engaging and enjoyable for learners. They jump at
the chance to accomplish something with their own hands. “For constructing Math
additionally fascinating and significant, research center procedure is utilized. In this
technique, pupils’ check assured numerical facts through investigation and useful
work. In lab strategy doings of the learners are encouraged and they are stimulated to
make disclosures. The achievement of this strategy is obligated to state of very much
organized Math lab (Sarita and Sarivasta, 2005). It is stimulating and cheerful for the
students. He enjoys performing something with his two hands. It depends on two
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sound mental values namely, “continue from physical to theoretical” and “Learn by
doing”.
The learner gets a clear comprehension of the subjects. He finds and learns
facts with his own effort. It gives great space for independent work and individual
development. It helps in the development of confidence. It impresses upon the spirit
of collaboration and exchange of thought when the learners are required to perform
lab work in group. A successful experiment is a source of happiness and
reinforcement for the learner.
The strategy depends on the principle of learning by doing. It relies on upon
the student’s self- pacing. It helps in clarifying certain key ideas, thoughts and so on.
It builds up the self-confidence and educates the learners the dignity of work. The
youths take in the utilization of equipment’s, which are utilized in laboratory. It
creates in the learner a habit of exploratory, enquiry and examination. This strategy
presents Mathematics as an applied subject. It rouses the concentration of the
students to work with strong material. It gives chances to social collaboration and co-
operation among the learners. It is child-centered and in this way, it is a psychological
strategy. It helps the learners to effectively take an interest in the learning procedure
and in this way the learning becomes more important and fascinating. This is a usual
technique of making discoveries. It makes the investigation of the subject interesting,
particularly to the little children. It brings the use of Mathematics into distinction.
Suneetha (2004, p. 179) described,
In this procedure learners check the realities and laws of Mathematics
themselves with the help of experiments. This strategy needs a lab in
which equipment’s and other helpful teaching aids related to Mathematics

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are available. For example, equipment’s related to geometry, numerical
model, chart, balance, diverse figures and shapes made up of wood or
hardboard, graph paper, etc.
In this strategy the students do analyze themselves in the laboratory and get
information through direct encounters. They themselves discover the solution by
survey, perceiving and calculating. They set up and confirm a law or principle in their
own particular words. The instructor watches the learner’s working occasionally and
help them by giving guidelines whenever required. Hence in this technique the
educator additionally must be dynamic with the students. In this technique students
get in contact at some conclusion by active involvement so this creates inventive and
heuristic viewpoint amongst them. This strategy is more helpful and exploratory
when equated to different techniques. The achievement and efficiency of experiments
in laboratory rely on the capacity, capability and knowledge of both teacher and
learner.
Laboratory strategy can be called activity-based teaching also because
practical work done in laboratory is almost as in activity-based teaching. For these
techniques need laboratory in which equipment’s and other significant teaching aids
interrelated to Mathematics are available. For instance, equipment’s interrelated to
geometry, numerical model, chart, equalization, different facts and figures made up of
wood or hardboards, diagram paper and so on. This is a technique in which the
practical work is stressed. The learners work in the Mathematics laboratory or even
outside and check Mathematical truths. By really weighing and measuring lengths,
areas, volumes, lines etc., every specific Mathematical connection is found as an
outcome of various such experiments. In geometry, the students will draw diverse
triangles in their note-books and by real estimation; they will find that the whole of
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the angles of a triangle is equivalent to two right angles. Assume the learners are to
discover the proportion of the circumferences to the diameter of a circle i.e., they may
take various round plates. With the help of a measuring tape, they will measure the
circumferences and diameter of every specific plate. They will find that for every
situation, the proportion comes out to be the same and they will discover this
proportion.
2.6Traditional Teaching Method
Learning is mostly related inside the classroom and is frequently focused. The
lesson’s substance and movement are thought to be most imperative and learner
expert data through exercise and drill (for example repetition learning).Conventional
strategy is instructor focused technique in which educator is the turn of all the
classrooms work out. He needs to have principle influence in the teaching learning
procedure. In the conventional technique a lot of tension is laid on the educating of
course book by utilizing the technique, which is alike, an adjustment of the Grammar-
interpretation strategy. Traditional teaching strategies are defined as being teacher-
arranged, in a speech style and are firm. Lessons are typically educated by the teacher
presenting skills utilizing a blackboard joined by a verbal clarification or lecture.
Practical work for learners is then allocated, followed by input from the instructors.
Conventional education, otherwise called as back to basics, straightforward or
ordinary instruction, suggests subsequent to a long time prior settled tradition that
society generally utilized as a part of schools. According to reformers, traditional
instructor-centered techniques concentrated on repetition learning.
Sing (2004) said, “That conventional techniques are content focused. In this,
instructor remains more dynamic, more subjective and less affective. In the view of
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Rao (2001), “Conventional techniques are concerned with the review of true
information and mainly disregard higher levels of rational outcomes”.
Traditional teaching strategies tend greatly toward class address book
knowledge through repetition and retention of actualities, equivalences and formulas.
Recitation as a general rule comprises of repeating without tending what the book or
teacher has communicated.“The teachers are ignorant of the current investigations in
the field of dialect educating. They take after out of date, typecast strategies, which
produce weariness beside excitement for the class in view of the small ability of the
educators in educational and expert zones. The part of instructor inside the class is
dictator with the minimum contribution of the learners.” (Behlol, 2009, p.2-3)
Conventional/traditional teaching strategy is adept in our educational
framework. Lecture process is one of its significance procedures. The traditional
teaching strategy is connected for instructing diverse disciplines at all levels
constantly. In this instructor-focused and educator paced indicating strategy, a
teacher passes on the data commandingly.
Traditional teaching strategy works against the normal working of human mind
(Weber, 2006). Students are included in repetition learning. Instructor forces the
students to repeat the material that had been told to them. Corporal punishment,
hatred of the teachers and frightening role of commanding teacher is noticeable
generally in our classrooms. During the long conventional teaching periods, interests
and consideration of learners can’t be looked after (Cangelosi, 2003).
There is no way for learners to present somewhat in the class to talk in the
class and thus pupils get to be inactive learners. It makes the entire procedure of the
showing learning dull and dry .It provides no room in any movement to the educator
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and to the learners. The learners think about the dialect yet they are not in situation to
talk easily. A disadvantage of this technique is that students who have learning
problems can’t adjust how the lessons are conveyed.
2.7Activity-Based Teaching/Learning
Activity Based Learning method is that it uses child-friendly educational aids
to foster self-learning and allows a child to study according to his or her aptitude and
skill. Learning by doing is the main focus in this method. Learning by doing is
imperative in successful learning since it is well proved that more the senses are
stimulated, more a person learns and longer he/she retains. So, understanding on the
activity method by now should mean any learning that is carried out with a purpose in
a social environment, involving physical and mental action, stimulating for creative
action or expression. It enhances creative aspect of experience. It gives reality for
learning. Builds the student’s self-confidence and develops understanding through
work in his/her group. Gets experiences, develop interest, enriches vocabulary and
provides stimulus for reading. It develops happy relationship between students and
students, teachers and students. An activity is said to be the language of the child. A
child who lacks in verbal expression can make up through use of ideas in the activity.
Subjects of all kind can be taught through activity. Social relation provides
opportunity to mix with others. Activity based learning is an active teaching learning
methodology. It is more useful in primary classes. Teachers can make teaching more
interesting by this method. A lot of activities should be done in our schools. Activities
bring activeness and smartness among the students. Teachers should make their
teaching activity based and interesting. Hence, we know that education means all
round development of the child, so we have to arrange several activities to develop
the student's personalities in many ways. Activity Based Learning Methodology is a

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very interesting methodology. It means any organized behavior that the teacher and
students engaged in for a common purpose. Activity based teachings is an approach
adopted by the teacher whereby activities are used to bring about effective learning
experience. Activity based method is student centered learning that is taught through
many different activities.
Activity based teaching method acts as an active problem solver for the
students. It enhances creative aspect of experience. It also gives reality for learning.
This type of learning uses all available resources. It provides various experiences to
the students to facilitate the achievement of knowledge, experience, skills and values.
It builds the students self-confidence and develops understanding through works. It
helps to develop happy relationship and interest in them. When we give an activity, it
is said to be the language of the child. It is effective in all the subjects and social
relation provides opportunities to mix with others. As we know that activity-based
teaching is a learner–centered-approach. Activity based teaching promotes acquisition
of social skills by providing opportunities for learner to work cooperative and
collaboratively. It provides potential and creatively in individuals. It encourages the
union of work and play and it uses child friendly educational aids to encourage self-
learning.
Activity-based learning describes a range of pedagogical approaches to
teaching. Its core premises include the requirement that learning should be based on
doing some hands-on experiments and activities. The idea of activity-based learning is
rooted in the common conception that children are active learners rather than passive
recipients of information. If child is provided the opportunity to explore by his own
and provided an optimum learning environment then the learning becomes joyful and
long-lasting. Activity based teaching method can be used in all the subjects. It
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promotes better understanding of a lesson as it is learning by doing. Ethics are usually
formed when using activity based. It enhances self-efficiency in child. It gives an
opportunity to work independently and in groups. It inspires the students to apply
their creative ideas, knowledge and minds in solving problems. Under Activity based
learning education main focus is on child or we can say that it is one of child centered
approach. It develops self-learning skill among the learners and allows a child to
study according to his or her skill. Activities here can be in the form of songs;
drawings, Rhymes, Role play to teach a letter or a word, solve Mathematical
problems, form a sentence, and understand social science or even concept of science.
As noted in Johnson, Johnson and Smith (1998) (cited in Ahlfeldt, Mehta and
Sellnow, 2005, p.52) ‘having the instructor provide all the materials to the passive
student is the old paradigm. The new paradigm is to actively engage students with the
material and one another.’ Fallows and Ahmet (1999, p.34) assert that ‘learning is
most effective when student involvement, participation and interaction is maximized.’
As McGrath and MacEwan explained (2011, p.23) in activity-based education, the
student becomes ‘more actively involved in the learning process through acts of
‘doing’, ‘being’ and ‘critically reflecting’ than in traditional, informative education
that is more centered around the passive act of’ knowing’’ Petress (2008) has
identified typical characteristics of active learners: they ask questions for clarification,
challenge ideas procedures and content, connect current learning to past learning,
attach what is learned with skill development, discuss what is known with others and
remain excited about learning. Activity-based learning as defined by Prince (2004) is
a learning method in which students are engaged in the learning processes. In
Activity-based learning/ teaching method, in the words of Harfield, Davies, Hede,
Panko Kenly (2007) “students actively participate in the learning experience rather
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than sit as passive listeners”. Learning activities if based on real life experience help
learners to transform knowledge or information into their personal knowledge which
they can apply in different situations (Edward, 2001). Harfield, Davies, Hede, Panko
and Kenly (2007) by quoting Prince (2004) say that active learning method is
different from traditional method of teaching on two points. First is active role of
students and second is collaboration among students. Activity –based learning is such
learning in which student is actively involved in doing or in seeing something done.
Activity–Based teaching method frequently involves the use of manipulative
materials. Meaningful learning, according as Churchill (2003) quotes Jonassen and
Churchill (2003) engages activity. According to Churchill (2003), ABL helps learners
to “construct mental models that allow for 'higher-order' performance such as applied
problem solving and transfer of information a skill‟. Effective teaching –learning
process is not possible without students’ motivation. Hake (1998) argues that
students’ motivation by engaging them in interactive-activities is an effective and
useful method for teaching complex concepts. He highlights the importance of
different activities related to the concepts being presented. According to constructivist
view of teach each person „constructs‟ their own knowledge and learning process
based on previous experience. This theory asserts that learning takes place when
psychological environment of an individual interacts with a particular structure. For
construction students it is imperative to have variety of activities in an active
classroom (Abdel amid, 2003, Murray, Donohue and Good hew, 2004). Active
classrooms are basic requirements for construction education (Panko et al, 2005).
Traditional teaching methods are not suitable for concrete learning because concrete
learning needs direct experience and involve manipulation of materials. According to
constructivism, teachers cannot transfer their knowledge to the students (Domin

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2007). For meaningful learning to be taken place, learners require to experience an
event. Hull (1999) noted rightly that “The majority of students in our schools are
unable to make connections between what they are learning and how that knowledge
will be used”. In an active-learning classroom student are active learners not the
passive receivers. According to Stößlein (2009) this approach provides a way to
integrate learning within students ‘knowledge, and, by exposing them to a variety of
activities, helps them learn how to learn. He describes ABL as a “successful teaching
model” in the field of science. These activities, if carried out in an effective manner,
develop skills like Team-working, Communication, Design, Leadership, Project
management, management, Research, Problem solving, Reflection and Life-long
learning in the learners. These activities, if based on the real-life experiences, can help
students to apply the same in their practical life and hence prepare students for future
life. In activity –based teaching /learning environment, the teacher is a facilitator,
motivator, guide and a coach not a sage on the stage (Stößlein, 2009)). There is a
famous saying of Confucius about the success of the students‟ learning that is given
below. “Tell me, and I will forget, show me, and I may remember, involve me, and I
will understand.” Student’s motivation is high if these activities are personally
relevant to the students (Hug, Krajcik and Marx 2005).
2.8 Teaching Mathematics through the use of Activities
For educating using the doings, writings all around use indistinguishable
exchangeable argument, for example education by doing or hands on exercises.
Activity is a basis in which students are verifiably required with the knowledge
setting and in the more expansive social world. Learning presumes engagement in real
life, in the strong sentiment of the world without which no education will occur. It
makes the circumstance of co-theory and cooperation for students. The learners
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protected the ability to execute by truly attractive in the method (Hudson, 2008).
Exercises should be used by instructors for students’ engagement and strong
encounters to enhance learning procedure. The usage of exercises in teaching,
energize learners’ interest and motivation to learn and cause to raise learners’
confidence. Then again, the use of action in instructing ought to be considered and
important to the youngster in which he/she is essentially involved.
As engagement in activities, develop the limits of seeing also working of new
data for a reality and application and prior data help students to learn Math with
understanding (Engel, 2002). The supporter of teaching through exercises was John
Dewy. Instructing through exercises expects to associate with learners in such
conditions that can draw their advantage and increment their interest (Prawat, 2000)
and this ought to be conceivable through learning by doing. Knowledge by doing was
seen beneficial only for youthful pupils in 70s and 80s decades of 20th century yet
now with the movement of time this technique is considered equivalently crucial for
the motivation and engagement of grown-up student’s moreover (Tilya 2003).
The use of exercises in instructing is the change of indicating system for the
upgrade of learning methodology and being used of activities learning by doing is
evident. “It is a source of enjoyment for learners and is used for defeating their
misguided judgment (Carlton, 2000). Students are balanced using exercises as a piece
of educating toward an eager learning procedure by which the improvement of data
(Tilya, 2003) and its application ends up being basic. Utilization of exercises in
teaching, ensure learners dynamic enthusiasm for learning. Youths learn solidly
incorporating particular cooperation in physical or hands on working out, and chances
for individual discloser.

