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  ͞Why do we teach mathematics? What do we want
toachieve in our mathematics le ssons?

In solving this questions we will on one hand solve the questions of aims & objectives and
also answer or enlighten ourselves on the importance of mathematics in our day to day
life.

These were the questions which I asked myself in joining the career of a mathematics
teacher. In fact they are good ques tions which all teachers should ask themselves from
time to time in their daily practice.

Different teachers may have different answers to these questions. Some possible answers
to first question are: ͞Mathematics is important and useful in our daily life͟, ͞Mathematics
is the basics for other subjects such as science and engineering͟, ͞Mathematics help us
develop logical thinking͟ and ͞Mathematics help us find the right way to solve problems͟.
Some even says, ͞I like mathematics, so I would like to help my st udents appreciate the
subject.͟ Each of these answers suggests a reason for the importance of mathematics or

school mathematics in the teachers͛ mind. Neve rtheless, each answer is only a partial
answer to the question.

To look for a comprehensive answer, we inevitably need to addre ss the question why
mathematics is essential in our world.

There is little argument on the position of Mathematics as a part of the school curriculum.
Understanding mathematics is an important part of understanding our world. The subject
and its applications in science, commerce and technology are important if students are to

understand and appreciate the relationships and patterns of both number and space in
their daily life and be able to express them clearly and concisely. It will also help students
to develop their capacity of reasoning so that they will think more logically and

independently in making ration al decisions. It is recommended therefore that all students

should take Mathematics.

In less than 100 words, the writer of the document explains the power of mathematics in
terms of many facets: understanding the world around us, a service subject to other
disciplines and developing students͛ capacity of reasoning, thus providing a guarantee for
the essential position of mathematics in the school curriculum. Subsumed in these lines
are the promises stated in the aims of the mathematics curriculum which answer the
second question what we want to achieve in our mathematics lessons. To enable students
to cope confidently with the mathematics needed in their future studies, workplaces or
daily life in a technological and information-rich society, the curriculum aims at developing

students͛:

˜ The ability to conceptualize, inquire, reason and communicate mathematically, and

to use mathematics to formulate and solve problems in daily life as well as in
mathematical contexts; the ability to manipulate numbers, symbols and other

mathematical objects; the number sense, symbol sense, spatial sense and a sense of

measurement as well as the capability in appreciating structures and patterns; a positive

attitude towards mathematics and the capability in appreciating the aesthetic nature and
cultural aspect of mathematics.

Very few people would query these ͞tautology statements͟ till one teacher commented
honestly, ͞My pupils are Band five. They never use mathematics in their daily life. There
are no ways to arouse their interest in the subject.͟ Such an outcry speaks the frustration
in many teachers͛ mind. However, it unnecessarily misleads people to follow the argument
that the power of mathematics can be explained by its daily life usage only. If we examine
the daily routine of students, it is not difficult to conv ince that they usually use very little
mathematics. If there are neither mathematics lessons nor homework, they will probably
not be aware of the existence of mathematics at all. In a practical͟ society such as Hong
Kong, how to help students appreciate the power and existence of mathematics around us
is indeed important.

Every teacher of mathematics needs to be informed and convinced about the educational
values of his subject. His own conviction enables him to convince the students, parents
and the society. These are as under:-

a) D


 [He cannot do without learning how to count and calculate. Any
person ignorant of it is easily cheated counting, notation, addition, subtraction,
multiplication, division, weighing, measuring, selling, loving are fundamental processors of
mathematics having immense practical value. It has become the basis of world ͛s entire
business and commercial system.

b)


 [It trains and disciplines the mind. It is exact time and point
knowledge and therefore creates discipline in the mind. It develops reasoning and thinking
powers more and demands less from memory. Reasoning in mathematics possesses
certain characteristics which are suitable for the training of learner͛s mind. These are: -
1) ‰

 [it teaches that definite facts are always expressed in
simple language which are alway s easily understand.

2) ‰

 
[Accurate reasoning thinking and judgment are essential

for its study. Accuracy, exactness and precision compose the beauty of mathematics

3) ‰

  
  [ The answer is either right or wrong.
Subjectivity or difference of opinion between the teacher and the taught is missing. The
student can verify his result by reverse process. It is possible for the child to remove his
difficulty by self-effort and to be sure of the removal. He develops faith in self-effort which
is the secret of success in life.

