Teaching Methods of Mathematics P-2 

Pedagogy is a subject of paramount importance for examinations designed to assess teaching aptitude. In the context of various Teacher Eligibility Tests—including the Primary TET, Upper Primary TET, Central TET, and even the School Service TET—it is customary for questions to be drawn from the field of Pedagogy, specifically focusing on Subject-Specific Pedagogy. To provide aspiring candidates with a clear and comprehensive understanding of this discipline, and to highlight the pedagogical approaches relevant to each specific subject, we have launched this dedicated Pedagogy section. One of the sub-sections within this category is: Mathematics Pedagogy. Within the scope of Mathematics Pedagogy, we will now discuss the topic titled “Teaching Methods of Mathematics.”

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Teaching Methods of Mathematics P-2 

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26. What is the importance of selecting the content of observation method in mathematics teaching?
Answer: In the initial stage of observation method in mathematics teaching, it is necessary to decide which topic will be presented to the students through the learning method. As a result, a clear idea is formed among the students about the subject under discussion. Teaching Methods of Mathematics
For example, if the concept of number and its expression in words is the topic of discussion, then if it is mentioned, the student will easily understand that some numbers will be given, and they will have to calculate them in units, tens, hundreds …. and write them in words or if given in words, they will have to write them in numbers.

27. What is the importance of determining the specific objectives of observation method in mathematics teaching?
Answer: By determining the specific objectives of the observation method of mathematics teaching, the desired behavior and learning ability of the student can be known.
For example, whether the student can express a certain number of digits correctly in words or numbers. Whether he can give examples of it, etc.

28. What is the importance of the specific planning stage of the observation method of mathematics teaching?
Answer: In the specific planning stage of the observation method of mathematics teaching, the teacher plans how to present the subject through teaching-learning materials. For this, the necessary charts, tables, etc. will be drawn on the board or presented as models. The student’s ability to express the subject in words or numbers will be observed.

29. What is the importance of the data collection stage of the observation method of mathematics teaching?
Answer: Through the data collection stage of the observation method of mathematics teaching, information about the given or discussed subject is sought through mutual discussion or interaction between the student and the teacher. For example, you will see how the student is expressing a certain number of digits in words or numbers. How many digits will the students know from the observation method of teaching mathematics, etc.

30. What is the importance of the concept formation stage of the observation method of teaching mathematics?
Answer: At the concept formation stage of the observation method of teaching mathematics, the student will be able to form specific ideas about the subject matter by knowing the correct information and methods from the teacher and will be able to understand the subject. For example, if he can express a four-digit number in words and can write it in thousands, hundreds and units, then he will be able to write 8-digit numbers in crores, nijuts, and lakhs.

31. What are the advantages of the observation method in teaching mathematics?
Answer: The advantages of the observation method in teaching mathematics are: i) Through observation, the student can actively collect mathematical information. ii) Through active observation, the student is able to gain appropriate knowledge about a subject, resulting in a clear idea. iii) Through observation, he gains knowledge about the functional relationship of the subject through his own experience, which is long-lasting, resulting in the mental development of the student. iv) Through observation, the student’s scattered knowledge is consolidated and a rational attitude is developed.

32. What are the disadvantages of the observation method in teaching mathematics?
Answer: The disadvantages of the observation method in teaching mathematics are: i) The e-form method is time-consuming and laborious. ii) The student has less opportunity to work with pen. iii) If the classroom cannot be managed properly, the learning process is hampered. iv) If the instruction is not given properly, the method is not effective. Teaching Methods of Mathematics

33. What are the types of Observation Techniques?
Answer: Observation techniques can be basically divided into two parts, namely: i) Direct observation: – The observation during which the observer is physically present and collects information from any field is called direct observation. Depending on the active role of the observer, direct observation can be divided into two parts, namely: a) Active direct observation and b) Passive direct observation. and ii) Indirect observation: – The process of collecting information by relying on the observation of others from a distance or by observing past events in the form of recordings, videos, etc. without being directly present in the subject matter is called indirect observation.

34. What is meant by the Experimental Method in Mathematics Education?
Answer: The method in which students actively participate and acquire mathematical principles and formulas through various mathematical experiments and are able to move from concrete concepts to abstract concepts is called the experimental method. Basically, this method is more effective in scientific research.

35. On which principle is the experimental method in mathematics education based?
Answer: The experimental method in mathematics education is based on the principle of ‘learning by doing’.

