MATHEMATICS TEACHING METHODS

The general teaching methods according to Peter Dean is put under four categories

1. Fixed Response
2. Investigatory
3. Expository
4. Others

1. FIXED RESPONSE METHODS

In fixed response methods, we have the following types of learning

 Rote learning
 Drill and Practice
 Programmed learning

Rote learning

In rote learning, we have repetition of facts either by writing or by speaking. The teacher uses
questions which require Yes or No answer, True or False answer. This kind of teaching is teacher
centered

Drill and practice method

This is a method where a teacher demonstrates a skill and the learners follow by practice. It is
majorly applicable in Physical Education (P.E). This method depends on the content and level of
the learner’s maturity.

Programmed learning

This is the product of the behaviorist approach to learning. It involves the teacher’s preparation
of the lesson or units to produce the correct whole responses which are developed through
instruction or procedures.

2. INVESTIGATORY METHODS

Under the investigatory methods, the work of the teacher is to provide an activity for the learners
such that their experiences in a mathematical way. Here the teacher moves around to help the
students in a problem. The activity chosen by the teacher should be carefully done a day before it
is presented. This approach to teaching is categorized into five divisions;

 Directed discovery
 Guided discovery
 Exploratory discovery

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  Free discovery
 Experimentation

Directed discovery

The method has a small element of concept to be discovered by the learners. It requires a small
initiative from the learners but the teacher predetermines the path or direction of the activities.
The teacher plans a partially computed work in which he/she asks the students to complete by
answering questions requiring them to do the activity.

Guided discovery

This method allows the learners to make significant mathematical discovery. It requires more
equipment or apparatus than the directed discovery. The teacher gives a guided statement and
provides materials or objects such that the learner proceeds with the activity.

Exploratory discovery

In this method, the teacher sets the objectives and provides the learners with materials, objects
and ideas which will guide them. In this case, the students will discover the concept when they
are not restrained. In this method, the teacher structures the learning ability and asks them
leading questions to the concept.

Free discovery

This is a discovery which is not initiated by the teacher. It originates from the learner’s natural
curiosity. The teacher however shows interest by giving encouragement and relevant advice so
that learners can learn from the discovery.

Experimentation

The teacher in this case states the hypothesis for which students must prove to either be true or
false.

Advantages of investigatory methods

 The learners are given the opportunity to think for themselves. In this case they will
develop problem solving skills which can help them to realize and exploit their full
potential
 The students can have control over their own learning
 It generates real excitement to the learner if he/she discovers a concept on his/her own
 According to Brunner, discovery encourages the way of learning maths by doing maths
and we should look at learning maths as a process rather than a finished product.
 Discovery learning deepens the child’s level of curiosity by making connections with
concepts previously learnt which are not necessarily pointed out by the teacher
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Practical difficulties of Investigatory method

 The teacher cannot wait forever for the learner to discover a concept since it is time
consuming
 The curriculum cannot be open be open completely to discoveries. However, to some
extent guided discovery can help
 Some learners might find inability in themselves to discover a concept which might be
extremely discouraging
 Students might have a problem in recording their results which need to be taught in
advance.

3. Expository methods
 Lecture method
 Deductive method
 Inductive method

Lecture method

This is sometimes called the traditional method of teaching. It is mainly teacher centered and
usually used on older people. This method is mathematically complete and neat and so a lesson
in which it’s used will contain a presentation, explanation and conclusion.

In this method, the teacher defines terms, expressions and symbols such that they are broken into
simple components which are explained and finally summarized. The lecture method assumes
that learning takes place since each student will interpret the lesson in very many different ways.

It also assumes that the word of the lecturer conveys substantively the same meaning to the
students.

It also assumes that students are listening with the intent to comprehend and remember and not to
displace the lecture syndrome like “I will read later”.

For the method to be effective, it must be short and dynamic

Deductive method

In this method, the teacher states a problem and then presents a correct sequence of steps which
leads to a conclusion.

