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Explorative teaching of mathematics
Date 05-12-2013 | Views  1440



Explorative Teaching of Mathematics

by Bharat Karmarkar | Nov 11, 2013

Teaching of mathematics is aimed to cultivate abilities like abstract thinking and analytical thinking in students. In the present scenario of secondary education, teachers are seen to become slaves of text-books and the fundamental objective of teaching mathematics is very much seen to be blanketed by the institutional compulsions to cover the syllabus in given time-frame. However, a teacher who is a hardcore academician does find the way through all the odds of the system and works for real education.
Explorative teaching of mathematics is practiced by such teachers. This article is an attempt to give some inputs for teaching community in order to develop explorative teaching. The article consists of a few experiences of explorative teaching.

Explorative teaching of mathematics is practiced by such teachers. This article is an attempt to give some inputs for teaching community in order to develop explorative teaching. The article consists of a few experiences of explorative teaching.

Story 1:It is class IX. The teacher is teaching trigonometric ratios of 30, 45, 60. Suddenly an idea pops up in his mind. He draws this figure and asks the students, “Can anybody calculate now sin15 from this figure?”
Search Online Tutors at BharatTutors.com Actually sin15 is not in the text book of std IX. But a few students accept this challenge, a few more appreciate their efforts to solve and some are just waiting for the period to end!
Search Mathematics Tutors at BharatTutors.com Though not in the same period, a few students get this solution in 2 days!
What has the teacher achieved in this?
Surely, the teacher has achieved the real objective of teaching mathematics.

Story 2: It's a standard 7 class. The teacher is teaching laws of indices. Suddenly he gives the following sum:
Search Maths Tutors at BharatTutors.com
Many students get confused when they see this. The sum is not from any text book exercise.
The students do not get help from teacher so easily. At the most the teacher gives hint like 'think: how can you break up 6 into 2 and 3?'
Finally the students and the teacher together make it out.
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Story 3: This is a Standard 10 Class. The teacher is teaching the chapter on similarity. Having taught the property of angle-bisector of a triangle, the teacher gives the students a problem:
Q: Draw a line segment AB of length 8.3cm. Get a point P on it such that
AP : PB = 5 :2Search Online Tutors at BharatTutors.com

Most of the students use the method of parallel lines for that. However, at least some students make it out by the method shown in this figure.
This is not given in the text book.

Shall I expect that teachers' community should try out this model of teaching?
Readers' comments are welcome.

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About the author:
Bharat Karmarkar
learningclubpune@gmail.com
Author's BharatTutors profile link:
http://www.bharattutors.com/index.php?dll=profile&pUsername=BharatK

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