DEMERITS OF HEURISTIC METHOD

1. It demands extraordinary labour and hard preparation from the teacher, who is already over-burden.
2. Every teacher may not be able to use sufficiently.
3. The teacher must be gifted.
4. Time consuming method.
5. Every child can not be expected to be a gifted.
6. The immature child has limitations.
7. The students may tempt to consult books and copy from them for the sake of discovery.
8. It may not possible to teach all topics.
9. This methods wants limited number of students for a class.

MERITS OF HEURISTIC METHOD

1. The child becomes active participant in the learning process.
2. Think himself leads to take independent decisions.
3. Home work and memorization becomes less/
4. Psychologically sound.
5. Achievement gives happiness and mental satisfaction.
6. Gives the child a complete mastery over the subject.
7. Creates spirit of enquiry.
8. Child becomes self-reliant.
9. Suits to the learner and the subjec

HEURISTIC METHOD

The term Heuristic is derived from Greek word HEURISCO means I FIND. Here the child puts in the place of a discoverer. The method involves finding out by the student, instead of telling of everything by the teacher. It aims at removing the short comings of the Lecture method. It is totally opposite to lecture, and demands complete self activity. Supporters of this method are of the opinion that every child should be made a discoverer and inventor, when this method is applied in its extreme form the teacher stands aside as an onlooker and the child selects his own path and proceeds according to own his thoughts. The teacher is not required to encourage, help or guide them.

If the child wants to accomplish some thing, let him do on his own. The teacher should not impose his reasoning. Let the child help himself with the reasoning and argument. The bookish, readymade and teacher made arguments should not be forced on the child. This method makes the student self-reliant and independent. It impacts a sound training in the education of self. The teacher’s job is not to solve the problems for the pupil, but to enable the pupil to solve the problem on his own.

Prof. Armstrong was the originator o this method. He devised it for the teaching of Science. He was of the opinion that, the school should develop thinking power of student, and for this the later must be given an opportunity to think. It is a sort of attempt to develop in the learner a particular attitude, now popularly known as the Scientific and Heuristic attitude. It aims at training a learner in the method of learning. Knowledge is not the primary consideration here. Self confidence, originality, independence judgment and thinking powers are to be developed among child.

Practically speaking. It is too difficult to adopt the extreme form of this method. The child is ignorant. He needs the teacher’s help at every stage. Without the help of teacher the child can’t do the work.


PROCEDURE

1. The child will select the topic of his interest.
2. Teacher has to prepare in such a way that, the child should reach the goal. Here teacher can give some clues to the child. (Otherwise it is too difficult to the child to attain his goal.)

DEMERITS OF PROJECT METHOD

1. Mathematics can not be purely taught by this method.
2. It needs efficiency and skills.
3. No saving of time, energy and effort.
4. A single opportunity for practical experience can not develop ability.
5. Systematic and continuous teaching is not possible.
6. It is likely to prove costly.

MERITS OF PROJECT METHOD

1. It is based on psychological laws of learning.
2. It suits to the learner.
3. It upholds the dignity of labour.
4. Introduces democracy in education, because it necessitates co-operation among students.
5. Develops problem solving approach rather than cramming.
6. Inculcates social discipline through joint activities.
7. A project tends to illustrate the real nature of a subject and produce a spirit of enquiry.
8. Opportunity for mutual exchange of ideas.

THE PROJECT METHOD

“A project is a bit of real life experiences that has been imported into the school”
-BALLARD.
“A problematic act carried to its completion in its natural setting.”
-STEVENSON

This method is based on John Dewey’s philosophy of pragmatism. It is a modified form of “concentration of studies”. The main feature of the concentration of studies plan is that some subject is taken as the centre and all other subjects, as they arise are studied in connection with it.

It is based on the fact and that knowledge grows by application. It is correlate with natural correlation. It also said as learning by doing. Learner will get high satisfaction as he is discovering on his own.

To complete any project we have to follow the following five steps.

1. Providing a situation
2. Choosing and purposing
3. Planning
4. Execution
5. Judging.

Ther is no rigidity about the steps.

Differences between analysis and synthesis

ANALYTIC-SYNTHETIC METHOD

To overcome the demerits of both methods we start with analytic and end with synthetic. Analysis is a legend, needs the help of synthesis for removal of demerits and incompleteness. It is not useful if it is not followed by synthesis.

