Discover Approach

1.
4 MAKE PROVISIONS
FOR STUDENT
DISCOVERY
According to Bruner,
discovery learning is a
learning process in which a
student encounters a
problem, then he or she is
able to discover the solution
to his or her own problems.
GUIDED DISCOVERY
In this approach, the teacher leads
the class along the right path, rejecting
incorrect attempts, asking leading
questions and introducing key ideas as
necessary. It is a cooperative venture
that becomes more and more exciting
as the final result comes into view.
Guided discovery
learning model is one of
the learning models in
which a teacher can
choose to help students
solve the difficulties in
learning mathematics.
Example
A class is asked to find this
sum:
The task appears to be
impossible. The teacher suggests
that one problem-solving
strategy is to consider a small
part of the problem at a time.
Thus the class is need to
consider the first term, the first
two terms, the first three terms
At his point the teacher asks
the class to guess the sum of
the first four terms, pointing
out the pattern if necessary.
Hopefully there will be
members of the class who will
guess that it will be This
answer is confirmed by actual
computation. Finally, the class
should be ready to guess that
the answer to the given
problem is Of course, it is
important to point out that this
is just a conjecture and not a
proof.
We can prove this sum by
elementary methods. First we
need to recognize this
relationships, which also lend
themselves to discovery
approaches.
= - = =
Then write the given series as follows:

…
Finally, note that every term except the first and

last subtract out, giving this sum:
CREATIVE DISCOVERY
In this approach, the teacher present a
situation to a class and allow the
students to explore on their own, using
their intuition and past learning with
little or no guided direction. Such an
approach is especially well suited to the
gifted student and provides the type of
experience that is necessary for later
independent research.
1.5 END THE PERIOD WITH SOMETHING
SPECTACULAR
This bit of advice is not always easy to

follow in as much as the supply of truly
spectacular items is limited. However,
through the years the teacher should be
able to collect enough interesting material
to avoid ending classes in the traditional
way: “Begin your homework.” With less
than five minutes in the period, this
suggestion is seldom effective nor met with
Introducing some special item during
the last few minutes of a class can
make student regret that it has come
to close. Hopefully they will walk out
talking about the exciting things that
happen in their mathematics period…
and hopefully their enthusiasm will
carry over the next day when they will
be eager to return for more.
END THE PERIOD WITH SOMETHING SPECTACULAR
Examples:
 Magic Numbers
 Mathematical Fallacies
 Problem of the week
Mathematical Fallacies
A fallacy is an incorrect result

arrived at by apparently correct,
though actually specious
reasoning.
An assumption or series of steps

which is seemingly correct but
contains a flawed argument is called
CHAPTER 2
MOTIVATING MATHEMATICAL
LEARNING
Almost every
mathematics teacher will
agree on the importance of
proper motivation for the
teaching of mathematics.
Students work most effectively if
they are truly interested in the subject
at hand. However, it is difficult for
teachers to locate a supply of
interesting materials and ideas. Many
teachers become so involved with the
routines of presenting their subject
matter that they lack the necessary
time and energy to search for
motivational items.
2.1 Provide Opportunities for Guessing and
Estimating
George Polya of Stanford University has
said that mathematics in the making
consists of guesses. In order to make a
discovery, it is first necessary to make
guess… and the guess maybe hasty; indeed
it should be. These guesses then need to be
followed by verification, and this is the hard
part of mathematics, the proof in support of
a guess.
Examples:
- Guessing and
Estimating
But proof is also the least
imaginative part of the
process; it is the original
guess that is the creative
part of mathematics.
2.2 Make use of Mathematical Novelties
Many motivational ideas are based
on “tricks” that can be justified through
relatively simple mathematical
procedures. Probably the most common
of all of these is the “think-of-a number”
trick. After several operations the
teacher is able to determine the
number that a person ends up with, but
not the number originally thought of.
Examples:
- Number Tricks
- Using Aids
- Card Tricks
2.3 Introduce Unusual Arithmetic
Explorations
It has been said that
mathematics is not a spectator
sport. That is, it is essential that you
get your students involved in the
lesson hands as active participants
rather as passive observers.
Examples:
- Finger Computation
- Magic Numbers
- Secret Messages
- Using calculator
- Shortcuts
2.4 Make Use of Geometric
Challenges
Every teacher should have his or
her own special collection of
geometric tidbits-short little puzzles,
problems, and curiosities in
geometry to warm up the class to
gain attention, to involve, to
challenge, to maintain interest or
simply to give a change of pace.
2.5 Use Bulletin Board Displays to
Generate Interest
In many classrooms the bulletin board
serve as the focal point for exhibits and
posters. In others it serves, as does the
blackboard, in the actual teaching and on-
the spot development idea. In some it
displays daily mathematical tidbits,
historical quotes, or puzzle problems. In
others it is the source of enrichment
materials related to the unit on hand.
Examples:
- Optical Illusions
- Students Projects
- Historical Items
- As a Teaching Aid
- Exploration
2.6 Discuss Applications of
Mathematics Concepts
One of the most embarrassing questions
faced by any teacher of mathematics is,
“What good is all of this?” Unfortunately, for
some topics, we may have to resort to
standard answer, such as indicating the
future value of the topic in the student’s
study of mathematics. However, it enhances
motivation if we provide meaningful
applications of topics under study.
Group Activity (3 members)
Create and present a

motivational activity in a
mathematics class.
Thank you for listening

Discover Approach

Uploaded by

Copyright:

Available Formats

Discover Approach

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Discover Approach

Uploaded by

Copyright:

Available Formats

1.

Then write the given series as follows:

Finally, note that every term except the first and

This bit of advice is not always easy to

A fallacy is an incorrect result

An assumption or series of steps

Create and present a

You might also like