It involves explaining a situation which requires a conclusion. The teacher must be careful to
explain the concept in a clear and simple form before using an agreed rule of reference to move
step by step to the conclusion. This emphasizes relational understanding
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Inductive method

Under the inductive method, the teacher considers particular examples, identifies their common
properties and states their generalization.

4. OTHERS

 Question and answer technique

 Discussion
 Demonstration
 Group work
 Class work
 Home work
 Projects
 Problem solving

Question and answer

In this method, the teacher asks a question once and once it is answered, he reacts, asks another
question which is responded to by another student. Note that most questions asked by the teacher
are based on the topic and geared towards achieving definite objectives.

The method gives the teacher feedback about the pupils’ knowledge and comprehension of the
topic at hand.

It is a useful way to stimulate a quick record of the lesson at hand and to guide developmental
thinking.

Discussion

This is a method in which the teacher talks directly to the class and the class responds to the
teacher with the aim of helping them to learn new concepts.

The teacher always initiates the interaction and it is left to the class to go ahead. Discussion can
be used with two or more other methods such that the class is divided into smaller discussion
groups. Once the groups are divided, the teacher presents the questions to be discussed. The
teacher moves around from group to group guiding them and making sure that all the members
are participating.

N.B

The teacher should pay attention to the number of students in each group depending on the total
number of students in the class. Make sure that the group size is reasonable and manageable.

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Not all topics can be arranged in a discussion. A successful discussion requires appropriate
knowledge of the material to be discussed and the teacher is more of a facilitator than the
fountain of knowledge.

Demonstration

It can be used in combination with methods like lecture, discussion etc. the teacher displays
something as the rest witness. Take note that the model shown should be big enough for
everyone to see.

Group work

Small groups are preferable. Students learn from each other in which case they learn the social
skills of working together. Leadership skills are also developed where one leads and they learn to
be lead. The teacher also gets an opportunity to help individuals with problems and monitor their
understanding and progress.

Class work

The teacher gives an exercise so that the pupils do it quietly while the teacher walks around and
marks the work of those who have finished. He/she may also give them an assignment or
homework to do in their free time.

Project

This must be done at their level usually at the end of the course. The project given should be the
basis of the subsequent lesson.

Problem solving

This involves “finding a way where there is no way known at hand” i.e to find a way around an
obstacle. It is the process by which the choice of an appropriate strategy enables one to proceed
from what is given as problem to its solution.

This is a process by which a learner combines previously learned elements of knowledge to

provide a solution to a new situation where rules, skills, concepts, facts, theorems are used to
solve the problems at hand. According to Brunner, problem solving is the ultimate aim of
teaching mathematics and he says “a problem is not a problem unless it has a solution”.

Steps of a solving a problem

In solving a problem, the following steps are required;

 Understand the problem

 Draw up a plan or a strategy

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  Execute the plan and interpret the results
 Check and evaluate the results

Advantages of the Problem solving method

 It develops the students’ capacity to think in a systematic and scientific manner

 It promotes the development of scientific attitudes such as cooperation, tolerance and
drawing conclusions on the available data
 It can develop positive attitudes towards the subject especially when the problem is
meaningful, interesting and worthwhile to the students
 It elicits students’ capacities and responsibilities
 It encourages students to make critical judgment
 It increases the chances of assimilation of knowledge since it is the students’ own
discovery
 It satisfies curiosity
 It helps in maintaining discipline since students are kept busy during the problem solving
process

Weaknesses of the problem solving method

 It is not suitable for young children because it often requires high level of thinking
 It is costly in terms of time and effort without
 If the solution is erroneous, it may be difficult to re-teach the task
 Students can easily lose interest if they fail to get the solution to the problem

THE SYLLABUS

This is a document that contains the course outline/content, the nature of examination and
certification after the course such that if a person undergoes the training it stipulates, learning will
take place and the aims of attending the course are attained.