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Use of activities is incredibly regarded in Math teaching since Mathematics is
a subject where doing (pragmatic action) is more noticeable than analyze. The best
conditions for learning Math would join access to tremendous movement inside a
social event of numerical practice (Siddiqui, 2005). In case the student does not turn
in to a member in the strategy of Math, the investigation of Math gets to be
depersonalized (Mcneil, 2006). Mathematical data is not something that is gotten by
listening to educators and examining course perusing. It is something that students
themselves work via searching down proposals and making mental relationships
effectively (Anghileri, 2005).
In teaching of Math learners require wonderful time to participate in Math
activities and the instruction of Math can’t depend on upon clear get-together of
information, simulation, and affirmation. With reference to the use of activities in
Math instructing, Mosvold (2005) talks about there is a requirement of chances for
learners to carryout sensible work and get encounters through exercises as learners’
own particular activities has exceptional importance in educating of Math.
Mathematical perspective of learners towards issues in typical life is made utilizing
exercising as a part of demonstrating Math (Amermon, 2002). Learners learn Math
when they are included in doing legitimate assignments and exercises supported by
instructor (Burrill, 2008). Numerical considerations are basically settled in actuality,
and planned in action (Confrey and Kazak, 2006).
The use of exercises and consider joint effort and engagement of kids
increments imperative Math instructing (Romberg 2000). Mathematics
accomplishment can be upgraded by using little groups of students to work on
exercises, issues and task (Douglas, and Kristin, 2000). Mathematics educator’s
requirement to pick practices for teaching Math that convey chances for learners to
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grow subjective data, upgraded interest, talented capability and positive nature
(Hammer man and Musial, 2008).
Focusing on the utilization of exercises, Lujan and DiCarlo, (2005) has
advised instructors to reduce or decrease the inactive address setup. This direction has
been given on the premise of the examination that dynamic responsibility upgrades
learners’ conceptualization of structures and constructs learners’ increases levels of
holding. Students’ disposition toward subject concerned can be upgraded utilizing
exercises in educating. An extensive measure of composing reveals the criticalness of
action use in educating. The execution of those learners who are suitably involved
with learning is better than those learners who have no possibility for learning by
doing.
Aftereffects of the investigation considers demonstrate that instructing through
action is a fitting procedure for learners in partner their learning in the school with
their genuine encounters and it is called as movement based educational programs and
is a proper model for teachers and learners (Hsiung et al, 2000). The mix of activities
with the educational programs (Mathematics) has exceptional potential in making
numerical limits in the learners (Hibberd2005). Clarity of lessons, classroom
environment and thoughts of kids in the meantime, instructor’s part and credibility for
inventiveness are the key components that are critical to be investigated in the
incorporation of activities in curriculum. Formation of circumstances that can help
learners to develop their thinking and collect relationship with companions and adults
ought to be the properties of exercises.
In addition, these activities ought to have possibly acquainted with all kids as a
gathering in the entire class rules and the materials utilized as a part of the exercises
ought to be excited about all youths for emphasis of experiences (Nancy 2005).
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Practices coordinated in one prepare, for example in science class, can likewise focus
on another request, for example on dialect capability and Mathematics. This can give
better conditions to interfacing grouped regions of data through exercises and making
interdisciplinary understanding (Hammer man and Musial, 2008).
Table: 2.1 Difference between Traditional and Activity-based teaching
Topic Traditional Teaching Activity-based Teaching
Person
Instructor-centered education:
Learner-centered education
Main High test marks, ranks, Learning, retaining, growth of
objectives graduation valuable information and abilities
Classroom Learners coordinated by age, and Learners dynamically assembled
probably likewise by capability. by concentration and capability
All pupils are instructed the for every task and topic, with the
similar substantial. probability of diverse peoples
every time of the day
Traditional education stresses:

Methods of
Advanced education stresses:
teaching Direct teaching and lectures, seat
Hands-on activities, Learners-led
work, pupils learn through
finding, group activities
listening and reflection
Materials Education taking into account Project-based teaching utilizing
course books, addresses, and any accessible source containing
separate composed homework Internet, public library and

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exterior specialists
Individual, autonomous subjects.

subjects Combined interdisciplinary
Little association between topics subjects or topic-based elements,
for instance interpretation a tale
about nourishment and
computing the cost of the
supports.
Content Memorization of realities, Comprehension of the facts, use
impartial material; Correct of facts, Investigation,
knowledge is dominant Evaluation, Invention; Critical
thinking is dominant
Social Little or no consideration to Important attentiveness with
features social improvement. Emphasis on respect to social improvement,
free knowledge. Entertaining including collaboration,

mostly weakened excepting for interactive and relations.
additional actions and joint
effort-based plans.
Learners and The instructor is considered an Learners and instructor may
teacher esteemed good example in the work together as coworkers.
relationship public. Learner ought to comply
(agree) with the instructor.
Suitable conduct for the
university or expert work public

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is highlighted.
Source of Simple source of information. Composite source of information
information Information directed from teacher Teaching content gathered from
to book or worksheet finding, individual thoughts, role
playing, social contact groups
and incorporated subject matter
Classroom Active role of instructor for Thematic and integrative
organization classroom association, learners instructions, Supportive learning,
working individually or focused learners working in small groups,
by the teacher. assignment of individualized
projects.
Classroom Teacher-controlled, teacher Teacher delegates powers to
management determining about running students, observing of duties by
teaching learning activities in the teacher
classrooms
Nature of Convergent and focused on one Convergent and opposite
outcomes aspect
2.9Researches about Activity-based Teaching
There are mixed findings of different researches about the effectiveness of
activity-based teaching. Hake (1998) found that activity-based learning significantly
improves conceptual understanding of the students in a physics class. Magno et al.

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(2005) reached on the conclusion that “the classes receiving the project-based
learning activity on memory had significantly higher performance accuracy in the test
and had higher attitude as compared with the other classes who received instruction
through traditional method.”While conducting research on teaching experimental
economics for high schools, Brock and Lopus (2004) concluded that “Activity-based
learning do a good job of satisfying the conditions sufficient for economic
experiments”. Teo and Wong (2000) viewed that traditional teaching approaches do
not encourage learners to associate with previously acquired knowledge. On the other
hand, Boud and Feletti (1999) remarked that activities-based learning encourages
students how to learn‟ through different activities and real-life problems.”
Hussain, et al. (2011) reached on the conclusion about the effect of activity-
based learning that ABL is more effective to teach physics at secondary level as
compared to traditional method of teaching. However, Lieux, (2001) and Zumbach et
al. (2004) found no significant difference in knowledge acquisition between students
who learned through ABL method and who learned through traditional method of
teaching. Blake et al. (2000) found that students who were taught through ABL
performed significantly better on both basic and clinical sciences. Colliver (2000)
could not find any evidence to maintain the superiority of ABL method over
traditional method of teaching. Norman and Schmidt,(1992) cited Dochy et al., (2003)
that on long-term retention assessments students of ABL performed better than
traditional students. In higher order thinking skills, ABL students performed
significantly better than traditional students in one of the study conducted by Polanco
et al. (2004) to investigate the impact of ABL on students’ academic achievement in
mechanics. Shelton and Smith (1998) conducted a research study on biomedical
students and found better performance of the biomedical students of ABL in the
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achievement test than their counterparts. In a study, Gallagher et al. (1992) noted
remarkable improvement in the results of ABL students than their counterparts and
viewed that ABL is an effective method of developing problem-solving processes and
skills. Hung, Jonassen and Liu (2008) mentioned that ABL has “positive impact on
students’ abilities to apply basic science knowledge and transfer problem-solving
skills in real-world professional or personal situations”. Norman and Schmidt (1992),
Ryan (1993), Dwyer (1993), Dolmans and Schmidt (1994), Woods (1993), van den
Hurk et al. (1999) Schmidt and van der Molen( 2001) and Schmidt et al.( 2006)
reached on the similar conclusion about the impact of ABL. Kaufman and Mann,
(1996) noted students believe about ABL to be more effective to “enhancing of
information management skills”, Caplow et al.( 1997) to enrich their “learning of
basic science information”, Martin et al.( 1998) to promote their learning to “deal
with complex situations”, Dean(1999) to enhance their confidence in “judging
alternatives for solving problems”, Lieux ( 2001) to “develop thinking and problem-
solving skills”, Schmidt and van der Molen( 2001) and Schmidt et al.( 2006) to
“improving interpersonal and professional skills, and advancing self-directed learning,
higher level thinking”. Thornton (2001) remarks in ‘Teaching Physics Concepts with
Activity-based Learning that activity-based learning, greatly improves students
learning and understanding of scientific concepts. Choo (2007) noted the positive
impact of ABL approach on the students as well as teachers in a vocational institution.

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CHAPTER 3
RESEARCH METHODOLOGY
Research Methodology deals with population, sample and design of research,
variables, research tools and validation of tools, administration of tools and
administration of groups and data collection.
3.1: Population of the Study
Punjab is the biggest province of Pakistan according to population. Lahore is the
biggest Division of Punjab. District Kasur is one in the districts of Lahore Division.
District Kasur has four Tehsils (Kasur, Chunian, Kot Radha Kishan and Pattoki).
GGHS Bhedian Pattoki is in Tehsil Pattoki, which was selected for research.
Population of the research was comprised of: 86 students of class seventh from Govt.
Girls High School Bhedian Pattoki District Kasur
3.2: Sampling
For selection of sample a pre-test was administered to all (76) students of class
seventh in Govt. Girls High School Bhedian Pattoki District Kasur except ten
students. Thirty students were assigned to experimental and thirty to control group on
the basis of pre-test results comparing equal marks. (List of sample students is
attached as per Appendix-F.)
3.3: Instrument of the Study
In order to achieve the objectives of the study following tools were developed
for data collection. Pre-test, Post-test: from the seventh class Mathematics Book
prescribed by Punjab Text Book Board.

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3.4: Research Design
The research was experimental based on pre-test, post-test control group
design.
Pre-test: A test was prepared from seventh class Mathematics book prescribed by
Punjab text Book board of 50 marks. Pre-test was developed consisting of 25 MCQs
items.(Appendix-B)
Post-test: A post-test was prepared from seventh class Mathematics book prescribed
by Punjab text Book board of 50 marks. Post-test was developed consisting of 25
MCQs items. (Appendix-C)
3.5: Validation of Instruments/ Tools
Research tools (Pre-test, Post-test) were discussed with the teachers of
Mathematics (Appendix-A) and were modified in the light of their views. The
modified version was tried out on 10 students who were not included in the sample
for pilot study and were further re-amended in term of difficulty level on the basis of
pilot study.
3.6: Variables
Independent variables: - Teaching Method (Use of activities)
Dependent Variables: posttest scores
Controlled Variables: -Teacher, time period, gender of students, class room
condition, and level of class and content of the course (Fundamentals of
Geometry 10.1 to 10.4 and revision exercise) and (Circumference, Area and
Volume 12.1 to 12.6 and revision exercise)