4) ‰

  
[ Most work in mathematics demands original thinking,
reproduction and cramming of ideas of others is not very much appreciated. When the
child has a new or a different mathematical problem, it is only his originality which keeps
him going. The discovery or establishment (derivation) of a formula or conversion of
formula in one form to another is also his original work. This practice in originality enables
the child to face new and challenging problems with confidence.

5) ‰

 
 
   [ lear and exact thinking is as

important in daily life as in mathematics. Before starting with the solution of the problem,
the student has to grasp the whole meaning. Similarly in daily life, while undertaking a
task, one must have a firm grip over the situation.

6) ‰

  
  [Results can be easily verified. This gives a
sense of achievement, confidence and pleasure. It inculcates the habit of self-criticism and
self evaluation.

7) D     [ In this ever advancing society the important thing is not only
to learn facts, but also to know how to learn facts. The main thing is not the acquisition of
knowledge but the acquirement of the power of acquiring knowledge.

8) 
    [Knowledge becomes real and useful only when the mind
is able to apply it to the new situations. Ability to apply knowledge to new situations is
inculcated in students. They acquire the power to think effectively. It generates the
otherwise latent powers of thinking, reasoning, discovery and judgment of the child.

) ‰

 [ It is said, ͞Mathematics is the mirror of civilization͟. It helped

man to overcome difficulties in the way of his progress. The prosperity of man and his
cultural advancement have depended considerably upon the advancement of
mathematics. The modern civilization owes its advancements to the progress of various
occupations such as agriculture; engineering, surveying, medicine, industry, navigation;
road-rail building etc. and contribution of mathematics in their advancement cannot be
undermined.
Therefore mathematics shapes culture as a play back pioneer. Some of the important
aspects of cultural heritage have been preserved in the form of mathematical knowledge
only and learning of mathematics is the only medium to pass on this heritage to the
coming generations. Mathematics is also a pivot for cultural arts, such as music, sculpture,
poetry and paining.

Apart from these three major values, it has other fundamental values like :

1. Social value.
2. Moral Value.
3. Aesthetic Value.
4. Intellectual Value.
5. International Value.
6. Vocational Value.

In addition to these major and fundamental values, there are few other values, which is of
equal importance. These are: -

1. Development of concentration.
2. Art of economical living.
3. Power of expression.
4. Self-reliance.
5. Attitude of Discovery.
6. Understanding of popular literature.
7. Quality of hard work.

22  
  
 



  
 


1. Utilitarian aim.
2. Disciplinary aim.
3. ultural aim.
4. Adjustment aim.
5. Social aim.
6. Moral aim.
7. Aesthetic aim.
8. International aim.
9. Vocational aim.

10. Inter-disciplinary aim.

1. Self-education aim.

12. Educational preparation aim.

13. Development of powers aim.

14. Harmonious development aim.

b)   
  
 
:

1. Knowledge and understanding objectives.

2. Skill objectives.
3. Application objectives.
4. Attitude Objectives.
5. Appreciation and interest objectives.

To illustrate these objectives let us take one particular learning unit

(a-b)2 = a2+b2-2ab.

1. ÿ   
  
    :

a) The student recalls the knowledge of algebraic multiplication and squaring.

b) He recognizes the meanings of the formula in hand.

c) He understands and describes the relation ship between the two sides of the above
equation.

d) He understands the relationship between this formula and formulae learnt earlier.

e) He understands and expresses the formula in the form of a diagram and through
various other substitutions.

1. `  :

a) He can prove the formula by multiplication.

b) He can prove its substituted versions.

c) He can verify its accuracy by various substitutions.

d) He can draw a diagram to represent the formula.

e) He can establish relationship between the two formulae:

(a+b)2= a2+b2+2ab

and
(a-b)2 = a2+b2-2ab

1. 
   

a) He can solve new problems independently by applying the formula.

b) He can work out the geometrical proof of the formula.

c) He can locate the life situations where the formula may be applicable.

d) He can construct his own problems based on the formula.

1.    :

a) He proves the formula through systematic steps and objective reasoning.

b) He solves relevant problems with confidence.

c) He develops curiosity for the use and application of the formula.

d) He demonstrates originality and creativity.

1.  
 
    :

a) He appreciates the nature of the formula.

b) He appreciates the application of the formula in promptly solving the relevant

problems.

c) He appreciates the use of this formula in learn other topics and branches of
mathematics.

d) He appreciates the recreational value of the formula.

e) He appreciates various diagrammatic and other versions of the formula.

f) He develops interest for learning more and more about the formula and its
applications.

