10, Perrott E, Microteaching in higher education «research, development, and practice Guildford (Eng y Society for Research into Higher Education at the University of Surrey: 1977 11 Tumey C. CHiN JC, Dunkin MJ, Traill RD. Microteach practice, Sydney: University of Sydney. Wagner, AC: 1973 12. btep:/amisthambngee blogspot in/2012/12/-behas ionurlefauleymte. htm! 13 httpsnavw bhmed-emanual.ory’bookiexportniml’36 14. nep:vx6w educarepk com miicro-teaching-¢y ce hum 15. biip.//chs uonbi.ac-he'sites default fileschs'ehs Microteach 1.6, tp. itt. Four 20quadrant op Quadeant?s3 17 nep:hvwww erltumiich eduesisip2_5 Research, theory and (PACE). pa FAQ PDF pdf UMT II Strategies of Teaching Mathematics Structure Introduction Objectives 3 Mathematics ‘Teach 344 Concept and meaning of Approaches 3.5. Methods and Techniques 3.6. Approaches (Constructivist, Discovery) 3.6.1 Constructivist Approach 3.6.2 Discovery Approach Induetive and Deductive Methods 3.7.1 Inductive Method 3.7.2 Deductive method 3.8 Analgtic Method 3.9 Syuthetic Method 3.10 Problem solving method 3.11 Laboratory method 3.12. Projeot method 3.13 Moder techniques of Mathematics teaching3.13.1 Brainstorm 3.132 Quiz Technique 3.13.3 Seminar Method 134 Discussion Te nique 3.13.5 Scenario building Te nique 3.14 Lets Sum up 3.15 Unitend Activities 3.16 Answers to check your progeess ested Readings 3.1 INTRODUCTION Teaching mathematics needs to know auult jechniques methods, and strategies, approaches that breaks the monotony of the teaching and sustains the interest of the learners in learning mathematics. This unit recommends that students be taught with apt method which means the selection of right method for right unit. This will positively develop the mathematical attitude of the students by which teachers could make the classroom alive. Each method has its own tmigueness and validity in maths teaching, Some modem techniques of mathematics teaching are also prescribed in this unit 3.2 OBJECTIVES, AL the end of this unit the learners will be able 10 © Know about mathematics teachin Understand different approaches. methods and tec iques in mathematics teal 4 Know about modem techniques in mathematics teaching 3.3 MATHEMATICS TEACHING3.7 INDUCTIVE AND DEDUCTIVE METHODS 3.7.1 Inductive Method Inductive method is to move from specific esamples to generalization and deductive method 's to move fiom generalization to specific examples, A Child observes a rising of sun and getting of daskness after the setting of sun this he observes every day Conclusion: “The Sun Rises Everyday and Also Sets Evers day A child cats green apple every time and feels its our taste Conclusion: All the ereen apples are sour in taste Principles of inductive method It is proceeding from Conerete to Abstiact, Particular to general, Example to formula and Direct Experiencing, Conclusions are based on repetition at many times. Child concludes after cach observation. Child generalizes after many observations. A child measures each and every triangle an EB ncludes that, “Sum of angles in every triangle is equal to 180) degrees wd nples for inducti A) Ask students to draw a few sets of parallel lines with two tines in each set. Let them construct and measure the corresponding and altemate angles in each case. They will find them equal in all cases. This conclusion in a good number of cases will enable them to nerali that "corresponding angles are equal: akemate are equal." This is a ease where equality of corresponding and alternate angles in a certain sets of parallel lines (specific) helps us to generalize the conclusion, Thus this is an example of inductive method. By Ask students to construct a few triangles, Let them measure and sum up the interior angles in each ease, The sun will be same (= 180°) in each case. Thus thes can conclude that "the sum of the interior angles of a triangle = 180°), This is a case where equality of sum of interior angles of @ triangle (=180°) in certain number of triangles leads us to generalise the conclusion, Thus. this is another exa nple of inductive method €) Let the mathematical statement be, $ (ny: 1+ 2+ ......