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Un-controlled Variables: - I.Q of the students, their previous achievement,
interest and attitudes.
3.7: Collection of Data/ Procedure of Data Collection/Administration of Tools
Pre-test and post-test were made from (Fundamentals of Geometry 10.1 to 10.4
and revision exercise) and (Circumference, Area and Volume 12.1 to 12.6 and
revision exercise) of seventh grade Mathematics. Out of 50 questions, ten (10) of
knowledge, ten (10) of comprehension, ten (10) of application, ten (10) of analysis,
and ten (10) questions of synthesis were made. The circulation of the questions keeps
on same for every domain in the pre-test and post-test. 25 MCQs items were included
in pre-test and 25 MCQs items were included in post-test. Different items were used
for pre-test and post-test which were selected from same content so that effectiveness
of activity-based teaching would be checked in better way. Table of specification for
25 items of pre-test with statement is given as per Appendix-D. Table of specification
for 25 items of post-test with statement is given as per Appendix-E. All items were
selected keeping in view cognitive domains. Proportion of items according to
cognitive domains was same in pre-test and post-test. Items of all levels (knowledge
to synthesis) were included in tests because students learn more effectively if easy to
difficult and concrete to abstract way would be used.
On the result of the pre-test two equal groups were formed experimental group
and control group. Result list was prepared in descending order. First student was in
Group A, second in Group B, third in Group A, fourth in Group B and so on. Mean of
both the groups were same in the start. Pre-test was administered to the seventh class
before the start of the experiment. (Fundamentals of Geometry 10.1 to 10.4 and
revision exercise) and (Circumference, Area and Volume 12.1 to 12.6 and revision
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exercise) were taught to both groups (experimental and control) for the time of two
months. Experimental group was taught with activities and other group was taught
without it. Different activities were selected according to the units selected from
seventh class Mathematics to teach experimental group while the control group was
taught without using these activities. For this xvii lesson was planned (Appendix-I)
for experimental group.
Activities as for example students pointed out line segment, lines, parallel lines,
rays & angles, acute, right and obtuse, complementary and supplementary angles,
adjacent and vertical angles, triangles, congruent and similar figures, circle, radius,
diameter and chord, arcs, semicircle and segments of circle, from their classroom,
from different books, papers, work sheets, pictures, from cards and other things
(candle, match-box stick, torch and bulb) put in basket. Student drew different line
segments, lines, parallel lines, rays, angles, (Acute, right and obtuse), complementary
angles, supplementary angles, adjacent angles, vertical angles, triangles, congruent
and similar figures, circle, radius, diameter and chord, arcs, semicircle and segments
of circle on white board, note books, charts, graph papers and gave different names to
different things etc. Students made all these shapes by scissor, glue stick, different
small boxes and formic sheet, thermopile sheet, pins thumb pins. Students gave
examples of line segments, lines, parallel lines, rays, angles, (Acute, right and obtuse),
complementary angles, supplementary angles, adjacent angles, vertical angles,
triangles, congruent and similar figures, circle, radius, diameter and chord, arcs,
semicircle and segments of circle with straw, ice-cream sticks, with their arms, book,
note-book, geometry-box, charts, calendar, shawl, candle, match-box stick, torch,
bulb, scales, scissor, clocks, color shawls, coin, currency note, glass, plate, coins,
torch, mirror, football, biscuit, and bottle, lid of bottle, sharpener, bangle, fan, basket,
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button, window, door, wall, board, the Sun, the full Moon, wheels of cars, various
coins, clocks and watches, dinner plates, (pizza, wheel, plate, mirror, football, biscuit,
and bottle, lid of bottle, sharpener, bangle, fan, button, and plastic pins) working fan,
dry milk box for cylinder etc. Students made different geometrical shapes physically
as angles with their arms, fingers and elbow etc. It was guessed about different shapes
who am i? Students competed with others in making different geometrical shapes,
writing different angles on board and in note-books. Students were given worksheets
(MCQs type) to clear the concept of lines segments, lines, parallel lines, rays, angles,
(Acute, right and obtuse), complementary angles, supplementary angles, adjacent
angles, vertical angles, triangles, congruent and similar figures, circle, radius,
diameter and chord, arcs, semicircle and segments of circle Students measured
different geometrical objects with protractor, scale and so on.
Selected content of Mathematics was taught to each group daily for 40 minutes.
On completion of teaching of the specified units with activities and without activities
a post-test was prepared in which items were selected from all levels in order to
determine the effectiveness of treatment.
3.1Table of Specification for 25 Items pre-test
Topic Knowledge Comprehension Application Analysis Synthesis Total
Fundamentals
of Geometry 4 3 3 3 1 14 56%
Circumference,
Area and Volume 1 2 2 2 4 11 44%
Total 5 5 5 5 5 25
Total % age 20% 20% 20% 20% 20% 100%

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3.2 Table of Specification for 25 Items post-test
Topic Knowledge Comprehension Application Analysis Synthesis Total
Fundamentals
of Geometry 4 3 3 3 1 14 56%
Circumference,
Area and Volume 1 2 2 2 4 11 44%
Total 5 5 5 5 5 25
Total % age 20% 20% 20% 20% 20% 100%

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CHAPTER 4
ANALYSIS AND INTERPRETATION OF DATA
The main aim of study was to compare the effects of activity based teaching
and traditional method of teaching in Mathematics at elementary level. For this,
different activities for class seventh were used for teaching Mathematics
(Fundamentals of Geometry 10.1 to 10.4 and revision exercise) and (Circumference,
Area and Volume 12.1 to 12.6 and revision exercise)to the students of Govt. Girls
High School Bhedian (Pattoki) District Kasur. A pre-test was administered to the
students of seventh class and two groups were formed on the basis of their result.
Activities were used only for experimental group and other group was taught without
these activities. At the end of the experiment, a post-test was administered for
experimental and control groups.
Mean score and t-test were used to compare and analyze the test scores of two
groups. Independent sample t-test was applied on both the pre-test and post- test
marks to check whether there is really important difference between the performance
of two groups previously and afterward the treatment. Mean value, standard deviation,
t-value and p-value were calculated for the purpose of data analysis.
Results of pre-test and post-test of control and experimental group along with
their cognitive domains is attached as appendix-G and H. Statistical analysis and
interpretation of the performances of two groups have been given in this chapter: Data
will be presented in tabular forms.

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4.1: Comparison of the performance of pre-test of both groups
Table 4.1: Cognitive ability-wise comparison of student’s performance on pre-
test of control and experimental groups
Areas/Domain Group N Mean df t-value P (0.05)
Knowledge Control 30 4.13 58 -.130 -.130 < 2.00
Experimental 30 4.07
Comprehension Control 30 2.53 58 1.00 1.00 < 2.00
Application Control 30 4.00 58 -.548 -.548 < 2.00
Analysis Control 30 4.87 58 .649 .649 < 2.00
Synthesis Control 30 2.93 58 -.484 -.484< 2.00
Table 4.1 shows that tabulated-value for df 58 in the area of knowledge is -
1.30 whereas table value is 2.00 tabulated-value is less than table-value at 0.05 level
of significance. Tabulated-value for df 58 in the area of comprehension is 1.00
whereas table value is 2.00 tabulated-value is less than table-value at 0.05 level of
significance. Tabulated-value for df 58 in the area of application is -.548 whereas
table value is 2.00 tabulated-value is less than table-value at 0.05 level of significance.
Tabulated-value for df 58 in the area of analysis is .649 whereas table value is 2.00
tabulated-value is less than table-value at 0.05 level of significance. Tabulated-value

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for df 58 in the area of synthesis is -.484 whereas table value is 2.00 tabulated-value is
less than table-value at 0.05 level of significance. It is shown from given results that
tabulated values in all cognitive domains are less than table value which shows that
there is no significant difference between the mean scores of the experimental and
control group in the cognitive domains/areas of knowledge, comprehension,
application, analysis and synthesis. Hence, it may be concluded that results of
experimental and control groups were the same in the cognitive domains/areas in pre-
test.
4.2: Comparison of student’s performance on post-test of control and
experimental groups
Table 4.2: Comparison of student’s performance on post-test of control and
experimental groups
Independent sample t-test at significant level of 0.05
Groups N Mean SD t-value df Sig/P value
Control Group 30 20.00 4.136 33.876 58 .000
Experimental Group 30 48.80 2.140
Above table demonstrates that, the mean of control group post-test score is
20.00 and SD is 4.136 which indicate that the data points are spread out over a wider
range of values. The mean of experimental group post-test score is 48.80 and SD is
2.140 which indicate that the data points tend to be close to the mean of the set. The
computed t-value for df 58 is 33.876 whereas table value is 2.00 which is not as much
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as t-value at 0.05 level of significance. As calculated t-value is not less than table
value so H0 1 is rejected and alternative hypothesis (There is important differentiation
in mean achievement score of students taught by activity-based method and the
traditional teaching technique in Mathematics at elementary school level) is accepted
hence it is concluded that there is significant difference between the mean
achievement score of experimental and control group in post-test.
experimental groups in the domain of knowledge.
Table 4.3: Comparison of student’s performance on post-test of control and
experimental groups in the domain of knowledge
Groups N Mean SD t-value df Sig/P-value
Control Group 30 3.87 1.814 17.443 58 0 .000
Above table displays that, the mean of control group post-test score in the
domain of knowledge is 3.87 and SD is 1.814 which indicates that the data points are
spread out over a wider range of values. The mean of experimental group post-test
score in the domain of knowledge is 9.87 and SD is 0.507 which indicates that the
data points tend to be close to the mean of the set. The computed t-value for df 58 is
17.443 whereas the table value is 2.00 which is not as much as t. value at 0.05 level of
significance. As calculated t. value is not less than table value so H0 2 is rejected and
alternative hypothesis (There is significant difference in students; achievement scores

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in the domain of knowledge taught by the activity based teaching and traditional
technique of teaching) is accepted hence it is concluded that students of experimental
group got higher marks in the domain of knowledge than the student of control group.
Table No 4.4: Comparison of student’s performance on post-test of control and
Groups N Mean SD t-value df Sig/P-
value
Control Group 30 4.73 1.856 11.828 58 .000
Above table demonstrates that, the mean of control group post-test score in the
domain of comprehension is 4.73 and SD is 1.856 which indicates that the data points
are spread out over a wider range of values. The mean of experimental group post-
test score in the domain of comprehension is 9.47 and SD is 1.167 which indicates
that the data points tend to be close to the mean of the set. The computed t-value for
df 58 is 11.828 whereas the table value is 2.00 which is not as much as t-value at 0.05
level of significance. As calculated t-value is not less than table value so H0 3 is
rejected and alternative hypothesis (There is significant difference in students;
achievement scores in the domain of comprehension taught by activity based teaching
and traditional method of teaching) is accepted hence it is concluded that students of

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experimental group got higher marks in the domain of comprehension than students of
control group.
4.5: Comprehension of student’s performance on post-test of control and
experimental groups in the domain of application
Table No 4.5: Comprehension of student’s performance on post-test of control
and experimental groups in the domain of application
Control Group 30 3.80 1.919 16.320 58 .000
Table 4.5 shows that, the mean of control group post-test score in the domain
of application is 3.80 and SD is 1.919 which indicate that the data points are spread
out over a wider range of values. The mean of post-test score of experimental group in
the domain of application is 9.80 and SD is 0.610 which indicate that the data points
tend to be close to the mean of the set. The computed t-value for df 58 is 16.320
whereas the table value is 2.00 which is not as much as t-value at 0.05 level. As
calculated t-value is not less than table value so H0 4 is rejected and alternative
hypothesis (There is significant difference in students; achievement in the domain of
application taught by activity based teaching and traditional method of teaching) is
accepted hence it is concluded that students of experimental group got higher marks
in the domain of application than the students of control group.

121
4.6: Comprehension of student’s performance on post-test of control and
experimental groups in the domain of analysis
and experimental groups in the domain of analysis
Control Group 30 4.20 1.690 17.073 58 .000
Above table 4.6 shows that, the mean of control group post-test score in the
domain of analysis is 4.20 and SD is 1.690 which indicate that the data points are
spread out over a wider range of values. The mean of experimental group post-test
score in the domain of analysis is 9.80 and SD is 0 .610 which indicate that the data
points tend to be close to the mean of the set. The computed t-value for df 58 is
17.073 whereas the table value is 2.00 which is not as much as t-value at 0.05 level.
As calculated t-value is not less than table value so H0 5 is rejected and alternative
hypothesis (There is significant difference in students; achievement scores in the
domain of analysis taught by activity based teaching and traditional technique of
teaching) is accepted hence it is concluded that students of experimental group got
higher marks in the domain of analysis than students of control group.

122
experimental groups in the domain of synthesis
and experimental groups in the domain of synthesis
Control Group 30 3.40 1.831 18.644 58 .000
Table 4.7 shows that, the mean of control group post-test score in the domain
of synthesis is 3.40 and SD is 1.831 which indicate that the data points are spread out
over a wider range of values. The mean of experimental group post-test score in the
domain of synthesis is 9.87 and SD is 0.507 which indicate that the data points tend to
be close to the mean of the set. The calculated t-value for df 58 is 18.644 where the
table value is 2.00 which is not as much as t-value at 0.05 levels. So H0 6is rejected
and alternative hypothesis (There is significant difference in students; achievement
marks in the domain of synthesis taught by activity based teaching and traditional
method of teaching) is accepted hence it is concluded that students of experimental
group got higher marks in the domain of synthesis than the students of control group.
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4.8: Comparison of student’s performance on post-test and pre-test of
experimental group.
Table No 4.8: Comparison of student’s performance on post-test and pre-test of
experimental group.
Paired sample t-test at significant level of 0.05
Groups N Mean SD t-value df Sig/p-value
Post-test Experimental Group 30 48.80 2.140 37.786 29 .000
Pre-test Experimental Group 30 18.47 4.125
Table 4.8 demonstrates that, the mean of experimental group post-test score is
48.80and SD is 2.140 which indicate that the data points tend to be close to the mean
of the set. The mean of experimental group pre-test is 18.47 and SD is 4.125which
indicate that data points are spread out over a wider range of values. The computed t-
value for df 29 is 37.768 whereas the table value is 2.05 which is not greater than t-
value at 0.05 level. As calculated t.value is not as much as table value so H0 7 is
rejected and consequently alternative hypothesis (There is important differentiation in
mean score on retention power of Mathematics students taught through activity-based
teaching at elementary level) is accepted hence it can be concluded that students
taught through activity based has strong power of retention.

124
4.9: Comparison of student’s performance on post-test and pre-test of control
group.
Table No 4.9: Comparison of student’s performance on post-test and pre-test of
control group.
Paired sample t-test at significant level of 0.05
Groups N Mean SD t-value df Sig/p-value
Post-test control Group 30 20.00 4.136 1.916 29 .065
Pre- test control Group 30 18.47 4.091
Table 4.9 shows that; the mean of control group post-test score is 20.00 and SD is
4.136. The mean of control group pre-test score is 18.47 and SD is 4.091. The
computed t-value for df 29 is 1.916 whereas the table value is 2.05 which is not as
much as t-value at 0.05 level of significance. As calculated t. value is less than table
value so H0 8 is accepted and alternative hypothesis (There is significant difference in
mean score on retention power of Mathematics students taught through traditional
technique of teaching at elementary level) is not accepted, hence it can be concluded
that students taught through traditional method of teaching have almost same power
of retention in pre-test and posttest.