III)   
  
 
:

The methods of teaching mathematics are: -

a) Lecture Method.

b) Dogmatic Method.
c) Inductive[Deductive Method.

d) Heuristic Method.

e) Analytic[Synthetic Method.

f) Laboratory Method.

g) Project Method.

h) Topical Method.

i) oncentric Method.

j) Problem Method.

a) ´    :-

1. Procedure[ The teacher prepares his talk at home and pours it out in the class. The
students sit silently, listen attentively and try to catch the point. He may not even
write anything on the black board simultaneously or may not even argue a point
with the listeners by cross questioning.
2. When to apply:-

a) When the number of students in a class is very large. The teacher͛s voice is heard
clearly even in farthest corner of the class room. All the students are provided with an
equal opportunity to listen and learn.

b) When heavy syllabus is to be covered in a short time. The teacher can teach the topic
at his own speed. He need not adjust his speed to the learning speed of the students.

onclusion[ The Method neither suits the subject nor the learner. It goes against the
independent and original thinking of the learner. There is no student participation in
learning process. Most of the time his face is towards the class and the back is towards the
blackboard. This is defective. He should mostly face the black board.

b)

  [It is based on some dogmas:-

I) Procedure: The rules and formulae are given to the class to cram. The teacher
tells the pupils what to do, what to observe how to attempt and what to conclude. He
works out the model sums on the black board and the pupils have merely to follow the
patterns. The steps of the solution of a problem are brought home to the students who
then follow them in minutest details. The model or pattern as presented and advocated by
the teacher or the book is to be strictly adopted and imitated by the learner.
II) When to apply:-

a) It can be adopted with advantage at a stage when pupils are adequately advanced in
mental development.

b) At the revision stage, emphasis on rigour is most desirable and appropriate as it saves
time, energy and a good deal of loose or useless thinking. It promotes skill efficiency and
speed in the solution of problems.

onclusion[ This method suits neither the child nor the subject. The min d of the student
is stuffed with information and the understanding of the subject finds no place there.
Therefore, if popularized, this method will cause stagnation in teaching.

c) 2  
   :

I) Inductive Method[It is based on induction, which means proving a universal

truth by showing that if it is true for a particular case and is further true for a reasonably
adequate number of cases, it is true for all such cases.

Procedure[It may be illustrated by some examples:

Ask students to draw a few sets of parallel lines, with two lines in each set. Let them
construct and measure the alternate and corresponding angles in each case. They will find
them equal in all cases. This conclusion in a good no. of cases will enable them to
generalize that ͞the corresponding angles are equal; the alternate angles are equal͟.

Ask students to construct a few triangles let them measure and sum up the angles in each
case. The sum will be same in all cases. Thus they can conclude that the sum of the angles
of a triangle=180.

II) Deductive Method[It is opposite of inductive method. Here, the learner

proceeds from general to particular; abstract to concrete; formula to examples.

Procedure: Immediately after announcing the topic for the day, the teacher gives relevant
formula. To explain further the application of the formula to problems, he solves a number
of problems on the black board. The students comes to understand, how the formula
could be used or applied. Then a few problems are given to the students. They solve them
on the same lines as have been explained by the teacher.

onclusion[Inductive method is a predecessor of deductive method. Any loss of time due

to the slow speed of induction can be made up through the quick and time saving process
of deduction. Deduction is a process particularly suitable for a final statement, and
induction is most suitable for the exploration of new fields. Probability in induction is
raised to certainty in deduction. The happy combination of the tw o is most appropriate
and desirable. There are two major parts of the process of learning of a topic viz.
establishment of formula, and application of that formula. The former is the work of
induction and the latter is the work of deduction. Understand it in ductively and apply it
deductively.

 
        
    .

d) !    [Here the child is put in the place of discoverer. It involves finding
out by the student by complete self-activity. The teacher is only a passive observer.

Procedure[Here the student is induced into discovering the solution of a problem all by
himself. In its normal form, the teacher may guide the students to discover by framing
them carefully and well-graded manner which will ultimatel y lead them to the discovery.
Questioning has to replace telling in the class room.

When to apply[ May be applied when the number of students are less as it requires
individual attention to each child.

onclusion:--At school, use of extreme form of this method is out of question. The
teacher͛s presence in the classroom should mean something. He is not to behave as
indifferent on-lookers, but his presence is to inspire and stimulate the learners. In practice
the success of this method depends on good questioning. The teacher no longer teaches,
he guides. The learner no longer listens, he finds. It is in reality a scientific and
psychological method of learning. He should let the child be his own teacher, and also se e
that his difficulties are removed in time.

e) 
 `    :- These two methods are applicable in combination.