#n= Itean be proved that if the result holds form = 1, and it is assumed to be true for n =k, then itis te forn =k =I and thus for all natural numbers n Here, the given result is true for a specific value of a = Land wwe prove it to be true for a general value of n which leads t0 the generalization of the conclusion, Thus. it is also an example of inductive method Merits of the method‘¢ Scientific Method Content becomes crystal clear to students . as they develop on their own formula laws / Principle Based on Actual Observation and Experimentation © Thinking is Logical © Suitable for beginners Increases Pupil - Teacher Relationship © Home Work is reduey Demerits of the method © Not suitable for all topics ‘¢ Time Consuming Method © Laborious Method ‘© Not Suitable for all wpes of students ‘© Un- prepared teacher cannot make use of this method ‘Check your progress Notes: a} Chose the correct answer b) Compare your answers with those given at the end ofthe unit 8 Inductive method is 4) specific method b) general method ©) to move from specific examples to generalization do move from generalization to specific examples 3 Deductive method cis a method of reasoning s are deducted by which concrete applications or conseque from general principles or theore All the are deduced from definitions and postulates een apples are sour in taste” The child may be told that he should never eat the green apple because they are sour Afterwards he may verify this fact by tastin Principles of Deductive Method s eroen apples Ic is proceeding from Abstract to Concrete, General to Particular. and Formula to Examples, Students are en Formula’ rules!law ‘principles direct, Examples of deductive methoda) We have an axiom that "ovo distinct lines in a plane are either parallel or intersecting theorem is: "Two dlistinet lines in a neral) Based on this aviom, the corresponding plane cannot haxe moze than one point in common" «Specific). 1) We have a formula for the solution of the linear simultaneous equations as and Jon this formula eneral). The students find the solutions of some problems like (specific). of this method Time Saving Method © Suitable to all topies © Suitable to all Suadents * Glorities Memory ¢ Usefilat Revision Siage Speed and efficiency 4 Mostly Used at Higher St Demerits of this method level * Nota psychological Method © No Originality and Creativity Blind Memorization ¢ Educationally Unsound © Students are Passive Learners ‘¢ Reasoning is not clear ‘Check your progress Notes: ©) Chose the correct answer 4) Compare your answers with those given at the end of the unit 9. Deduetixe method is a) knownas inductive method —b) ¢) lo move from specific examples to generalization } 1 move from generalization to specific examples 38 ANALYTIC METHOD,It proceeds from unknown to known, “Analysis’ means “breaking up’ of the problem in hand so that it ultimately gets connected with something obvious or already known It is the process of unfolding of the problem or of conducting its operation to know its hidden aspects Start with what is to be Found out, Then think of ater steps and possibilities which may cconneet the unknown with the Known and find out thedesired result. In its original sense the yerb “to analyze” means to loosen or separate things that are together about analysis. ‘Thomdike says that all the hi Jhest intellectual performance of the mind is analysis. It is logical method. It leaves to doubts and convinces the leamer, It facilitates understanding. It also strengthens the urge to discover facis. The steps in ils procedure are developed in a general manner. No rami {fa fixed stops and a set pattern is necessitated. Each step has, its reason and justification, The student is throughout faced with such questions as “how to prove the equality of to angles?” “What are the pessible ways of resolving a statement into simpler elements et thus the student grapples with the problem confidently and intelligently. The learnes 1s in comprehension and shill 3.9 SYNTHETIC METHOD, It is the opposite of the analytic method. Here one proceeds from known t0 unknown. In practice, synthesis is the complement of analysis. To synthesis isto place together things that are apart, It starts with something already known and conncets that sith the unknown part of the statement, It starts with the data available or known and connects the same with the conclusion, tis the process of putting together known bits of information t0 reach the point ‘where unknown information becomes obvious and true. It is a short and elegant method. It slorifies memory. In is logical ‘Comparison hetween Analytic Method and Synthetic Method Analytic method Synthetic method Meaning: Me Analysis means breaking up into components | Synthesis means combining the elements to get something new Teads from: Teads from: Unknown to known, Conclusion to hypothesis Abstract to concrete Known to unknown, Hypothesis to conclusion Conerete to abstractComplex to simple Simple to complex Method: A method of discovery and thy