125
CHAPTER 5
SUMMARY, FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS
5.1 Summary
The research study was aimed at finding effects of activity-based teaching in
comparison with the traditional method teaching in Mathematics subject at elementary
level students. The purpose of the study was to compare the students’ achievement
taught through activity-based teaching and the traditional method of teaching in
Mathematics subject, to find out the effectiveness of activity-based teaching in
Mathematics at elementary level and to describe the potential role of activities in
teaching Mathematics at elementary level.
All students of seventh class of Govt. Girls High School Bhedian Pattoki
district Kasur were taken as a population. A pretest was administered to all (76)
students of class seventh in Govt. Girls High School Bhedian Pattoki District Kasur
except ten students. Thirty students were assigned to experimental and thirty to
control group on the basis of pre-test results comparing equal marks.
This was an experimental research study. For this purpose, a pre-test
consisting of 25 items from Mathematics text-book of class seventh was constructed.
Activities consisted of low cost and no cost materials for selected units (Fundamentals
of Geometry 10.1 to 10.4 and revision exercise) and (Circumference, Area and
Volume 12.1 to 12.6 and revision exercise). Activities were used only for
experimental group. The control group was taught the same units with traditional
method of teaching. Same teacher taught both the groups for two months. At the end
126
of the experiment post-test was administered for experimental and control group to
check the effects of activity-based teaching and traditional method of teaching.
Independent sample t-test was applied on pre-test and post-test scores to determine
whether there is a statistically difference in the performance of experimental and
control group. It was found that performance of experimental group was better than
the other group.
Statistical analysis and interpretation of the results of both groups showed that
activity-based teaching has a positive effect on the performance of the learners.
Learning has proved more effective by activity-based teaching in Mathematics. It was
found that students take more interest in the lesson if activities are used.
It was concluded that learning process can be facilitated and becomes more
effective with the help of activities. Activities have great importance in teaching
learning process. Information provided through activities is concise and quick.
Complex ideas can be understood with ease with the help of activities. Use of
activities stimulates a high degree of interest in the learners. They make the message
clear.
It was recommended that Mathematics should be taught with activities at
elementary level. Mathematics kit containing things for activities should be provided
to Mathematics teachers. Mathematics laboratory/a separate room for Mathematics
should be allocated in every school and should be equipped with material for
activities. Different activities according to unit should be recommended in text books
of primary, elementary and secondary stages. Appropriate activities should be used at
appropriate time
127
5.2 Findings
Statistical analysis and interpretation of the results of experimental and control
groups show that use of activities has a constructive effect on the performance of the
learners. Purpose of the study was: to compare the students’ achievement taught
through activity based teaching and the traditional method of teaching in Mathematics
subject, to check the retention power of students taught through activity based
teaching, to identify the participation of students in activity based teaching, to find
out the effectiveness of activity based teaching in Mathematics at elementary level, to
describe the potential role of activities in teaching Mathematics for elementary level
students, to enable the students to appreciate use of different terminologies of
Geometry in their daily life. To achieve these objectives experiment was conducted.
Different null-hypotheses were also developed to check the performance of
experimental and control group in pre-test and post- test. Before the start of
experiment both the groups were same in their mean scores. (Table. 4.1) Major
findings of experiment are discussed here:
1. There is a significant difference between the performances of post-test of
experimental and post-test of control groups. There is significant difference in
mean achievement score of students taught by activity-based method and the
traditional method of teaching in Mathematics at elementary school level.
(Table. 4.2).
experimental and control groups in the area/domain of knowledge. There is
significant difference in students; achievement in the domain of knowledge
taught by activity-based teaching and traditional method of teaching. (Table.
4.3).
128
experimental and control groups in the area/domain of comprehension. There
is significant difference in students; achievement in the domain of
comprehension taught by activity- based teaching and traditional method of
teaching. (Table. 4.4).
experimental and control groups in the area/domain of application. There is
significant difference in students; achievement in the domain/area of
application taught by activity- based teaching and traditional method of
teaching. (Table. 4.5).
experimental and control groups in the area/domain of analysis. There is
significant difference in students; achievement in the domain of analysis
4.6).
experimental and control groups in the area/domain of synthesis. There is
significant difference in students; achievement in the domain of synthesis
4.7).
7. There is significant difference between the performances of post-test and pre-
test of experimental group. There is significant difference in mean score on
retention power of Mathematics students taught through activity-based
teaching at elementary level. (Table. 4.8).

129
8. There is no significant difference between the performance of post-test and
pre-test of control group. There is no significant difference in mean score on
retention power of Mathematics students taught through traditional method of
teaching at elementary level. (Table. 4.9).
5.3 Conclusion
The results of this study did not support the hypothesis that there is no
significant difference between student’s achievement when taught with activity-based
teaching and traditional method of teaching. It was concluded that there was no
statistically difference between the mean scores of experimental and control groups in
pre-test (before the treatment). The main aim of study was to compare the effects of
activity based teaching and traditional Method teaching in Mathematics at elementary
level. For this, xvii lessons were planed and different activities for class seventh were
used for teaching Mathematics (Fundamentals of Geometry 10.1 to 10.4 and revision
exercise) and (Circumference, Area and Volume 12.1 to 12.6 and revision exercise).
Activities as for example students pointed out line segment, lines, parallel lines, rays
and angles, acute, right and obtuse, complementary and supplementary angles,
adjacent and vertical angles, triangles, congruent and similar figures, circle, radius,
diameter and chord, arcs, semicircle and segments of circle, from their classroom,
from different books, papers, work sheets, pictures, from cards and other things
(candle, match-box stick, torch and bulb) put in basket. Student drew different line
segments, lines, parallel lines, rays, angles, (Acute, right and obtuse), complementary
angles, supplementary angles, adjacent angles, vertical angles, triangles, congruent
and similar figures, circle, radius, diameter and chord, arcs, semicircle and segments
of circle on white board, note books, charts, graph papers and gave different names to
different things etc. Students made line segments, lines, parallel lines, rays, angles,
130
(Acute, right and obtuse), complementary angles, supplementary angles, adjacent
angles, vertical angles, triangles, congruent and similar figures, circle, radius,
diameter and chord, arcs, semicircle and segments of circle by scissor, glue stick,
different small boxes and formic sheet, thermopile sheet, pins thumb pins. Students
gave examples of line segments, lines, parallel lines, rays, angles, (Acute, right and
obtuse), complementary angles, supplementary angles, adjacent angles, vertical
angles, triangles, congruent and similar figures, circle, radius, diameter and chord,
arcs, semicircle and segments of circle with straw, ice-cream sticks, with their arms,
book, note-book, geometry-box, charts, calendar, shawl, candle, match-box stick,
torch, bulb, scales, scissor, clocks, color shawls, coin, currency note, glass, plate,
coins, torch, mirror, football, biscuit, and bottle, lid of bottle, sharpener, bangle, fan,
basket, button, window, door, wall, board, the Sun, the full Moon, wheels of cars,
various coins, clocks and watches, dinner plates, (pizza, wheel, plate, coins, mirror,
football, biscuit, and bottle, lid of bottle, sharpener, bangle, fan, clock, button, and
plastic pins) working fan, dry milk box for cylinder etc. Students made different
lines segments, lines, parallel lines, rays, angles, (Acute, right and obtuse),
semicircle and segments of circle physically, angles with their arms, fingers and
elbow. It was guessed about different shapes who am i? Students competed with
others in making different geometrical shapes, writing different angles on board and
in note-books. Students were given worksheets (MCQs type) to clear the concept of
lines segments, lines, parallel lines, rays, angles, (Acute, right and obtuse),
131
semicircle and segments of circle Students measured different geometrical objects
with protractor, scale and so on.
There was significant difference between the mean achievement score of
experimental and control group in post-test. Students of experimental group got
higher marks in the area of (knowledge, comprehension, application, analysis and
synthesis) than the students of control group. Results of those students remained same
in pre-test and post-test those were taught through traditional method of teaching. It
was also concluded that students taught through activity-based teaching have strong
power of retention. / Learning through activity-based teaching retains for a longer
period of time. The performance of experimental group was more effective after the
experiment. Use of activities in Mathematics has a positive impact on the
performance of the learners. Students take more interest in the lesson if activities are
used in Mathematics. With the help of activities teaching learning process can be
facilitated and becomes more effective. Use of activities has great importance in
teaching learning process. Information provided through activities is concise and
quick. Complex ideas can be understood with ease with the help of activity-based
teaching. Activity-based teaching stimulates a high degree of interest in the learners
and makes the message clear. Activity-based teaching found to be appropriate for
improving the performance of the learners. Use of activities supplements the study
material. Use of activities helps the teachers to explain the subject matter easily.
Activity based teaching helps more in learning Mathematical concepts compared to
traditional classroom teaching. Activities make Mathematics joyful, interesting and
fruitful. Mathematics activities are effective in teaching of Mathematics. It was
concluded that there was a positive impact of activity-based teaching in developing
cognitive skills in the students of Mathematics at elementary level. Activity-based

132
teaching is also more effective for the development of higher order thinking skills in
the students.
5.4 Discussion
These results are supported by the findings of Hung, Jonassen and Liu
(2008),Ryan (1993), Dwyer (1993), Dolmans and Schmidt (1994), Woods (1993),
Shepherd (1998), van den Hurk et al. (1999) Schmidt and van der Molen(2001) and
Schmidt et al.( 2006), Martin et al.( 1998, Dean(1999),Lieux ( 2001,Thornton (2001).
Although the mean scores of Experimental Group, in the domain of knowledge and
comprehension, application, synthesis and analysis is greater than control group, there
is no significant difference found between the mean scores of both the groups which
mean that activity-based learning is more effective for cognitive domains. Lieux,
(2001) and Zumbach et al. (2004) reached on the same conclusion regarding the
effectiveness of activity-based learning.
5.5 Recommendation
It was recommended that:
1) Mathematics kit containing things for activities may be provided to
Mathematics teachers.
2) Mathematics laboratory/a separate room for Mathematics may be allocated in
every school and should be equipped with material for activities.
3) Different activities according to unit may be recommended in text books of
primary, elementary and secondary classes. The textbooks may be illustrated
with graphs, pictures, maps, diagrams, guidelines for activities and updated
knowledge /information/ data.

133
4) Teachers may be trained for conducting activities in different subjects.
5) Appropriate activities may be used at appropriate time.
6) Activities according to content may be planned by the teachers at the start of
academic session /may be prepared before teaching lesson.
7) Studies may be carried out separately for each subject to know the
effectiveness of activity-based teaching.
8) Experiment may be applied on other classes also. / Studies may be conducted
for class I _VI and VIII to find out the effectiveness of activity-based teaching.
9) A special training program may be planned and launched for all elementary
level teachers, in which the skill of preparation and utilization of activities
may be imparted.
10) To achieve educational objectives, it is necessary to include teachers of that
level in content selection process.
11) The study may be replicated to compare the activity-based teaching with other
methods of teaching to find out the relative effectiveness of the different
methods with activity-based teaching.

134
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152
Appendices
Appendix-A
List of Mathematics Teachers for pilot-testing
S. No Name Designation Place of Posting
1 Sadia Shahzadi SSE GGHS Bhedian Pattoki
2 Uzma Iqbal SSE GGHS Bhedian Pattoki
3 Noreen Jorj SSE GGHS Pattoki
4 Bushra Mukhtar SESE GGHS Pattoki
5 Sidra Amin SESE GGES Tara Garh
6 Bushra Majeed SESE GGES Mathra Das
7 Aiysha Mustafa SESE GGES Ghuman Kay
8 Madiha Shoaib SESE GGES Parnawan
9 Afifa Akram SSE GGHS Phool Nagr
10 Sidra Azeem SESE GGES Khudian Pattoki
11 Shumaila Zikria SSE GGHS Bhedian Pattoki

153
Appendix-B
Mathematics class 7th Pre-test
Total Marks: 50 Time: 1-hour Name…
In each question four possible answers a, b, c and d are given. Circle the correct
answer.
1. An angle with measure less than 900 is called ……. angle:

(a) acute angle (b) right angle (c) obtuse angle (d) adjacent angle
2. There are ……… right angles in a right-angled triangle:

(a) one (b) two (c) three (d) four
3. A line segment joining two points on a circle passing through the center is
called the…….
(a) radius (b) center (c) diameter (d) chord
4. Any chord of a circle divides the boundary in two parts. The smaller one is
known as:
(a) minor segment (b) major segment (c) minor arc (d) major arc
5. The circumference of a circle is denoted by:

(a) A (b) B (c) C (d) D
6. The number of angles of a triangle is:

(a) 2 (b) 3 (c) 4 (d) 5
7. If the measure of two angles of a triangle is 700 and 600 then the measure of
third angle will be:
(a) 300 (b) 400 (c) 500 (d) 600
8. The sum of the measures of complementary angle is:

(a) 900 (b) 1200 (c) 1800 (d) 3600
9. The relation between radius and diameter of a circle is:

(a) r=3d (b) r =1/d (c) r= 2/d (d) r = d/2
10. Formula of area of two circles is equal to:

(a) 2π r (b) 2πrh (c) 2πr2 (d) π r2
11.In a clock, if a minute, s hand is on 12 o clock and hour hand is on 6 o

Clock what angle will be constructing:
(a) 1600 (b) 1700 (c) 1800 (d) 1900
154
12. If the radius of circle is 8.4cm then its circumference will be:
(a) 52.8cm (b) 52cm (c) 5.28cm (d) 528 cm
0
13. In supplementary angles if measurement of one angle is 70 then
measurement of second angle will be:
(a) 1000 (b)1100 (c) 1200 (d) 1300
14.If two complimentary angles have equal measures, then the measure of
each one of them is:
(a) 450 (b) 750 (c) 900 (d) 1050
15. If the radius of a circle is 5.6cm, the circumferences of the circle will be:
(a) 34.2cm (b) 35.2cm (c) 36.2cm (d) 37.2cm
16. In a right-angled triangle, measure of one angle is 600, what is the other
angle:
(a) 30 0 (b) 400 (c) 50 0 (d) 600
17. In any shape of Geometry pair will be congruent if:

(a) same shape and different size(b) different shape and same size
(c) same shape and same size (d) different shape and different size
18. The shape of wheel is like a:

(a) cylinder (b) circle (c) trapezium (d) rectangle
19. A pair of angles is said to be …………if the angles are formed from two
intersecting lines and the angles are non-adjacent.
(a) adjacent angles (b) complementary angles
(c) supplementary angles (d) vertically opposite angles
20. Area of circular region is equal to:

(a) area of rectangle (b) area of triangle
(c) area of cylinder (d) area of trapezium
21 Two sides of one triangle and their included angle are congruent to the two
corresponding sides and angle of the other triangle i.e.
(a) ASA=ASA (b) RHS=RHS (c) SAS=SAS (4) SSS=SSS
22. If the length of diameter of a circle is 9.8 cm then its circumferences will be:
(a) 30.8cm (b) 31.8cm (c) 32.8cm (d) 33.8cm
23.If the diameter of the circle is 2.8cm, then circumference of a circle will be:
(a) 8.2cm (b) 8.4cm (c) 8.6cm (d) 8.8cm
24. What will be the area of a circle, if π = 22/7 and radius is 1.4cm:
(a) 6.06cm2 (b) 6.16cm2 (c) 6.26cm2 (d) 6.36cm2
25. The volume of a cylinder will be…….if h=7cm, r=3cm

(a) 178cm3 (b) 188cm3 (c) 198cm3 (d) 208cm3
155
Appendix-C
Mathematics class 7th Post-test
Total Marks: 50 Time: 1-hour Name… ……….
In each question four possible answers a, b, c and d are given. Circle the correct
answer.
1. An angle with measure greater than 900 is called ……. angle:

(a) acute angle (b) right angle (c) obtuse angle (d) adjacent angle
2. There are ……… acute angles in an acute angled triangle:

(a) one (b) two (c) three (d) four
3. A line segment joining two points on a circle is called the …….