I) 
  [It proceeds from unknown to known ͚Analysis͛ means

breaking up of the problem in hand so tha t it ultimately gets connected with something
obvious or already know. Start with what is to be found out. Then thinking further steps
and possibilities which may connect the unknown with the known and find out the desired
result.

Procedure:

"#
 : If a/b=c/d, prove that (ac-2b2 )/b= (c2-2bd)/d

The unknown part is (ac-2b2 )/b= (c2-2bd)/d is true,

if a c d ʹ 2 b2 d = b c2 ʹ 2 b2 d is true,

if a c d = b c2 is true,

if a d = b c is true
that is, if a/b = c/d is true,

which is known.

II) `    [ It is opposite of analytic meted. Here one proceeds from
known to unknown. It starts with something already known and connects that with the
unknown part of the statement. It is a process of putting together known bits of
information to reach the point where unknown information becomes obvious and true

Procedure[ onsider the above example.

The known part is a/b=c/d

Subtract 2b/c on both sides (But why and how the child should remember to subtract 2b/c
and not any other quantity)

a/b ʹ 2b/c = c/d ʹ 2b/c

or, (ac ʹ 2 b2)/b c = (c2 -2 b d ) / c d

or, (ac ʹ 2 b2)/b = (c2 -2 b d ) / d

onclusion[ They should go together. Analysis help in understanding and synthetic helps
in retaining knowledge. The teacher should realize that he may offer help for the a nalytic
form of the solution and that he synthetic work should be left to the pupils.

f) ´

   [It is more elaborated and practical form of the inductive
method. It makes the subject interesting as it combines play and activating..

The construction work in geometry is on the whole a laboratory work e.g., the drawing of a
line; construction of an angle; construction of a triangle, quadrilateral, parallelogram etc.
all involve the use of some equipment and so their nature is that of laboratory work.

When to apply[ Especially in lower classes the introduction of this work is more essential,
desirable and practical.

onclusion[ It is a difficult and lengthy method, but can prove exceedingly profitable if
properly employed. This method should be a ͚͛ where circumstances favour.

The other methods which are not generally practical in schools are not discussed for
obvious reasons.

$
‰ :- A number of methods of teaching have been discussed. Some of

them have been recommended for use some have been disapproved and some have been
recommended for use with caution. Out of all the available methods, every teacher has to
make his own choice. It will have to be made in a rational way keeping in view the facilities
available and the nature of the work to be done.

A good mathematics teacher should not depend on just one method, but he should try to
imbibe the good qualities of all the methods and should so improve his command over
them that he can even make the best out of the worst. He will keep his knowledge of all
the methods up to date and will exploit their qualities to the maximum while reducing
their short comings to the minimum. The teacher will keeps himself on the right side of
every method. He will be a master of every method in the real sense. With the passage of
time, he will evolve his own method and will formulate a teaching style of his own. His
method will be his own individualized and personalized method, which is the result of his
rich and varied experience in teaching. His method , an amalgam of all the known qualities,
will obviously carry the stamp of his individuality.

Preferably he will adopt heuristic approach as an overall procedure in teaching. His

method will be pupil-dominated method. He will give maximum opportunity of
participation to the students and will impose himself the least on the class room work.
Whatever method he adopts, the heuristic approach should always be made to prevail.
Spoon-feeding has to be completely avoided. The twin combinations of analytic-synthetic
and inactive-deductive methods are recommended as his day -to-day methods.

The inductive-deductive combination will be more suitable in case of arithmetic and

algebra whereas analytic-synthetic will find greater application in plane geometry,
trigonometry and solid geometry.

The teacher need not stick to the same method always. Even the best of the methods will
become monotonous with continuous use. His method must carry in it some variety and
newness in order to sustain interest. No doubt he will stick largely to his favorit e method
but he should occasionally introduce a new method in his method.

When he finds that the students are showing lack of interest towards the best method
being adopted by him, he should bring in a different method just for the sake of change

r   

˜ urriculum Development ommittee, Hong Kong. (1999). Syllabus for secondary

schools: mathematics (secondary 1 о 5). Hong Kong.

˜ Education Department, Hong Kong. (1993). Guide to the Secondary 1 to 5

urriculum. Hong Kong.
˜ articlesbase.com/writing-articles/the-teaching-of-mathematics-
1058849.html#ixzz16wfcUBge

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Kulbir Singh Sidhu - Education - 1984 - 382 pages