Method: A method for the presentation of discovered A psychological method facts A logical method Time: Tim Lengthy. laborious and time consuming Short, concise and elegant. Sequence Sequence Valid reasons to justify every step in the ]No justification for every step in the sequence sequence Learning: Encourages meaningful learning Learning: Encourages rote learning Easy to rediscover Once forgotten not easy t0 recall Encourages: Encourages originality of thinking and reasoning Encourages: Encourages memory work Tearning: Tearning: Informal and disorganized Formal, systematic ad orderly Thi Thinki Process of thinkit Product of thinking Participatio Active participation of the learner Participation: Leamer isa passive listener ‘Check your progress Note a) Chose the correst answer b) Compare your answers with those given atthe end ofthe unit 10, Analy tie method is a) Known fo unknown b) unknown to known ©} combining the elements d)a& b 11. Hypothesis to conclusion, Concrete fo abstract, Simple to comple are the characteristiesa) Smthetic method byanah tie method cy dueet method dy indiweet method 3.10 PROBLEM SOLVING METHOD ‘The child is curious by nature, The leaner wants w find out solutions of many problems. ‘which sometimes are puzling even to the adults, The problem solving method is one, which involves the use of the provess of problem solving or reflective thinkin cor reasoning Problem solving method. as the name indicated. begins with the statement of a problem that challenges the students to find a solution Definitions Problem solving is a set of exents in which human beings were rules to achieve some goals ~ Gai we Problem solving involves concept foumation and discovery learnin Ausubel Steps in Problem Solvis Procedure for Problem solving 1. Identifying and defining the problem: ‘The student should be able to identify and clearly define the problem. The problem that has been identified should be interesti challenging and motivating for the students to participate in exploring 2. Analyzing the problem: ‘The problem should be carefully analy ed as to what is given and what is to be findi G 3. Formulating tentative hypothesis, n facts must be wlemified and expressed, necessary m symbolic form Formulation of hypothesis m ans, preparation of a list of possible reasons of the occurrence of the problem. Formulating of hy pothesis develops thinking and reasoning powers of the child, The focus a this stage is on hy pothesizi ~ searching for the tentative solution to the problem, 4. Testing the hypothesis Appropriate methods should be selected 0 test the validity of the tentative hypothesis as a solution 0 the probl xd to be the solution, the students are asked to n. IP iL is not pros formulate alternate by pothesis and proceed5. Verifving of the result or cheching the result: Xo conclusion should be accepted without bemg properly verified At this step the students are asked to determine their results and substantiate the expected solution. The students ld be able 19 make generalisations and apply it1o their daily life Example: Define union of two sets IP A={2.3.5} Prove that A U(BU C)=(A UB) UC Solution: 35.6} And C-[4.689} Step 1: Identifying and Defining the Problem After selecting and understandi the problem the child will be able to define the problem in his own words that 1. The union of two sets A and B is the set. which contains all the members of a set A and all the members ofa set B 2. ‘The union of two set A and B is express as “A UB and symbolically represented as AUB=tx:yiAors 1B} 3. The common elements are taken only once inthe union of two Sets Step 2: Analysing the Problem After definin the problem it his own words, the child will analyse the given problem that hhow the problem can be solved? Step 3: Formulating Tentative Hypothesis Aller analysing the various aspects of the prob ie will be able to make hypothesis that first ofall he should calculate the union of sets Band C ie. (BUC), Then the union of set A and BU C. thus he ean get the value of A U (BUC) Similarly he can sohve (A UB) UC Step 4: Testing Hypothesis ‘Thus on the basis of given data, the child will be able to solve the problem in the follows manner In the example itis given that U BUC = BSP U 4.6.89} AU(BLC)= Similarly AUB = (AUB) UCAfter solving the problem the child will analyse the result on the basis of given data and verify his hypothesis whether A U (BU Chis equalsto (A UB) UC or not Step 5: Verifying of the result After testing and verifying his hypothesis the chikl will be able to conclude that A U (BUC) = (AUB) UC. Thus, the