(a) radius (b) center (c) circumferences (d) chord
4. Distance from center to circle is called:

(a) diameter (b) chord (c) radius (d) circumferences
5. The circumferences of a circle is:

(a) center of a circle (b) measurement of a circle (c) diameter of a circle
(d) radius of a circle
6. The sum of angles of a triangle is:

(a) 1100 (b) 1200 (c) 1800 (d) 3600
7..If the measure of two angles of a triangle is 300 and 600 then the measure of
third angle will be:
(a) 300 (b) 600 (c) 900 (d) 1200
8. The sum of the measures of supplementary angle is:

(a) 900 (b) 1200 (c) 1800 (d) 3600
9. The relation between radius and diameter of a circle is:

(a) d=3 r (b) d =1/r (c) 2d= r (d) d = 2 r
10. Formula of area of circular region is equal to:

(a) π r (b) π r2 (c) 2 π r (d) 2 π d
11. If a minute, s hand is on 12 o clock and second hand (hour hand) is on 3 o clock
What angle will be constructing?
(a) 750 (b) 900 (c) 1050 (d) 1200
12. The circumference of a circle with radius 7/22m is:

(a) 1m (b) 2m (c) 3m (d) 4m
156
13. In complimentary set of angles if measurement of one angle is 700 then

measurement of second angle will be:
(a) 100 (b) 200 (c) 300 (d) 400
14. If two supplementary angles have equal measures, then the measure of each
one of them is:
(a) 450 (b) 750 (c) 900 (d) 1050
15. If the radius of circle is 8.4 then its circumference will be:
(a) 52.8cm (b) 52cm (c) 5.28cm (d) 528 cm
16. In a right-angled triangle, measure of one angle is 400, what is the other angle:
(a) 30 0 (b) 500 (c) 60 0 (d) 700
17. The figure in any pair is same if:

(a) same shape and different size (b) different shape and same size
(c) same shape and same size (d) different shape and different size
18. The shape of ghee tin is:

(a) cylinder (b) circle (c) trapezium (d) rectangle
19.If the values of the two angles of a triangle are given then the value of third
Anglecan be find by:
(a) subtracting from 1800 (b) subtracting from 900 (c) subtracting from 260
(d) subtracting from 3600
20. The area of the curved surface of a cylinder is:

(a) 2πr (b) 2πd (c) 2πrh (d) πrh
21. Two angles of one triangle and their included side are congruent to the two
corresponding angles and side of the other triangle i.e.
(a) RHS=RHS (b) ASA=ASA (c) SSS=SSS (d) SAS=SAS
22. If the length of diameter of a circle is 2.1 cm then its circumferences will be:
(a) 6cm (b) 6.5cm (c) 6.6cm (d) 6.7cm
23. If the diameter of a circle is 2m then the circumferences of a circle is:

(a) 44 /7 m (b) 7 /22m (c) 14 /22m (d) 7 /44m
24. What will be the area of the circle, if π =22/7 and radius is 21cm.
(a) 1366 cm2 (b) 1376cm2 (c) 1386cm2 (d) 1396cm2
25. The total surface area of cylinder is:
(a) 2 π r (b) 2 π r (r+ h) (c) 2 π (r + h) (d) 2 π d

157
Appendix-D
Table of Specification Pre-Test in Mathematics
Sr. Area/Domain Unit. Q. Statement of question

No No No
1 Knowledge 10 1 An angle with measure less than 900 is called …….
angle:
2 10 2 There are ……… right angles in an right angled
triangle:
3 10 3 A line segment joining two points on a circle
passing through the center is called the …….
4 10 4 Any chord of a circle divides the boundary in two
parts. The smaller one is known as:
5 12 5 The circumferences of a circle is denoted by:
6 Comprehension 10 6 The number of angles of a triangle is:
7 10 7 If the measure of two angles of a triangle is 700 and

600 then the measure of third angle will be:
8 10 8 The sum of the measures of complementary angle

is:
9 12 9 The relation between radius and diameter of a
circle is:
10 12 10 Formula of area of two circles is equal to:
11 Application 10 11 In a clock, If a minute, s hand is on 12 o clock and

second hand (hour hand) is on 6 o clock. What
angle will be construct:
12 12 12 If the radius of a circle is 8.4cm then the

circumferences of a circle is:
13 10 13 In supplementary angles of if measurement of one

angle is 700 then measurement of second angle will
be:
14 10 14 If two complementary angles have equal measures,

then the measure of each one of them is:
15 12 15 If the radius of circle is 5.6cm then its

circumferences will be:
158
16 Analysis 10 16 In a right-angled triangle, measure of one angle is

600, what is the other angle:
17 10 17 In any shape of geometry pair will be congruent if:
18 12 18 The shape of wheel is like:
19 10 19 A pair of angles is said to be …..if the angles are

formed from two intersecting if the angles are non-
adjacent.
20 12 20 The area of the circular region is equal to area of:
21 Synthesis 10 21 Two sides of one triangle and their included angle

are congruent to the two corresponding sides and
angle of the other triangle i.e.
22 12 22 If the length of diameter of a circle is 9.8 cm then
its circumferences will be:
23 12 23 If the diameter of the circle is 2.8cm is, then

circumference of a circle will be:
24 12 24 What will be the area of the circle, if π =22/7 and

radius is 1.4cm:
25 12 25 The volume of a cylinder will be…….if h=7cm,

r=3cm
159
Appendix-E
Table of Specification for a 25 Items
Post-Test in Mathematics
Sr. Area/Domain Unit. Q. Statement of question

No No No
1 Knowledge 10 1 An angle with measure greater than 900 is called
……. angle:
2 10 2 There are ……… acute angles in an acute angled
triangle:
3 10 3 A line segment joining two points on a circle is
called the …….
4 10 4 Distance from center to circle is called:
5 12 5 The circumferences of a circle is:
6 Comprehension 10 6 The sum of angles of a triangle is:
7 10 7 If the measure of two angles of a triangle is 300 and

600 then the measure of third angle will be:
8 10 8 The sum of the measures of supplementary angle

is:
9 12 9 The relation between radius and diameter of a
circle is:
10 12 10 Formula of area of circular region is equal to:
11 Application 10 11 If a minute, s hand is on 12 o clock and second

hand (hour hand) is on 3 o clock. Then angle will
construct….
12 12 12 The circumference of a circle with radius 7/22m is:
13 10 13 In complimentary set of angles if measurement of

one angle is 700 then measurement of second angle
will be:
14 10 14 If two supplementary angles have equal measures,

then the measure of each one of them is:
15 12 15 If the radius of circle is 8.4 then its circumference

will be:
16 Analysis 10 16 In a right-angled triangle, measure of one angle is

400, what is the other angle.
160
17 10 17 The figure in any pair is same if:
18 12 18 The shape of ghee tin is:
19 10 19 If the values of the two angles of a triangle are

given then the value of third angle can be find by:
20 12 20 The area of the curved surface of a cylinder is:
21 Synthesis 10 21 Two angles of one triangle and their included side

are congruent to the two corresponding angles and
side of the other triangle i.e.
22 12 22 If the length of diameter of a circle is 2.1 cm then
its circumferences will be:
23 12 23 If the diameter of a circle is 2m then the

circumferences of a circle is:
24 12 24 What will be the area of the circle, if π =22/7 and

radius is 21cm:
25 12 25 The total surface area of cylinder is:

161
Appendix-F
List of Sample
S. No Experimental group S. No Control group
1 Ayesha Mahmood 1 Muqqdas Noreen

2 Shagufta Daod 2 Muqqdas Tariq
3 Rukhsana Barket 3 Tayyba Shafi
4 Ayesha Shahzadi 4 Sana Manzoor
5 Anila Anwer 5 Anam Aslam
6 Sonia Safdar Ali 6 Amina Javaid
7 Uzma Yaseen 7 Shumaila Sakhawat
8 Layiba Hanif 8 Benash Yasin
9 Eiza Tasneem 9 Mubarra Akram
10 Sonia Shokat 10 Rashida Younas
11 Urooj Fatima 11 Misba Mehboob
12 Hifza Manic 12 Komal shair
13 Maria Ashfaq 13 Sheeza Fatima
14 Sheeza Ghulam Nabi 14 Ayesha Bilal
15 Amina Asif 15 Ayesha Munir
16 Shakeela Riasat 16 Misbah Shahid
17 Tahira Akbar 17 Sonia Shabir
18 Simran Stefan 18 Areeba Aslam
19 Asia Yaseen 19 Nisha Hafiz
20 Samrin Rizwan 20 Tayyba Tahira
21 Misha Sajjad 21 Tanzila Majeed
22 Zainab Javed 22 Kirn Akmal
23 Ramzana Kalsom 23 Zainab Liaqat
24 Horia Imran 24 Muqqdas Sharif
25 Sunbal Afzal 25 Tasleem Bano
26 Humaira Rashid 26 Tehmina Afzal
27 Nimra Akram 27 Tabinda Afzal
28 Sania Sadiq 28 Sana Ayub
29 Bushra Mushtaq 29 Sana Mushtaq
30 Eisha M. Yaseen 30 Muryam Arif
162
Appendix-G
Pre-test Results (Experimental and Control Group)
S. No Experimental group Marks S. No Control group Marks
1 Ayesha Mahmood 28 1 Muqqdas Noreen 28

2 Shagufta Daod 26 2 Muqqdas Tariq 26
3 Rukhsana Barket 24 3 Tayyba Shafi 24
4 Ayesha Shahzadi 24 4 Sana Manzoor 24
5 Anila Anwer 24 5 Anam Aslam 24
6 Sonia Safdar Ali 22 6 Amina Javaid 22
7 Uzma Yaseen 22 7 Shumaila Sakhawat 22
8 Liyba Hanif 22 8 Benash Yasin 22
9 Eiza Tasneem 20 9 Mubarra Akram 20
10 Sonia Shokat 20 10 Rashida Younas 20
11 Urooj Fatima 20 11 Misba Mehboob 20
12 Hifza Manic 20 12 Komal Shair 18
13 Maria Ashfaq 18 13 Sheeza Fatima 18
14 Sheeza Ghulam Nabi 18 14 Ayesha Bilal 18
15 Amina Asif 18 15 Ayesha Munir 18
16 Shakeela Riasat 18 16 Misbah Shahid 18
17 Tahira Akbar 18 17 Sonia Shabir 18
18 Simran Stefan 16 18 Areeba Aslam 18
19 Asia Yaseen 16 19 Nisha Hafiz 16
20 Samrin Rizwan 16 20 Tayyba Tahira 16
21 Misha Sajjad 16 21 Tanzila Majeed 16
22 Zainab Javed 16 22 Kirn Akmal 16
23 Ramzana Kalsom 16 23 Zainab Liaqat 16
24 Horia Imran 16 24 Muqqdas Sharif 16
25 Sunbal Afzal 14 25 Tasleem Bano 14
26 Humaira Rashid 14 26 Tehmina Afzal 14
27 Nimra Akram 14 27 Tabinda Afzal 14
28 Sania Sadiq 14 28 Sana Ayub 14
29 Bushra Mushtaq 12 29 Sana Mushtaq 12
30 Eisha M. Yaseen 12 30 Muryam Arif 12
163
Appendix-G (a)
Control group pre-test result according to cognitive domains
Sr. Name Knowledge Comprehension Application Analysis Synthesis Total

No
1 Muqqdas Noreen 8 4 2 6 8 28
2 Muqqdas Tariq 10 2 4 6 4 26
3 Tayyba Shafi 6 8 4 2 4 24
4 Sana Manzoor 4 2 6 6 6 24
5 Anam Aslam 4 2 6 6 6 24
6 Amina Javaid 6 4 2 6 4 22
7 Shumaila 6 4 4 6 2 22
8 Banish Yaseen 6 0 6 6 4 22
9 Mubarra Akram 2 2 6 6 4 20
10 Rashida Younas 4 4 4 4 4 20
11 Misba Mehboob 4 4 6 4 2 20
12 Komal shair 4 0 4 6 4 18
13 Sheeza Fatima 4 0 6 4 4 18
14 Ayesha Bilal 0 6 4 4 4 18
15 Ayesha Munir 4 2 6 4 2 18
16 Misbah Shahid 4 2 4 6 2 18
17 Sonia Shabir 6 0 6 6 0 18
18 Areeba Aslam 6 0 6 6 0 18
19 Nisha Hafiz 4 4 2 6 0 16
20 Tayyba Tahira 4 2 4 2 4 16
21 Tanzila Majeed 2 4 0 6 4 16
22 Kirn Akmal 4 2 4 4 2 16
23 Zainab Liaqat 4 4 2 2 4 16
24 Muqqdas Sharif 2 2 2 8 2 16
25 Tasleem Bano 4 2 4 4 0 14
26 Tehmina Afzal 4 2 4 4 0 14
27 Tabinda Afzal 2 2 4 4 2 14
28 Sana Ayub 2 2 4 4 2 14
29 Sana Mushtaq 2 2 2 4 2 12
30 Muryam Arif 2 2 2 4 2 12
164
Appendix-G (b)
Experimental Group pre- Test Result according to cognitive domains
Sr. Names Knowledge Comprehension Application Analysis Synthesis Total

