To begin with, this academic work is aimed at analyzing the various teaching approaches used in

the teaching of mathematics to learners and also to give practical examples. Moreover, question
and answering method is the methods used when teaching mathematics. This method involves
posing the question to the learners in order to promote thinking and understanding.

According to Kenneth (2010) Question and answer teaching gives the learners opportunity to
reflect his inquiries and needs for further information. At the same time, by asking answers to
key questions the teacher gains some insights into the class ‘progress. Question and answer
technique is an activity in which asking and answering take place between the learners and
learners and learners with their teacher. Example of question-and-answer method are what time
do you wake up? I wake up at......... (a).3 o’clock (b). 5 o’clock (c). 12o’clock

Demonstration method. Demonstration method is another method of teaching mathematics. For

example, a mathematics teacher may teach an idea by performing an experiment for learners.
Demonstration method may be used to prove a fact through a combination of visual evidence and
associated reasoning. Most of learners like memorization and in this case, memorization of a list
of facts is an impersonal experience whereas the same information, can be carried through
demonstration method and becomes personally important. Furthermore, demonstration method is
used to raise learners’ interest and reinforce memory retention because they provide connections
between facts and real-world applications of those facts. Demonstration method can be effective
in some specific subject sector. For example, Math, Science, and Art, it can prove ineffective in a
classroom setting that calls for the accommodation of the learners' individual needs (Thompson,
2002).

Lecture Method. Lecture method is one of the most important teaching methods because it is
always remained a part of all other instructional methodologies. So, in this case a teacher takes a
whole part as an active participant and learners are always the receiving end most of the time.
This is very helpful to introduce new concepts or a new topic (Sellers, 2007).

In this regard, teacher can use classroom action research which is a method of finding out what
works best in your own classroom so that you can improve learners learning. Every teaching
situation is unique in terms of content, level, student skills and learning styles, teacher skills and
teaching styles, and many other factors. To capitalize on learners learning, a teacher must find
out what works best in a particular situation because each teaching and research method model is

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essential to the practice of technology studies. Teachers have their strengths and weaknesses, and
adopt particular models to complement strengths and contradict weaknesses. For example, a
teacher is well aware of the type of knowledge to be constructed (McKeachie, 2000).

Inductive Method. This method is also called scientific method in which things move from
simple to complex. This method is based on induction where learners present some similar
problems related to one particular field. This is also where learners try to establish a formula or
principal by observing them. This method is useful to introduce a new mathematical concept
along with a formula. For example, most of learners who like the inductive approach can pile the
more complicated rules and formulas. Moreover, inductive Method is also a learner-centered
approach because learners play an active role in it and as a learner may establish laws and
principles by themselves so it gives them confidence. This method helps to motivate the students
to think logically and make the learning environment more interesting (Rani, 2007).

According to Sekhar (2006), he also looked at deductive Method. Additionally, this method is
totally different from inductive method. In this method, we proceed from general to specific and
from a rule to an example. In most cases, already constructed formulas, rules, methods or
principles are taught to the learners and they apply them to solve the problems. However,
deductive method is the highly used method in mathematics. It is used to solve those problems in
which complicated procedures are not involved and they can be solved by applying different
kinds of already established laws, methods, formulas and principles directly. Such kind of
problems can be found in all units of syllabus of mathematics at secondary level. For example,
matrices, variation, statistics, sets, logarithms, algebra, geometry and trigonometry.

On other hand, Heuristic Method is also a type of the methods used in teaching mathematics. in
heuristic method, learners are encouraged to reach the solution by constructing the knowledge
themselves. Teacher only facilitates them by raising relevant questions and this type of method is
also called the inquiry method (Suchman, 2011). In this regard, learners discover the solution
under the supervision of a teacher so it is therefore referred to as a discovery method. So many
proponents such as (Ashton & Wilson, 1962) have proved that heuristic or discovery method is
more effective in teaching mathematics than expository approach.it is a learner centered
approach because it gives confidence to the learners because they also discover the solution by
themselves.

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In analytic method, this is where problems are first been analysed and break them into small
segments and then move towards solution. It is also called descriptive method because is leading
us from the unknown part of the problem to something already known. This method emphasizes
on why we are applying different kinds of operations and what is the relationship between the
required solution and other portions of the problem (Rani, 2007).