Examples of the syllabus:

 Examining body syllabus like those of UNEB, CAMBRIDGE, ACCA, CPA etc
 School syllabus

There are two main types of the syllabus;

 Examination syllabus
 The school syllabus

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Examination syllabus

It is an outline of the course of study prepared by the local or National examination body. It gives
equal opportunity to all students who are preparing for final examination. A good examination
syllabus spells out the following:

1. Aims of the course

These are the benefits to both the nation and the learner who will undergo the course

2. Examination requirements

After the student has undergone the study, the syllabus should stipulate how s/he will be examined.
The following should be included;

 The format of each paper

 The area from which the questions will be selected
 The abilities and skills that will be examined
 The material that will/may be required for the examination (including practical examination)
 The timing/duration of the exam
 When the exam is to be done (period)

3. The subject matter

This refers to the content or semi-detailing of the matter to be covered. The content is set inter-
tuned with the concept format ion and experience development of the student

The content of the examination syllabus should be related to the learners’ direct experiences,
interests and everyday life.

4. Methodology

The syllabus suggests the general teaching methods. It’s the teacher, depending on the nature of
the subject matter, the students, teaching environment etc who selects a particular and
appropriate teaching method for the particular content.

The school syllabus or teaching syllabus

Different schools are different in setting or have different types of types of day to day routine hence
no syllabus can suite all the schools. The school syllabus is a document prepared in line with the
examination syllabus and it breaks down the exam syllabus to suit different levels of the course and
the day to day running of the schools or institutions.

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For each level, the school syllabus stipulates where to start and where to end and the arrangement of
the subject matter in between.

It eases the task of making the SOW

THE SCHEME OF WORK (SOW)

It’s a guideline that contains what should be taught or learnt, when and how the teaching and
learning should be and also where they should take place.

It also contains the necessary learning aids and the relevant references.

 A good SOW makes it obvious of the need for a variety of methods

 A good SOW has to be flexible because it’s a teaching aid. There may be areas that may call
for a change or need adjustment.
 It’s a guarantee or assurance that the syllabus is being systematically followed.

A good SOW should contain the following features:

 Time (week)
 Period (s)
 Topic
 Content (sub-topic)
 Objectives
 Teaching Methods
 Materials/Teaching aids
 References
 Remarks/comments

I. Duration (week)

This gives the dates and length of time. It helps the teacher to prepare sufficient work that can
be ably handled.

II. Number of periods

This refers to the number of lessons a topic will be taught. It helps the teacher to determine
before, how long the lesson will take. In Uganda, normally a single lesson is 40 min and a double
is 80 min.

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III. The topic/subtopic

It’s a simple statement showing what the lesson is about. It reflects what has been indicated in the
examination syllabus.

IV. Content/subtopic

Subtopic

This is the breakdown of the topic into smaller units e.g Forces as a topic can be broken down into;
Parallel and perpendicular forces

Content

These are the details of the subtopic. It is the real information, ideas, concepts, knowledge and skills
that the students have to receive. It breaks down the area of study into clear and manageable
portions.

Objectives

These spell out the expected outcome at the end of the lesson so that the teaching is goal driven.
They are stated in terms of the expected students learning behaviors for example; At the end of the
lesson, students should be able to;

 Define parallel forces

 Add and subtract

There are three (3) broad categories of learning objectives namely;

a) Objectives in the Cognitive domain

These deal with intellectual skills and mental processes. They cover factual knowledge, ideas,
concepts, skills to interpret, skills to extrapolate e,g defining, use of formulae, etc

b) Objectives in the Psychomortal domain

These deal with Physical skills such as handling of apparatus or equipments. They are normally
associated with vocational training.

c) Objectives in the affective domain

These deal with values, attitudes, tolerance, interests, beliefs etc

Guidelines for writing a learning objective

A learning objective ranges from most general to more specific.

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A general objective can be achieved in a series of lessons. It could be referred to as an aim e.g. As a
result of Physics education, students should be able to:

 Understand optical illustrations

 Apply the principles of Physics to their lives

A specific objective can be achieved during or at the end of the lesson e.g. By the end of the
lesson, students should be able to;

 Define the term force

 State the different types of forces
 Outline the uses of forces

The action to be performed is of special significance in writing learning objectives. The verbs used
should make the response measurable and observable.