36. How many stages are the experimental method of mathematics education completed?
Answer: The experimental method of mathematics education is basically completed in five stages, namely: i) Presenting Practical Aim, ii) Providing Necessary Materials and Equipments, iii) Specific Instructions, iv) Experimentation and v) Decision Making etc. Teaching Methods of Mathematics

37. Who is the proponent of Project Method?
Answer: Based on the educational philosophy of John Dewey, American pediatrician Prof. William Heard Kilpatrick invented this method in 1918. According to him – “A purposeful activity which proceeds in a social environment.” Dr. J.A. Stevenson said about the project method – “It is a problematic act carried to completion in its natural setting”. According to C.V. Good – “A project is a significant unit of activity, having educational value and aimed at one or more definite goals of understanding.”

38. What are the general principles of the project method?
Answer: The general principles of the project method are: i) The project must be based on the mental or performance activity of the student. ii) It must be carried out through purposeful actions. iii) Children must gain experience concretely or mentally under the project. iv) It must provide practical experience.

39. In how many levels is the project method carried out?
Answer: The project method is carried out in four levels, namely: i) objective setting level, ii) planning level, iii) action execution level and iv) judgment or decision-making level etc.

40. In how many stages is the project method in mathematics education completed?
Answer: The project method in mathematics education is mainly completed in five stages, namely: i) environment creation, ii) project selection, iii) project planning, iv) project execution and v) project evaluation.

41. How many types of projects are there? Teaching Methods of Mathematics
Answer: Projects can be divided into different categories, namely: A) In terms of participation, there are two types of projects, namely: i) Individual effort projects and ii) Group projects.
B) According to Kilpatrick, there are four types of projects, namely: i) Creative or constructive projects, ii) Educational projects, iii) Problem-based projects and iv) Drill projects.
C) On the basis of purpose, projects are again of four types, namely: i) Material projects, ii) Consumer projects, Problem-based projects and iv) Drill projects.
D) On the basis of activity, projects are of two types, namely: Physical activity projects and ii) Mental activity projects.

42. Give some examples of projects in mathematics.
Answer: Some examples of application areas of the project method in mathematics are: i) Calculation of a picnic arrangement, ii) Mathematics in the kitchen, iii) Mathematics in games, v) Mathematics in advertising, v) Mathematics in the post office, vi) Mathematics in agriculture, etc.

43. What is meant by problem solving method?
Answer: When a teacher and a student are engaged in solving a problem together, that interdependent learning-teaching method can be called a problem solving method. According to Skinner, ‘Overcoming obstacles on the way to reaching the goal is called a problem solving method.’ And the teacher helps in overcoming these obstacles.

44. What are the objectives of the problem solving method?
Answer: The objectives of the problem solving method are: i) To end the student’s conflict, confusion, complexity, etc. ii) To prepare the ground for solving the same problem in the future based on the experience of solving a problem, etc.

45. What are the stages of the problem solving method?
Answer: According to Gagne (1985), the stages of the problem solving method are: i) Facing the problem, ii) Finding a solution, iii) Solving the problem and iv) Determining the accuracy of the problem. Teaching Methods of Mathematics
Besides, the general steps are: i) Identification and definition of the problem, ii) Analysis of the problem, iii) Arrangement of data, iv) Formulation of solution formula and v) Verification of the authenticity of the results etc.

46. What are the advantages of the problem solving method?
Answer: The advantages of the problem solving method are: i) This method is in accordance with psychology which is helpful in forming study habits among the students. ii) This method develops the thinking, logic, originality and creativity of the students. iii) This method is effective in developing the mentality of solving problems in groups among the students. iv) In this method, the student gets the opportunity to express his/her own opinion as well as being influenced by ‘learning through work’. Teaching Methods of Mathematics

47. What are the disadvantages of the problem solving method?
Answer: The disadvantages of the problem solving method are: i) This method is very long and time consuming. ii) This method is not very effective for lower class students. iii) It is not possible to complete all chapters and topics of mathematics in this method. iv) This method may not be understood properly by students with low intelligence.

48. What is meant by demonstration method?
Answer: The method in which the teacher presents a text content through appropriate teaching materials and makes the students learn is called demonstration method. In this method, the student can see models, charts, tables on one side, and the teacher can explain them orally and discuss them, so that the student can understand the subject in an alert and active manner.

49. What are the steps of the demonstration method?
Answer: The steps of the demonstration method are: i) Explanation of the content, ii) Presentation of evidence, iii) Observation of the effective ability of the students, iv) Supervision of the students, v) Evaluation of the progress of learning, etc. Teaching Methods of Mathematics

50. Who first applied the discovery method (Heuristic Method) for science education?
Answer: Henry Edward Armstrong was the first to apply the discovery method for science education.

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