No
1 Ayesha Mahmood 6 4 6 6 6 28
2 Shagufta Daod 6 2 8 4 6 26
3 Rukhsana Barket 8 2 2 8 4 24
4 Ayesha Shahzadi 4 6 8 6 0 24
5 Anila Anwer 6 6 6 4 2 24
6 Sonia Safdar Ali 4 4 6 4 4 22
7 Uzma Yasin 6 2 2 8 4 22
8 Layiba Hanif 4 6 4 6 2 22
9 Eiza Tasneem 4 2 4 6 4 20
10 Sonia Shokat 2 2 6 4 6 20
11 Urooj Fatima 2 4 2 6 6 20
12 Hifza Manic 6 2 4 6 0 18
13 Maria Ashfaq 8 4 2 4 0 18
14 Sheeza Ghulam 2 2 4 8 2 18
15 Amina Asif 2 4 4 6 2 18
16 Shakeela Riasat 4 0 4 6 4 18
17 Tahira Akbar 6 2 2 8 0 18
18 Simran Stefan 4 4 0 6 2 16
19 Asia Yasin 6 0 0 6 4 16
20 Samrin Rizwan 4 4 4 4 0 16
21 Misha Sajjad 4 4 2 4 2 16
22 Zainab Javaid 2 4 4 6 0 16
23 Ramzana Kalsom 0 4 4 4 4 16
24 Horia Imran 4 6 0 2 4 16
25 Sunbal Afzal 2 4 2 6 0 14
26 Humaira Rashid 4 0 4 2 4 14
27 Nimra Akram 2 2 4 4 2 14
28 Sania Sadique 4 2 6 2 0 14
29 Bushra Mushtaq 2 2 4 4 0 12
30 Eisha M. Yasin 4 0 4 4 0 12
165
Appendix-H
Post-test Results (Experimental and Control Group)
S. No Experimental group Marks S. No Control group Marks
1 Ayesha Mahmood 50 1 Muqqdas Noreen 26

2 Shagufta Daod 50 2 Muqqdas Tariq 18
3 Rukhsana Barket 48 3 Tayyba Shafi 16
4 Ayesha Shahzadi 48 4 Sana Manzoor 20
5 Anila Anwer 48 5 Anam Aslam 26
6 Sonia Safdar Ali 50 6 Amina Javaid 24
7 Uzma Yaseen 48 7 Shumaila Sakhawat 22
8 Liyba Hanif 50 8 Benash Yasin 26
9 Eiza Tasneem 50 9 Mubarra Akram 22
10 Sonia Shokat 50 10 Rashida Younas 18
11 Urooj Fatima 50 11 Misba Mehboob 18
12 Hifza Manic 50 12 Komal Shair 28
13 Maria Ashfaq 46 13 Sheeza Fatima 24
14 Sheeza Ghulam Nabi 50 14 Ayesha Bilal 24
15 Amina Asif 48 15 Ayesha Munir 20
16 Shakeela Riasat 50 16 Misbah Shahid 20
17 Tahira Akbar 50 17 Sonia Shabir 16
18 Simran Stefan 50 18 Areeba Aslam 24
19 Asia Yaseen 44 19 Nisha Hafiz 18
20 Samrin Rizwan 50 20 Tayyba Tahira 12
21 Misha Sajjad 50 21 Tanzila Majeed 14
22 Zainab Javed 44 22 Kirn Akmal 22
23 Ramzana bibi 48 23 Zainab Liaqat 18
24 Horia Imran 50 24 Muqqdas Sharif 18
25 Sunbal Afzal 50 25 Tasleem Bano 24
26 Humaira Rashid 50 26 Tehmina Afzal 18
27 Nimra Akram 50 27 Tabinda Afzal 16
28 Sania Sadiq 42 28 Sana Ayub 18
29 Bushra Mushtaq 50 29 Sana Mushtaq 14
30 Eisha M. Yaseen 50 30 Muryam Arif 16
166
Appendix-H (a)
Control group post-test result according to cognitive domain
Sr. Name Knowledge Comprehension Application Analysis Synthesis Total

No
1 Muqqdas Noreen 6 6 4 6 4 26
2 Muqqdas Tariq 4 4 2 4 4 18
3 Tayyba Shafi 4 6 0 2 4 16
4 Sana Manzoor 4 4 2 4 6 20
5 Anam Aslam 8 2 8 6 2 26
6 Amina Javaid 2 6 6 8 2 24
7 Shumaila 4 2 6 6 4 22
8 Banish Yaseen 4 6 8 6 2 26
9 Mubarra Akram 2 4 6 4 6 22
10 Rashida Younas 4 4 4 4 2 18
11 Misba Mehboob 4 4 2 4 4 18
12 Komal shair 8 6 6 6 2 28
13 Sheeza Fatima 2 8 4 4 6 24
14 Ayesha Bilal 6 6 4 2 6 24
15 Ayesha Munir 2 8 4 4 2 20
16 Misbah Shahid 2 6 0 6 6 20
17 Sonia Shabir 2 2 4 4 4 16
18 Areeba Aslam 6 6 4 6 2 24
19 Nisha Hafiz 4 4 4 4 2 18
20 Tayyba Tahira 6 2 2 0 2 12
21 Tanzila Majeed 2 4 2 4 2 14
22 Kirn Akmal 2 8 4 2 6 22
23 Zainab Liaqat 2 6 4 4 2 18
24 Muqqdas Sharif 2 2 4 4 6 18
25 Tasleem Bano 6 6 4 2 6 24
26 Tehmina Afzal 4 4 2 6 2 18
27 Tabinda Afzal 4 4 4 2 2 16
28 Sana Ayub 4 6 4 4 0 18
29 Sana Mushtaq 4 2 2 4 2 14
30 Muryam Arif 2 4 4 4 2 16
167
Appendix-H (b)
Experimental Group post- test Result according to cognitive domains

Sr. Names Knowledge Comprehension Application Analysis Synthesis Total
No
1 Ayesha Mahmood 10 10 10 10 10 50
2 Shagufta Daod 10 10 10 10 10 50
3 Rukhsana Barket 10 10 8 10 10 48
4 Ayesha Shahzadi 10 8 10 10 10 48
5 Anila Anwer 10 8 10 10 10 48
6 Sonia Safdar Ali 10 10 10 10 10 50
7 Uzma Yasin 10 10 8 10 10 48
8 Layiba Hanif 10 10 10 10 10 50
9 Eiza Tasneem 10 10 10 10 10 50
10 Sonia Shokat 10 10 10 10 10 50
11 Urooj Fatima 10 10 10 10 10 50
12 Hifza Manic 10 10 10 10 10 50
13 Maria Ashfaq 8 8 10 10 10 46
14 Sheeza Ghulam 10 10 10 10 10 50
15 Amina Asif 10 10 10 8 10 48
16 Shakeela Riasat 10 10 10 10 10 50
17 Tahira Akbar 10 10 10 10 10 50
18 Simran Stefan 10 10 10 10 10 50
19 Asia Yasin 10 10 8 8 8 44
20 Samrin Rizwan 10 10 10 10 10 50
21 Misha Sajjad 10 10 10 10 10 50
22 Zainab Javaid 10 6 10 10 8 44
23 Ramzana bibi 10 8 10 10 10 48
24 Horia Imran 10 10 10 10 10 50
25 Sunbal Afzal 10 10 10 10 10 50
26 Humaira Rashid 10 10 10 10 10 50
27 Nimra Akram 10 10 10 10 10 50
28 Sania Sadique 8 6 10 8 10 42
29 Bushra Mushtaq 10 10 10 10 10 50
30 Eisha M. Yasin 10 10 10 10 10 50
168
Appendix-I
Lesson plan for Experimental Group
Lesson Plan- 1 Activity –I Class-7th Curriculum area: Geometry
Lesson topic: Concept of point Teaching Methodology: Using Activity-based
teaching
Objectives:
1. Student can define and describe the point
2. Student can illustrate the point
3. Students can point out the point
4. Students can name the point
Material required: white board, board-marker, paper, pencils (led and color), scale,
common pins, thumb pins, textbooks, chart, map, thermopile sheet etc.
Procedure: Teacher will check the prerequisite knowledge of students about point
then she will teach them that point can be called dot and full stop also and will draw
point on white board. A point is an idea, rather than a tangible object, just as a number
is. The mark which is made on a piece of paper is merely a symbol representing the
point. A pencil dot is only a rough picture of a point. She will ask students to point out
point from different books, papers, work sheets etc. student will draw map of their
school and class and will give name to different rooms, gate and different things
present in class by putting points etc. teacher will give them map of Punjab and
student will point out the city (Kasur, Lahore, Okara etc.) by color pencils. Students
will draw different points in their notebook or chart and will give them different
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names as for example a, b. c….and will join different points. Students will make
different points at thermopile sheet by common pin and thumb pin etc. and so on.
Consolidation: Teacher will consolidate the lesson by giving an overview of the
point.
Lesson Plan- II Activity –II Class-7th Curriculum area: Geometry
Lesson topic: Concept of line segment Teaching Methodology: Using Activity-
based teaching
Objectives:
1. Student can define and describe the line segment
2. Student can illustrate the line segment
3. Students can point out and draw the line segment
4. Student can delineate the function of line segment
Material Required: white board, board-marker, paper, pencils (led and color), scale,
common pins, thumb pins, textbooks, charts(white and color), thermopile sheet, door,
window, almirah, desk, geometry box, curtain, shawl, wall, table, calendar, register,
straw, match box, graph paper, formic sheet, different small boxes, different cards,
scissor, glue stick etc.
Procedure: Teacher will check the prerequisite knowledge of students about line
segment then she will teach them that line segment is a segment or part of a line and it
has two corners and will draw a segment of line on white board. She will ask students
to point out different examples of line segment from their classroom, from different
books, papers, work sheets etc. student will draw different line segments and will give
name to different things present in class etc. teacher will give them scissor, glue stick,
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different small boxes and formic sheet to make line segments. Students will make
segments on charts by color pencils. Students will draw different line segments in
their notebook and will give them different names as for example ab, bc. cd….
Students will make different line segments at thermopile sheet by common pin and
thumb pin etc. students will be given work sheets and graph papers and will be asked
to measure the different line segments. Students will make different line segment and
so on.
Consolidation: Teacher will consolidate the lesson by giving an overview that after
above activity we understand that line segment is a part/segment of a line.
Lesson Plan- III Activity –III Class-7th Curriculum area: Geometry
Lesson topic: Concept of line and parallel lines Teaching Methodology: Using
Activity-based teaching
Objectives:
1. Students can define and describe the line and parallel lines
2. Students can illustrate the line and parallel lines
3. Students can point out the line and parallel lines
4. Students can delineate the function of line and parallel lines
5. Students can draw line and parallel lines
common pins, thumb pins, thermopile sheet, geometry box etc. straw, cards, ice cream
sticks, match-box sticks, pictures of( railway-line, canal, road), desk, window, clock,
electric board, calendar, curtain, shawl, stair, currency note, match box, boxes of
different size, textbooks, note-book, charts(white and color), graph paper, formic
sheet, glaze paper scissor, glue stick etc.

171
Procedure: Teacher will check the prerequisite knowledge of students about line and
parallel lines then she will draw line and parallel lines on white board. She will tell
the students that line has no end corner and two lines on the same plane may be such
that they never meet. The opposite edges of a board, the two edges of a ruler and two
railway tracks all forms pairs of parallel lines. An important property of parallel lines
is that the perpendicular distance between them always remains constant. She will
ask students to point out line and parallel lines from different books, papers, work
sheets, and pictures and from their class room and from other things put in basket.
Students will give examples of line and parallel lines with straw, match sticks, ice-
cream sticks, with their arms, book, note-book, geometry-box, charts, calendar, shawl
etc. students will give them different names. They will draw different line and parallel
lines in their notebook, on charts and graph-paper and will give them different names
as for example line ab, bc,… Students will make different line and parallel lines
physically. It will be guessed who am i? They will make lines and parallel-lines at
thermopile sheet by common pin and thumb pins. Students will measure different
lines and parallel lines and so on.
Consolidation: Teacher will consolidate the lesson by giving an overview of the line
and parallel lines
Lesson Plan- IV Activity –IV Class-7th Curriculum area: Geometry
Lesson topic: Concept of rays & angles Teaching Methodology: Using Activity-
based teaching
Objectives:
1. Students can define and describe the rays and angles.
2. Students can illustrate the rays and angles