According to Sidhu (2010), he highlighted that synthetic method is completely opposite to the
analytic method as it proceeds from the given or known elements in the problems to the desired
solution or unknown. On the other hand, synthetic method is based on already learnt concepts.
And therefore, it is quite necessary to go through the analytic method to become master of
specific mathematical concepts then synthetic method can be used to solve the problems more
quickly. In this method, it sharpens the memory of students.

In addition, Classroom discussion is the method used by teachers when teaching learners in the
classroom situation. Hence, it is the common type of collaborative method of teaching in
classroom discussion. It is also a democratic way of handling a class, where each student is given
equal opportunity to interact and put forth their views (Devlin, 2004)

Most of discussions taking place in a classroom can be either facilitated by a teacher or by a

learns. Class discussions can enhance student understanding, reinforce knowledge in learners,
build confidence, and support community in learning. The opportunities for meaningful and
engaging in-class discussion may vary widely, depending on the subject matter and format of the
course. However, an effective classroom discussion can be achieved by probing more questions
among the students, paraphrasing the information received, using questions to develop critical
thinking with questions. For example, "What solutions do you think might solve this problem?"
−b ± √ b2−4 ac
x= (Taplin, 2007).
2a

Collaboration establishes a personal connection between learners and the topic of study and it
also helps learners think in a less personally partial way. The best examples of Collaborative
discussions are group projects. Teachers may employ collaboration to assess learners’ abilities to
work as a team, leadership skills, or presentation abilities. Collaborative discussions can take a
variety of forms, such as fishbowl discussions. It is important for teachers to provide students
with instruction on how to collaborate because this includes teaching them rules to conversation,

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such as listening and how to use argumentation versus arguing. with clearly defined roles or
presentations, a discussion may create most of a lesson with the teacher only giving short
feedback at the end or in the following lesson (Taplin, 2007).

According to Taplin & Singh (2007), they argued that problem solving method is also a method
that can be used by the teacher when presenting his/her lesson to the learners in classroom
situation. So, in this method, learners become more capable to find out the solutions of different
kinds of problems not only during the studies but in their daily routine matters as well. Every
learner has the interest to explore things and this psychology of the learners can be utilized in a
better way through problem solving method. It is the most important instructional methodology
for mathematics (Collier & Lerch, (2000). In this method, learners are given such problems
which cannot be solved easily or their solutions are not obvious. According to Taplin & Singh
(2007) says that what the learner learns is called a higher order principle which is the result of
lower order capabilities.

Last but not the least, Laboratory Method is the method used in teaching mathematics. This
method is also different from the subjects that are involving readings. However, laboratory
method involves more practical work which is the major part. Laboratory method has the
capacity to deal with practical work in mathematics. It is a method of which learning take place
by doing it practically. That is why, different kinds of tools and equipment’s are used to perform
practical work which includes drawing of different shapes, taking measurements of geometrical
figures and making of charts and graphs. Students go through different experiments in laboratory
or classroom and learn by observing and calculating themselves. So, the role of a teacher in this
method is to supervise the whole process and give proper instructions to the students at each
step. He or she should keep some points in mind to make this method successful Singh (2007).

In conclusion. The teaching of mathematics includes application of different teaching methods

like lecture, inductive, deductive, heuristic, classroom discussion, demonstration or
collaboration, discovery, analytic, synthetic, problem solving, laboratory and extranet. It is
important for every teacher who is teaching mathematics subject to use some of these teaching
methods mentioned above. This is to help learners build confidence and have a better
understanding during learning time or in their studies.

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REFERENCES

Ashton, M. R. (1962). Statistical methods (2nd ed.). New Delhi: Sterling Publishers Pvt. Ltd.

Kenneth, O. G. (2010). Question and answer in teaching. http://bible.org/seriespage/questions-

and-answers-teachingSubmitted by TEEditor on 7 October, 2009 - 09:08 Question techniques
and strategies. Teaching Englis

Macmillan. Sekhar, C. C. (2006). Methods of teaching mathematics (2nd ed). New Delhi,
India: Kalyani Publishers.

Rani, T. S. (2007). Teaching of mathematics. New Delhi, India: APH Publishing Corporation.

Sidhu, K. S. (2010). Teaching of mathematics (4th ed.). New Delhi, India: Sterling Publishers
Pvt. Ltd.

Singh, M. P. (2007). Teacher’s handbook of mathematics. New Delhi, India: Anmol

Publications Pvt. Ltd.

Thompson, J., & Soyibo, K. (2002). Importance of teacher demonstrations. Research in

mathematical and Technological Education, 20(1), 25-37.