A good objective should be smart;

S – Specific

M- Measurable

A – Achievable

R – Realistic

T – Time bound

Below are examples of action verbs suitable for writing suitable objectives

Analyse, Arrange, Assemble, Calculate, Callibrate, Choose, Classify, Compare, Contrast, Construct,
Define, Demonstrate, Describe, Distinguish, Draw, Explain, Identify, Give examples, Label, Locate,
Measure, Name, Outline, Plan, Prepare, Record, Relate, Revise, Review, Summarise.

Verbs such as know, understand, teach, realize, appreciate, comprehend are unsuitable because they
are not easily observed and measured i.e. they are general objectives.

Methodology

The methods used help the teacher to determine how the teaching learning process should be
carried out. It tells how the teaching-learning process should be carried out. It tells how the teacher
is going to teach and how the students are going to learn. Examples of methods include: Discovery,
Discussion, Demonstration, chalk and talk, Lecturing, Experimentation, and Brain storming

A scheme of work in which a single method is used exclusively has something wrong and bores
students. No lesson can be taught with one method and it becomes successful. Consider always
methods that makes the lesson student oriented than teacher oriented.
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Teaching aids

These are materials and devices used to facilitate the teaching and learning process. These help to
make theoretical work clearer. These include: apparatus, chemicals reagents where possible, real
objects from the environment or laboratory etc. always use teaching aids from the students
environment for they bring easy meaning to learning. Real objects are the best to use as teaching
aids.

References

These are the sources of material that the teacher and students use to obtain the contents of the
topic. List the important sources of information that are relevant to the current topic. These can be
text books, revision guides, pamphlets or articles from newspapers.

Evaluation/comments/Remarks

These help in pointing out how much has been covered and for teacher evaluation. It also helps to
record any eventualities that may occur in the process of carrying out the task spelt out in the SOW.
If the lesson has not been well taught, state the reason and remedy.

Constructing a scheme of work

The following steps are necessary in constructing of a SOW

1 After knowing what topic you have to cover, study the school teaching syllabus to discover:

(a) How much time has been allocated to the topic and try to keep with this

(b) Whether the topic is an entirely new one, whether the students have had some previous
knowledge on which the teacher has to build.

(c) How long ago the topic was dealt with if it’s not new.

(d) What will be done in the topic in the future? This helps to determine where it’s going, the
trend or direction and how much has to be covered on this set of lessons.

2 Where possible, collect copies of appropriate students’ text books. This should include
relevant text books which are in use.

3 Visit the school library to check on books on the topic both for your own use to enrich the
material and for students’ use.

4 Study the text books and decide what previous knowledge the students should have had.
Test this knowledge in the recall or review part of your teaching and should be fitted in the
new work. This provides the basis on which you are going to build. The teacher can also
check the students’ exercise’s books or the record of work done by the students’ former
teacher.

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5 Study the text books or reference materials and decide what the students are going to use for
that particular topic. List the content as you go along noting whether it’s a part of the matter
which shouldn’t be covered even if it’s in the text book. Some of this information can be
given to students in form of handouts.

6 Plan a variety of methods in your coverage of the topic

7 Plan the testing of your methods of teaching and testing of students learning.

8 From (4) and (5) above, we can use this information to estimate how much should per
lesson, per week, per term according to the time allocated to you by the time table.

Functions of the Scheme of Work

1. It ensures orderliness and consistency of the topics and concepts that are to be learnt.
2. To organize in advance the materials required for the week and lesson
3. To plan a variety of methods of teaching and learning
4. To plan different activities for the students
5. It changes and improves the lesson the following year if it’s necessary.

Characteristics of the SOW

(a) It should always have aims and objectives

(b) Should break the content into the order in which it is to be taught (sequencing). It indicates
the quantity of content which students should cover in the time allocated
(c) It gives indication of the method to be used e.g. lecture, inquiry, questioning, discussion,
group work etc
(d) References both for the teacher and the students
(e) Materials or equipment which will be used in the process of teaching i.e. what teaching aids
are to be used during the course of study
(f) Evaluation of how the teaching progressed during the specified period of study.