172
3. Students can point out the rays & angles
4. Students can delineate the function of rays& angles
5. Students can draw rays & angles
candle, torch, blub, cigarette, common pins, thumb pins, thermopile sheet, geometry
box etc. cards, match-box sticks, note-book, charts (white and color), graph paper,
formic sheet, glaze paper scissor, glue stick etc. cards, graph-papers, doors, windows,
straws, match-box sticks and ice cream-sticks and so on.
Procedure: Teacher will check the prerequisite knowledge of students about rays &
angles then she will draw rays & angles on white board. She will tell the students that
ray has one side & two different rays with a common starting point form an angle.
The unit of measuring an angle is degree (0). She will ask students to point out rays &
angles from work sheets and from cards and other things (candle, match-box stick,
torch and bulb) put in basket. Students will give examples of rays & angles with
straw, match sticks, ice-cream sticks, with their arms, book, note-book, geometry-box,
charts, calendar; shawl etc. students will give them different names. Teacher will give
them scissor, glue stick, different small boxes and formic sheet to make rays and
angles. Students will make rays and angles on charts by color pencils. They will draw
different rays & angles in their notebook, on charts and graph-paper and will give
them different names as for example ray ab, bc,… and angle abc, def etc. Students
will make different rays & angles physically (with their arms, elbow). It will be
guessed who am i? They will make rays & angles at thermopile sheet by common pin
and thumb pins. Students will compete with others in making different angles on
white board. Students will be given worksheet (MCQs type) to clear the concept of
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rays and angles. Students will measure different rays with scale & angles with
protractor and so on.
Consolidation: Teacher will consolidate the lesson by giving an overview of the rays
& angles.
Lesson Plan- V Activity –V Class-7th Curriculum area: Geometry
Lesson topic: Concept of acute, right and obtuse angles Teaching Methodology:
Using Activity-based teaching
Objectives:
1. Students can define and describe acute, right and obtuse angles.
2. Students can illustrate the acute, right and obtuse angles
3. Students can point out the acute, right and obtuse angles
4. Students can draw acute, right and obtuse angles
5. Students can calculate unknown angles
Material Required: white board, board-marker, paper, pencils (led and color), scales,
common pins, thumb pins, thermopile sheet, geometry box etc. cards, match-box
sticks, note-book, charts(white and color), graph paper, formic sheet, glaze paper,
scissor, glue stick etc. doors, windows, straws, clocks, handmade clock, shawls,
match-box sticks and ice cream-sticks etc.
Procedure: Teacher will check the prerequisite knowledge of students about angles
then she will draw different angles on white board. She will tell the students that
angles are classified by their degree measures, e.g. acute, right and obtuse angles.
Degree measure of acute angle is less than 900. Degree measure of right angle is 900.
Degree measure of obtuse angle is greater than 900 and less than 1800. She will ask
174
students to point out acute, right and obtuse angles from work sheets and from cards
and other things put in basket and will give examples from class-room things
(window, door, wall, board etc. Students will give examples of these angles with
straw, scales, match-box sticks, ice-cream sticks, scissor, clocks, book, note-book,
geometry-box, charts, and calendar; shawl etc. Teacher will give them scissor, glue
stick, different small boxes and formic sheet to make different angles. Students will
make angles on charts by color pencils. They will draw different angles in their
notebook, on charts and graph-paper and will give them different names as for
example angle ABC, DEF etc. Students will make different angles physically (with
their arms, elbow and fingers). It will be guessed who am i? They will make angles at
thermopile sheet by common pin and thumb pins. Students will compete with others
in writing degree measure of different angles on white board and in their note-book. .
Students will be given worksheet (MCQs type) to clear the concept of angles.
Students will measure different angles with protractor and so on.
acute, right and obtuse angles.
Lesson Plan- VI Activity –VI Class-7th Curriculum area: Geometry
Lesson topic: Concept of complementary and supplementary angles Teaching
Methodology: Using Activity-based teaching
Objectives:
1. Students can define and describe complementary and supplementary angles.
2. Students can illustrate the complementary and supplementary angles
3. Students can point out the complementary and supplementary angles

175
5. Students can draw complementary and supplementary angles
common pins, thumb pins, thermopile sheet, geometry box etc. cards, note-book,
charts(white and color), graph paper, formic sheet, glaze paper, scissor, glue stick etc.
doors, windows, straws, clocks, handmade clock, shawls, match-box sticks and ice
cream-sticks etc.
then she will draw complementary and supplementary angles on white board. She will
tell the students that two angles are called complementary angles when their sum of
degree measure is equal to 900. Two angles are called supplementary angles when
their sum of degree measure is equal to 1800. She will ask students to point out
complementary and supplementary angles from work sheets and from cards and other
things put in basket and will give example from class room things. Students will give
examples of these angles with straw, scales, match-box sticks, ice-cream sticks,
clocks, book, note-book, geometry-box, charts, and calendar; color shawls etc.
Teacher will give them scissor, glue stick, different small boxes and formic sheet to
make different angles. Students will make angles on charts by color pencils. They will
draw different angles in their notebook, on charts and graph-paper and will give them
different names as for example angle ABC and CBD etc. Students will make different
angles physically. It will be guessed who am i? They will make angles at thermopile
sheet by common pin and thumb pins. Students will compete with others in writing
degree measure of different angles on white board and in their note-book. . Students
will be given worksheet (MCQs type) to clear the concept of angles. Students will
measure complementary and supplementary angles with protractor and so on.

176
complementary and supplementary angles.
Lesson Plan- VII Activity –VII Class-7th Curriculum area: Geometry
Lesson topic: Concept of adjacent and vertical angles Teaching Methodology:
Objectives:
1. Students can define and describe adjacent and vertical angles.
2. Students can illustrate the adjacent and vertical angles
3. Students can point out the adjacent and vertical angles
5. Students can draw adjacent and vertical angles
common pins, thumb pins, thermopile sheet, geometry box etc. cards, note-book,
charts (white and color), graph paper, formic sheet, glaze paper, scissor, glue stick etc.
doors, windows, straws, clocks, handmade clock, shawls, match-box sticks and ice
cream-sticks etc.
then she will draw adjacent and vertical angles on white board. She will tell the
students that word adjacent means “next or neighboring” and by the adjacent angles
we mean angles next to each other. Two angles are said to be adjacent if: they have
the same vertex. They have one common arm. Other arms of two angles extend on
opposite sides of the common arm. A pair of angles is said to be vertically opposite, if
the angles are formed from two intersecting lines and the angles are non-adjacent.
Such angles are always equal in measurement. She will ask students to point out
177
adjacent and vertical angles from work sheets, from cards and other things put in
basket and will give example from class room things. Students will give examples of
adjacent and vertical angles with straw, scales, match-box sticks, ice-cream sticks,
clocks, color shawls etc. Teacher will give them scissor, glue stick, different small
boxes and formic sheet to make adjacent and vertical angles. Students will make
adjacent and vertical angles on charts by color pencils. They will draw adjacent and
vertical angles in their notebook, on charts and graph-paper and will give them
different names as for example angle ABC and CBD etc. Students will make adjacent
and vertical angles physically (hands, figure and arms). It will be guessed who am i?
They will make adjacent and vertical angles at thermopile sheet by common pin and
thumb pins. Students will compete with others in making and giving names to
adjacent and vertical angles different angles on white board and in their note-book. .
Students will be given worksheet (MCQs type) to clear the concept of adjacent and
vertical angles. Students will measure adjacent and vertical angles with protractor
and so on.
adjacent and vertical angles.
Lesson Plan- VIII Activity –VIII Class-7th Curriculum area: Geometry
Lesson topic: Concept of triangle with its interior angles Teaching Methodology:
Objectives:
1. Students can define and describe triangle.
2. Students can illustrate the triangles
3. Students can point out the triangles

178
4. Students can draw triangle
5. Students can measure the angles of triangle.
6. Students can find the third angle of a triangle if two angles are given.
common pins, thumb pins, thermopile sheet, protector and set squares in geometry
box etc. cards, note-book, charts(white and color), graph paper, formic sheet, glaze
paper, scissor, glue stick etc. doors, windows, straws, clocks, shawls, match-box
sticks and ice cream-sticks etc.
Procedure: Teacher will check the prerequisite knowledge of students about triangles
then she will draw triangles on white board. She will tell the students that a triangle is
a geometrical figure formed by three line segments having common end points. Set-
squares used in geometry box are also triangular shapes. A triangle has six
components, namely the three sides and the three angles. These six parts are known as
the six elements of a triangle. She will ask students to point out triangles from work
sheets and from cards and other things put in basket and will give example from class
room things. Students will give examples of triangles with straw, scales, match-box
sticks, ice-cream sticks, color shawls etc. Teacher will give them scissor, glue stick,
different small boxes and formic sheet to make triangles. Students will make triangles
on charts by color pencils. They will draw triangles in their notebook, on charts and
graph-paper and will give them different names as for example triangle ABC and
CBD etc. Students will make triangles physically. It will be guessed who am i? They
will make triangles at thermopile sheet by common pin and thumb pins. Students will
compete with others in making and giving names to triangles of different size on
white board and in their note-book. . Students will be given worksheet (MCQs type)
to clear the concept of triangles. Students will measure angles of triangles with
179
protractor and will conclude that the sum of three angles of a triangle is 1800. As for
example the angles of the set-squares in geometry box are (900 +450 +450=1800 in the
other case the angles are 900, 600 and 300. The sum of the angles here is 1800. From
these observations student may conclude that the sum of the degree measures of the
interior angles of a triangle is 1800. Students will find the measurement of third angle
by subtracting the sum of two angles from 1800 and so on.
triangles and measurement of its angles.
Lesson Plan- IX Activity –IX Class-7th Curriculum area: Geometry
Lesson topic: Classification of triangle according to the measure of its angles
Teaching Methodology: Using Activity-based teaching
Objectives:
1. Students can define and describe the triangles according to the measure of its
angles.
2. Students can illustrate the triangles according to the measure of its angles.
3. Students can point out the triangles according to the measure of its angles.
4. Students can measure the angles of different triangles.
5. Students can sum the angles of different triangles.
common pins, thumb pins, thermopile sheet, protector and set squares in geometry
box etc. cards, note-book, charts(white and color), graph paper, formic sheet, glaze
paper, scissor, glue stick etc. straws, match-box sticks and ice cream-sticks etc.
180
Procedure: Teacher will check the prerequisite knowledge of students about triangles
according to the measure of its angles. She will draw triangles according to the
measure of its angles on white board. She will tell the students that a triangle has three
angles according to the measure of its angles (Acute-angled triangle, Right-angled
triangle and Obtuse-angled triangle). A triangle whose three angles are all cute is
known as an acute-angled triangle or simply an acute triangle. A triangle is said to be
a right-angled triangle or simply a right triangle if one of its angles is a right angle. A
triangle is said to be an obtuse-angled triangle or simply an obtuse triangle if one of
its angles is obtuse. She will ask students to point out triangles from work sheets and
from cards and other things put in basket. Students will give examples of triangles
with straw, scales, match-box sticks, ice-cream sticks, color shawls etc. Teacher will
give them scissor, glue stick, different small boxes and formic sheet to make acute,
right and obtuse triangles. Students will make triangles on charts by color pencils.
They will draw triangles in their notebook and graph-paper and will give them
different names as for example triangle ABC and CBD etc. Students will make acute,
right and obtuse triangles physically. It will be guessed who am i? They will make
triangles at thermopile sheet by common pin and thumb pins. Students will compete
with others in making and measuring triangles of different size on white board and in
their note-book. Students will be given worksheet (MCQs type) to clear the concept
of acute, right and obtuse triangles. Students will measure angles of triangles with
protractor and will conclude that the sum of three angles of each triangle is 180 0. As
for example the angles of the set-squares in geometry box are (900 +450 +450) =1800
in the other case the angles are 900, 600 and 300. The sum of the angles here is 1800.
As for example acute triangle (400+600+800) =1800, and obtuse triangle
(1000+400+400) =1800. From these observations student may conclude that the sum of
181
the degree measures of the interior angles of a triangle is 1800 and right angle triangle
has only one right angle, an obtuse angle triangle has only one obtuse angle and an
acute angle triangle has three angles acute. Students will find the measurement of
third angle by subtracting the sum of two angles from 1800 and so on.
classification of triangle according to the measure of its angles.
Lesson Plan-X Activity –X Class-7th Curriculum area: Geometry
Lesson topic: Identification of Congruent and Similar figures
Objectives:
1. Students can define and describe the congruent and similar figures
2. Students can illustrate the congruent and similar figures
3. Students can identify congruent and similar figures
4. Students can point out the congruent and similar figures
5. Students can draw congruent and similar figures
6. Students can apply the properties for two figures to be congruent or similar
7. Students can apply following properties for congruency between two triangles.
SSS=SSS, SAS=SAS, ASA=ASA and RHS=RHS
common pins, thumb pins, thermopile sheet, geometry box, cards, coins, currency-
note, book, note-book, watches, registers, pictures of umbrella, fish, doors, windows,
cards of different geometrical shapes, charts(white and color), graph paper, formic
182
sheet, glaze paper, scissor, glue stick etc. straws, match-box sticks and ice cream-
sticks etc.
Procedure: Teacher will check the prerequisite knowledge of students about
congruent and similar figures. She will draw congruent and similar figures on white
board. She will tell the students that two geometrical figures are said to be congruent,
if they have same shape and size and triangles will be congruent if SSS=SSS,
SAS=SAS, ASA=ASA and RHS=RHS. The figures with the same shape but not
necessarily the same size are called similar figures. She will ask students to point out
congruent and similar figures from work sheets and from cards and other things put in
basket. Students will give examples of congruent and similar figures with straw,
scales, match-box sticks, ice-cream sticks, book, note-book, coin, currency note, color
shawls etc. Teacher will give them scissor, glue stick, different small boxes and
formic sheet to make congruent and similar figures. Students will make congruent and
similar figures on charts by color pencils. They will draw congruent and similar
figures in their notebook and graph-paper. Students will make congruent and similar
figures physically. It will be guessed who am i? They will make congruent and
similar figures at thermopile sheet by common pin and thumb pins. Students will
compete with others in making congruent and similar figures of different size on
white board and in their note-book. Students will be given worksheet (MCQs type) to
clear the concept of congruent and similar figures.
similar and congruent figures.

183
Lesson Plan- XI Activity –XI Class-7th Curriculum area: Geometry
Lesson topic: Concept of circle, radius, diameter and chord Teaching Methodology:
Objectives:
1. Student can define and describe the circle, radius, diameter and chord
2. Student can illustrate the circle, radius, diameter and chord
3. Students can point out and draw circle, radius, diameter and chord
4. Student can explain the function of circle, radius, diameter and chord
Material Required: White board, board-marker, paper, pencils (led and color), scale,
common pins, thumb pins, textbooks, charts(white and color), thermopile sheet,
geometry box, match box, graph paper, formic sheet, different small boxes or hard
chart for cutting, different cards, scissor, glue stick etc. glass, plate, coins, torch,
mirror, football, biscuit, and bottle, lid of bottle, sharpener, bangle, fan, clock, basket,
button, and working fan etc.
Procedure: Teacher will check the prerequisite knowledge of students about circle,
radius, diameter and chord then she will teach them that circle is the most familiar
shape of the geometry that we often observe around us. Every day we come across
hundreds of circular objects, such as the Sun, the full Moon, wheels of cars, various
coins, clocks and watches, dinner plates and so forth. So “a circle is a set of points in
a plane which are equidistant from a fixed point, called center of the circle.” A circle
is traced by a point moving on a plane in such a way that its distance from a fixed
point on the plane remains constant. Radius is the distance between the center and
any point on the circle, the distance of the moving point from the fixed points on the
plane is the radius of the circle whereas the line segment joining a point on a circle is
184
called radius. Diameter is a line segment that passes through the center of a circle and
touches two points on its edge is called the diameter of the circle. Chord is a line
segment joining two points on a circle. She will draw a circle, radius, diameter and
chord on white board. She will ask students to point out different examples of circle,
radius, diameter and chord from work sheets. Teacher will give them scissor, glue
stick, different small boxes and formic sheet to make circle, radius, diameter and
chord. Students will make circle, radius, diameter and chord on charts by color
pencils. Students will draw different circles, radius, diameters and chords in their
notebook and will give them different names. Students will make these shapes
physically. There will be competition among students for telling the circular things.
Few circular shapes things will be shown in the class (glass, plate, coins, torch,
button, and working fan) etc. students will make different shapes on charts by low
cost material. Teacher will also tell them the relation between radius and diameter and
will give the different examples. Students will be asked to point out the radius if
diameter is given and the diameter if radius is given. Students will make different
circles, radius, diameters and chords at thermopile sheet by common pin and thumb
pin etc. students will be given work sheets and graph papers and will be asked to
measure the different circles, radius, diameters and chords. Students will make
different circle, radius, diameter and chord compass and scale on white board and so
on.
circle, radius, diameter and chord.