child generalizes the results and applies his knowledge in new situations, Merits of this method: © ‘This method is psychological and scientific in nature © It helps in developing good study habits and reasoning powers ¢ Iehelps to improve and apply Anowledge and experience ¢ This method stimulates thinking of the child + Ichelps to develop the power of expression of the child © The child learns how to act in new situation. ‘Ii develops group feeling while working together Teachers become familiar with his pupils, 4 Iedevelops analytical, ert neralization abilities of the child 4 This metho eps in mi ntaining discipline mn the class Demerits of this method: This is not suitable for lower classes ‘© There is lack of suitable books and references for children ¢ Itisnot economical. Irs wastage of time and energy ‘Teachers find it difficult to cover the prescribed sy abu To follow this method talented teacher are requived © These is always doubt of draw; conclusions. Mental ities are more emphasized as compared to physical activities, Conclusion Problem solving method can be an elfeetive hod for teaching mathematics in the hands of aan able and resourcefit! teacher of mathematics 3.11 LABORATORY METHOD. Laboratory method is based on the maxim “leaning by doing. ads the students to diseoxer mathematic: ¢ This isan activity method and it¢ Initne proceed from concrete to abstract Laboratory method is a procedure for stimulating the activities of the students and te encourage them to make discoveries This method needs a laboratory in which equipments and other useful teaching aids ies are available related to mathema ‘¢ For example, equipments related to geometry, mathematical mol, chart, balance, various figures and shapes made up of wood or hardloards. etaph paper ete Procedure of Laboratory method actical work or Aim of The Practical Work: The teacher clearly states the aim of the experiment t0 be carried out by the studemts Provided materials and instruments: The stuxlents are provided with the necessary materials and instruments, © Provide clear instructions: Provide clear instructions as to the procedure of the experiment © Carry out the experiment: The students carry out the experiment Draw the conclusions: The students are required to draw the conclusions as per the aim of the experiment Example for Laboratory method les of a triat e this in the Sum of three an is ISU dewree, “How we can pro laboratory Aus les oF 180 To prove that sum of the three angles ofa triangle is equal to two ight a degree Materials and ins Card board sheet, peneil, scale, tram le and olhernecessary equipments Procedure In the laboratory pupils will be given on cardboard sheet each and then they are told how 10 draw triangles of different sizes on it Affer drawing the triangles they cut this separately with the help of scissors Observation Student will measure the angles of the triangles drawn and write these in a tabular form Angle A=B=C Toulmo, | Angle A] Angle B p wu i 180 2 se uw TR 3 war oo a T80 Colewlation: after measur 's of different triangles in the form of cardboard sheet. We caleutate and conelude their In this way by caleulati the students will be able to conclude is 180 dew he throe angles of a uit vith inductive reasoning hat the sum of three angles of ee oF Ovo right angles of this method ‘¢ The method is based on the principle of leaming by doing ¢ This method is psychological as we proceed from known to unknown. 4 Teas based on the student's self pac ‘¢ Ic helps in making clear certain fundamental concepts. ideas ete It develops the self-confidence and teaches the stuclonts the dignity of labour The children learn the use of different equipments. which are used in laboratory ¢ Ie-develops in the child a habit of scientific, enquiry and investigation This method presents mathematics 8 practical subject It stimaates the interest ofthe students to work with concrete material the students ‘+ Icprosides opportunities for social interaction ant co-operation among © Itischild ntred and therefore it isa psychological method Ichelps the students to actively participate in the learning process and therefore the learning becomes more sinful and weresting Demerits of this method ‘¢ This method can be used for a small class only 4 Ierequites a Jo of planning and o: iaization This method is suitable only for certain topics ‘+ This method itis not possible wo make progress quickly 4 This method requires boratory equipped with different apparatus ‘©All mathematies teachers cannot use this method effectively‘¢ Itisan expensive