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 SAMPLE SCHEME OF WORK

SCHOOL: GULU S.S SUBJECT: MATHS CLASS: S.2 TERM: I, 2016

PERIOD: JUNE – JULY 2016 TEACHER: MR. OKELLO

GENERAL OBJECTIVE:

 By the end of term, students should have understood the principles of linear motion

WEEK TOPIC PERIO SUBTOPIC OBJECTIVES CONTENT METHODS TEACHING REFERENCES REMAR
D AIDS S

1 MOTI 2 Velocity By the end of the  V-t  Demo  Ball  Abbot

ON lesson, students graphs  Guided  Chart  Physics
1st – should be able to;  Exampl discovery for
25th
es  Chalk & Today
JUNE  Define
 Definiti talk and
Acceleration velocity, tomorro
2016 ons
accelerati w by
on Tom
 Draw a Duncan
velocity
time
graph for
a body
moving at
a Uniform
velocity

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 LESSON PLANNING

A lesson that is well planned has a clear structure and is more successful than one without. Planning is
necessary because;

1. It gives the teacher confidence especially if he/she runs through the lesson in the mind and
visualizes how it will go.
2. It reduces or minimizes the chance of omitting important information
3. It helps you to identify any gap, illogical steps or confusing points
4. It helps you to return to the lesson more easily after a diversion or an interruption
5. It helps you to organize and effectively use teaching or learning materials
6. It helps you to anticipate problems such as learning difficulties that may arise and decide in
advance how to overcome them.

DEVELOPING A GOOD LESSON

Achieve the lesson objectives

 The most important points of the lesson should be explained by the learners and not the teacher.
The teacher should introduce the lesson to the learners but he/she should ensure that the learners
give the summary of the key points
 Link the main points of the lesson to learning objectives to ensure the stated objectives are
achieved
 Carefully choose the teaching materials and activities based on the lesson objectives. Materials
that are meant for the next lesson should not be used in advance
 Set the objectives of the lesson capturing what the learners can/cannot do. These objectives
should target the weak, slow and quick learners or mixed learners

Introducing a lesson

 Ask the learners a few questions about what they have started that is linked to the lesson being
introduced.
 Ensure that the slow learners understand the questions as well
 You could also recapture a few concepts

Questioning technique

 Use the language that can easily be understood by the learners. In some instances, sticking to
English may make learning difficult. Balance the languages to bring out the point clearly while
giving examples from the learners’ environment
 The teacher should bear in mind the type questioning technique i.e either open ended or closed
ended to enable learners understand more.
 Teachers should clarify on the reason of asking particular question to the learners

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Choosing learners’ responses to questions

 Teachers should think of the order of picking learners’ responses. There is always a tendency of
picking particular learners from particular positions. Ensure that no single learner dominates the
class and responses should come from all positions in class.
 Make the learners also explain other learners’ ideas and not always you the teacher
 Guide the learners how to present ideas to others

Dealing with learners’ ideas

 The teacher should think about how to deal with each and every response. Catch learners’
murmurs of learning and responses. Some correct responses could come out informally when
a question is asked.
 Deal with wrong responses carefully avoiding negative responses like fake, stupid, silly etc
which negatively impact on the learners
 Always motivate the learners in class with words like good, thanks, fantastic, very good etc
 Relate learners’ responses to lesson objectives
 Plan to deal with unexpected responses from learners. Never be shocked to hear something
unusual as learners’ may be testing your abilities.

Concluding the lesson

 The lesson should be concluded depending on the set objectives. Never be caught by time to
conclude the lesson making sure that the set objectives are achieved
 Clarify what need to be summarized about the lesson. It should be brought out clearly by the
learners.

Note

 Plan for the blackboard usage and how the learners will copy the notes into their books. Do not
scatter content on the board as this may confuse them.

Your handwriting should also be clear for the learners making sure all letters are legible

 A lesson plan in summary is supposed to consist of 3 parts, the introduction, body and
conclusion.

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