185
Lesson Plan- XII Activity –XII Class-7th Curriculum area: Geometry
Lesson topic: Concept of arcs, semicircle and segments of circle Teaching
Methodology: Using Activity-based teaching
Objectives:
1. Student can define and describe the arcs, semicircle and segments of circle
2. Student can illustrate the arcs, semicircle and segments of circle
3. Students can point out and draw arcs, semicircle and segments of circle
4. Student can draw arcs, semicircle and segments of circle
common pins, thumb pins, textbook, charts(white and color), thermopile sheet,
chart for cutting, different cards, scissor, glue stick etc.
Procedure: Teacher will check the prerequisite knowledge of students about arcs,
semicircle and segments of circle then she will teach them that an arc consists of two
end points and all the points on the circle between these end points. When we cut a
circle in such a way that a sector of the circle is smaller than the other, we gets two
types of arcs, i.e. minor arc and major arc. An arc which is smaller than half of the
circle is called minor arc. It is named by using two end points of the arc. An arc which
is more than half of the circle is called major arc. It is named by three points. The first
and third arc end points and the middle point is any point on the arc between the end
points. If we cut a circle such that both the arcs are equal, then it can happen only
when it is cut along its diameter. This process generates two semicircles or two half
circles or any diameter divides a circle into two equal parts; each part is known as a
semicircle. Segment of a circle is a part of circle, cut along any chord or the region
186
enclosed by an arc and the corresponding chord is called a segment. Any chord
divides a circular region into two segments. The smaller one is called the minor
segment and the larger one is called the major segment. She will draw arcs, semicircle
and segments of circle on white board. She will ask students to point out different
examples of arcs, semicircle and segments of circle from work sheets. Teacher will
give them scissor, glue stick, different small boxes and formic sheet to make arcs,
semicircle and segments of circle. Students will make arcs, semicircle and segments
of circle on charts by color pencils. Students will draw different arcs, semicircle and
segments of circle in their notebook and will give them different names. Students will
make these shapes physically. There will be competition among students for telling
the arcs, semicircle and segments of circle. Few arcs, semicircle and segments of
circle and circular shapes things will be shown in the class (pizza, wheel, plate, coins,
mirror, football, biscuit, and bottle, lid of bottle, sharpener, bangle, fan, clock, button,
and plastic pins) etc. students will make different arcs, semicircle and segments of
circle shapes on charts by low cost material. Teacher will make the arcs and segments
on white board and other students will tell the minor and major arc, major segment
and minor segment etc. Students will make different arcs, semicircle and segments of
circle at thermopile sheet by common pin and thumb pin etc. students will be given
work sheets and graph papers and will be asked to measure the different arcs,
semicircle and segment of circle. Students will make different arcs, semicircle and
segments of circle with compass and scale and so on.
Consolidation: Teacher will consolidate the lesson by giving an overview of the arcs,
semicircle and segments of circle.

187
Lesson Plan- XIII Activity –XIII Class-7th Curriculum area: Geometry
Lesson topic: Circumference of circle and π Teaching Methodology: Using
Activity-based teaching
Objectives:
1. Student can define and describe the circumference of circle and π.
2. Student can illustrate the circumference of circle and π.
3. Students can express π as the ratio between the circumferences and the
diameter of a circle.
4. Student can explain the function of π in circular things.
5. Students can find the circumferences of a circle using formula.
6. Students can solve real life problems involving circumference.
common pins, thumb pins, textbooks, charts(white and color), thermopile sheet,
chart for cutting, different cards, scissor, glue stick etc. glass, plate, coins, torch,
button, tape, ink, thread and working fan etc.
Procedure: Teacher will check the prerequisite knowledge of students about π and
circumference of circle then she will teach them that circumference of a circle is the
distance around the edge of the circle. The linear measure of the boundary of the
interior of a circle is called its circumference. It could be called the perimeter of the
circle. π is the ratio between circumferences and diameter of a circle. To find the
circumferences of any circular thing like a coin, bangle, student will wrap any
adhesive tape around it such that the end point of tape must meet the starting point.
188
Then they will unfold the tape and again will paste on any flat surface and will
measure the length of the tape to find the circumferences of that circular thing. They
will also measure the other circular things by tape and thread etc. they will measure
circumference and diameter of circular things to calculate the ratio between
circumference and diameter. They will see that the ratio between circumference and
diameter is the approximately the same. This constant value will be denoted by a
Greek symbol π the value of which is taken approximately equal to 22/7 or 3.14. She
will draw a π and circumference of circle on white board. She will ask students to
point out different examples of circumference of circle from work sheets. Teacher
will give them scissor, glue stick, different small boxes and formic sheet to make
circumference of circle. Students will make circular things on charts and will point
out circumference of circle by color pencils. Students will make these circular shapes
physically. There will be competition among students for telling the circular things.
Few circular shapes things will be shown in the class (glass, plate, coins, torch,
button, and working fan) etc. students will make different shapes on charts by low
cost material. Teacher will also tell them the relation between circumference and
diameter. Students will be asked to point out the radius if circumference is given and
the diameter if circumference is given. Students will be given work sheets and graph
papers and will be asked to measure the π and circumference of a circle. Students will
solve the question of circumference of circle using formula and so on.
Consolidation: Teacher will consolidate the lesson by giving an overview of the π
and circumference. Teacher will conclude that the value of circumferences by
measurement and by formula is same. Teacher will consolidate after different

189
activities that every circular thing in the world has the ratio circumference: diameter
22/7.
Lesson Plan-XIV Activity –XIV Class-7th Curriculum area: Geometry
Lesson topic: To find formula for area of circle
Objectives:
1. Students can define and describe the area of a circular region
2. Students can illustrate the activity of finding the formula for the area of a
circle
3. Students can point out the circular shapes
4. Students can find the area of a circular region using formula.
5. Students can solve real life problems involving; area of a circular region.
Material Required: white board, board-marker, paper, pencils (led and color), sketch
pen, common pins, thumb pins, thermopile sheet, geometry box, cards, coins, pictures
of umbrella, cards of different geometrical shapes, charts paper(white and color),
graph paper, formic sheet, glaze paper, scissor, glue stick etc.
Procedure: Teacher will check the prerequisite knowledge of students about the
circumference of circle, area of triangle etc. She will draw circle on white board. She
will ask students to point out different circle from work sheets. Teacher will give
them scissor, glue stick, different small boxes and formic sheet to make circles of
different measures. Students will be asked to draw a big circle on a chart paper, to cut
it from paper, to fold it subsequently to form quarters, to reopen it, to cut all its parts
folded, to paste all the parts on a straight line to form parallelogram. Area of a circle
190
is contained the number of square units inside the circle. Students will be asked to
estimate the number of square units inside the circle. It is hard to count the squares so
it would be good idea to use a formula. Teacher will ask the students to cut a circle up
into small sectors, to divide the circle in half, to cut and open each half. Students will
be asked to attach the two figures then see what shape is formed.
Area of circle=area of parallelogram
=base × height (height h=r)
=( ½ circumferences of circle) × (radius of a circle)
= (1/2 × 2 π r) × r
Base=1/2 circumference
= ½ (2 π r) = π r
= π r × r = π r2
Students will solve the question the area of circular region using formula and so on.
Consolidation: Teacher will consolidate the lesson by giving an overview of the area
of a circular region.
Lesson Plan-XVI Activity –XVI Class-7th Curriculum area: Geometry
Lesson topic: to find formula for surface area of a cylinder
Objectives:
1. Students can define and describe the area of a cylinder.
2. Students can illustrate the area of a cylinder.

191
3. Students can point out the area of a cylinder.
4. Students can find formula of area of a cylinder.
5. Students can solve real life problems involving; area of a cylinder.
pen, common pins, thumb pins, thermopile sheet, geometry box, cards, cylindrical
shape boxes of dry milk, charts(white and color), scale, graph paper, formic sheet,
glaze paper, scissor, glue stick etc.
Procedure: Teacher will check the prerequisite knowledge of students about the area
of a cylinder. Students will be asked to draw a rectangle, to measure the length and
breadth of rectangle, to fold it and make the cylinder and then measure the length and
breadth of rectangle. i.e height and circumferences. When students will open the
cylinder they will see that the surface is made up of two circles and a rectangle. The
length of the rectangle is the same as the circumferences of the circle.
Area of cylinder = Area of Rectangle
= length × breadth
= circumference × height
=2 π r× h
= 2π rh
It will be guessed who am i?. Students will compete with others in making cylindrical
shapes and find their areas on white board and in their note-book. Students will be
given worksheet (MCQs type) to clear the concept of area of a cylinder.

192
Consolidation: Teacher will consolidate the lesson by giving an overview of the area
of a cylinder.
Lesson Plan-XVII Activity –XVII Class-7th Curriculum area: Geometry
Lesson topic: volume of cylindrical region
Objectives:
1. To find the volume of cylindrical region using formula.
2. Students can define and describe the volume of a cylinder.
3. Students can illustrate the volume of a cylinder.
4. Students can point out the volume of a cylinder.
5. Students can solve real life problems involving; volume of a cylinder.
pen, common pins, thumb pins, thermopile sheet, geometry box, cards, scale, pictures
of umbrella, cards of different geometrical shapes, charts paper (white and color),
graph paper, formic sheet, glaze paper, scissor, glue stick etc.
Procedure: Teacher will check the prerequisite knowledge of students about volume
of a cylinder. She will draw a cylinder on white board. Students will be asked to cut
boxes of dry milks in groups which are cylindrical shapes. Teacher will give them
scissor, glue stick, different small boxes and formic sheet to make a cylinder. It will
be guessed who am i? Students will compete with others in solving the sums
according to formula of the volume of a cylinder. Students will be given worksheet
(MCQs type) to clear the concept of volume of a cylinder. They will find the volume
of cylinder if the radius and height of the cylinder is given.

193
Volume of the base × height
Area of a circle × height
π r2 × h = π r2 h
volume of a cylinder.

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A Comparative Study of Effects of Activity Based Teaching and

Traditional Method Teaching in Mathematics

Doctor of Philosophy in Education

The University of Lahore

Traditional Method Teaching in Mathematics

Submitted to the University of Lahore

In partial fullfilment of the requirements for the award of

Student Name : Razia Noreen

Registration No: DPE 01151002

Supervisor : Prof. Dr. Iftikhar Ahmad Baig

The University of Lahore

Traditional Method Teaching in Mathematics at Elementary Level” submitted by Razia

Dated: 10-9-2016 Prof. Dr. Iftikhar Ahmad Baig

The University of Lahore

Comparative Study of Effects of Activity Based Teaching and Traditional Method

Teaching in Mathematics at Elementary Level” submitted by Razia Noreen (DPE

01151002) submitted to the Faculty of Social Sciences at the Department of Education of

of the External Examiner for the award of Doctor of Philosophy in Education.

Prof. Dr. Iftikhar Ahmad Baig

Prof. Dr. Iftikhar Ahmad Baig

The University of Lahore

Department of Education, The University of Lahore. The Supervisory and Examination

award of the degree of Doctor of Philosophy in Education.

External Examiner Prof. Dr. Iftikhar Ahmad Baig

Prof. Dr. Iftikhar Ahmad Baig

The University of Lahore

teaching and traditional method teaching in Mathematics at elementary level.” is my own

The University of Lahore

study of effects of activity based teaching and traditional method teaching in

Registration # DPE 01151002 under my supervision.

Date: 28-01-2018 Prof. Dr. Iftikhar Ahmad Baig

The University of Lahore

Date: 28-01-2018 Razia Noreen

The University of Lahore

In the name of Allah, Most Gracious, Most Merciful.

I wish to express profound gratitude and deep appreciation to my supervisor

strength to complete this thesis.

I am also thankful to my respectable teachers, Dr. Khalid Rashid, Dr. Ashiq

thankful to Sir Yasir Rafiq who helped in analysis of data.

I am indebted to my loving parents, brothers, sisters and parents-in-law whose

of Ph.D and whose encouragement has ever been a source of inspiration.

My special gratitude is due to my entire family, friends, colleagues and

and completion of this study.

Second Title Page ii

Forwarding Sheet iii

Research Completion Certificate vii

Plagiarism Evaluation Report viii

List of Tables xvi

1.1 Statement of the Problem 7

1.2 Objectives of the Research 7

1.3 Research Hypothesis 8

1.4 Significance of the study 9

1.5 Delimitation of the Research 9

1.6 Operational Definitions of Terms 10

Chapter 2 Review of Related Research 12

2.2 Elements of Educational Process 16

2.3 System of Education in Pakistan 25

2.3.1 Elementary Education 25

2.3.2 Teaching in Elementary School 26

2.3.3 Objectives of Elementary Education 28

2.4The History of Mathematics 29

2.4.1 Importance of Mathematics 31

2.4.3Correlation in different branches of Mathematics 51