method. All schools are not able to adopt this method ¢ This method has very litle of theoretical part in it Conclusion In conelusion we can say that this methods sustable for teaching mathematics to lower classes as al this stage teael lone with the help of concrete things and examples, ‘Check your progress Notes: a) Chose the corn ') Compare your answers with those given at the end ofthe unit 2 involves the use of the process of problem solving or reflective thinking or reasoning a) problem solsing method b) laboratory method ¢) analytic method dy direct method 1B the merits of laboratory method a) Chile-centsed method b) active participation ofthe children b) Learn by doing di) only for small class 3.12 PROJECT METHOD Project method is of American origin and is an outcome of Dewey's philosophy or pragmatism. However, this method is developed and advocated by Dr Kilpatrick. Project is a plan of action (oxford’s advanced learner's dictionary), Project is a bit of real lift that has been imported into school A project is a unit of wholehearted purposeful activity carried on preferably in its natural scting ~ DrKilpatrick A project is a problematic act eared to completion in its most natural setting ~ Ste\ Basic principles of project method Psycholo I principles of earnin 1. Leaming by doing 2 Leaming by living3. Children learn better through association, co-operation and activity Psychological laws of leaming 1. Law of readiness 2. Law of ex 3. Law ofeffect Steps involved in project method 1) Providing. creanang the situations ‘The teacher creates problematic situation in front of students while cre: appropriate situation student's interest and abilities should be given due importanc 2) Pe sng and chowsing the project While choosing a problem teacher should stimulate dis ussions by making estioas, The proposed project should be according to the rear need of students, The purpose of the project should be well defined and understood by the children 3) Planning he project For the success of the project, plannit of project is very import, The ehildren should plan out the project under the guidance of their teacher 4) Bxecution Execution of the project. every child should contribute actively in the execution of the project. IL isthe longest step in the project 5) Evaluation of When the project is completed the teacher and the children should evaluate it jointly discussed whether the objectives of the project have been achieved or not 6) Recording of the project ‘The children maintain a complete record of the proket work, While recording the project some points like how the project ‘was planned. what discussion were made. how duties were assigi Mer sd, hot it was evaluate ete, should be kept in mind its of this method 4 This is based on various psychological laws and principles, © It develops self-confidence and selfdisciplne ameng the students © It provides ample scop. © It provides sore for independent work and individual development ‘* It promotes habits of eritical thinking and encourages the students to adopt problem- solving methods,‘¢ ‘This method the children are active participants inthe learning task ‘¢ This is based on principle of activity. reality. effect and leaming by doing te 4 Iedevelops discovery attitude inthe child ‘© It provides self-motivation as the students themselves select plan and execute the project Demerits of this method © The knowles is nol acquired in a sequential and 9 stematie manner [cis very difffeult to complete the whole syllabus by the use of this method. Tris economical ‘¢ Textbooks and instructional materials are hardly available ¢ ‘The project method does not provide necessary dnll and practice fir the learners of the subject The project method is uneconomical in terms of time and is not possible to fit into the regular time table ‘¢ Teaching is disorganized ¢ ‘This method is not suitable Fora fixed eurriculum ‘¢ Syllabus cannot be completed on time using this method Conclusion Project method provides a practical approach to learning. It is difficult to follow this method for teaching mathematies. However this method may be tried along with formal elassroom leaching without disturbing the school timetable, ‘This method leads to anders develops the ability to apply knowledge. The teacher has to work the evecution of the project ‘Check your progress Notes: a) Chose the correct answer ') Compare your answers with those given at the end ofthe unit 14, Project method is the outcome of ) Pragmatism —b) Realist ¢) Existentialism dy Medesnism 3.13 MODERN TECHNIQUES OF MATHEMATICS TEACHING