Synthesis is the complement of analysis; and in the teaching of mathematics the two should go together. Analysis leads synthesis makes the purpose of analysis clear and complete. These two are independent.

DEMERITS OF SYNTHESIS

1. Leaves many doubts in the learner’s mind.
2. No clarity in the explanation.
3. Many questions will arise in the minds of learners.
4. It does not provide full meaning and understanding.
5. There is no scope for discovery and thinking.
6. Memory dominates.
7. Does not suit to the learner and text book.

MERITS OF SYNTHESIS

1. It is short and elegant method.
2. It develops memory.
3. It suits to the teacher.
4. Follows the same process as given in the text books

SYNTHETIC METHOD

Synthesis means placing the parts together. It is the opposite of synthesis. It proceeds from known to unknown. In practice synthetic method is the complement of the analytic method. It starts with some thing already known and connects with the unknown part of the given problem. It is the process of putting together known bits of information to reach the point where unknown information becomes true.

DEMERITS OF ANALYTIC METHOD

1. It’s a lengthy method.
2. Difficulty to acquire efficiency and speed.
3. It may not applicable to all topics.

MERITS OF ANALYTIC METHOD

1. It is a logical method.
2. It leaves no doubts and convinces the learner.
3. Very easy to understand.
4. Also strengthens the urge to discover facts.
5. No cramming requires.
6. Each step has its reason and justification.
7. Pupil gains in comprehension and skill.
8. It suits to learner and the subject

ANALYTIC METHOD

“ALL THE HIGHEST INTELLECTUAL PERFORMANCE OF THE MIND IS ANALYSIS”
-THORNDIKE
Analysis means BREAKING UP. This method proceeds from unknown to known. It is the process of unfolding of the problem of conducting operation to know hidden aspects.

We have to start with what is to be found out. Then think of next steps which may connect with the unknown with the known and find out the result what we needed.

INDUCTO-DEDUCTIVE METHOD

Merits of inductive are equal to demerits of deductive as well as merits of deductive are equal to demerits of inductive. Hence to overcome the demerits of both, we follow both methods starting with Induction and ends with deduction. So the method can be identified as the combination of INDUCTIVE AND DEDUCTIVE.

Finally we conclude that Inductive is the FORERUNNER of Deduction. The Deductive will give a good follow up, when it associated with Induction. Any loss of time due to the induction can be speed up with Deduction. Induction leaves the learner at a point where he can not stops; the after work will be completed by Deduction.


The two methods are such good partners that the short comings of the one are covered by the other. Deduction is a hand maid of Induction; and what is left undone in Induction, is filled by Deduction. Deduction is the chief glory of Mathematics, but they are taken facts from Induction.

DEMERITS OF DEDUCTIVE METHOD

1. Very difficult for the beginners.
2. Pure deductive requires a formula for every type of problems.
3. This method demands blind memorization.
4. Requires unnecessary and heavy burden on the brain.
5. Memory becomes more important than understanding.
6. The pupils became passive.
7. It is not suitable for the development of thinking, reasoning and discovery.

MERITS OF DEDUCTIVE METHOD

1. It is short and time saving
2. Suitable for authors and teachers
3. It develops memory as the child has to memorize number of formulae
4. At the revision stag it works good
5. Removes the incompleteness of induction
6. It enhances speed and efficiency in solving problems

DEDUCTIVE METHOD

Opposite to Inductive method. The learner proceeds from General to particular
Abstract to concrete
Formula to example.

A pre constructed formula is told to the pupils and they are asked to solve the problem.
PROCEDURE



Immediately announcing the topic the teacher gives a formula. To explain the formula teacher solves number of problems on the black board.
The students come to understand hoe the formula being applied.
Then pupils are asked to solve some more problems on the same lines.

DEMERITS OF INDUCTION

1. It contains the process of discovering formula only. After that what next? , is not cared by this method.
2. Time consuming method
3. Very difficult to pay individual attention.
4. At the advanced stage it is not so useful.
5. Heavy syllabus does not permits this method.

MERITS OF INDUCTION

1. It is a logical method and suits to mathematics.
2. It gives an opportunity to the children to participate actively.
3. Students feel happy, because they are discovering the truth on their own.
4. Relationship between teacher and pupil is good and healthy.
5. Doubts will be solved as there are many concrete examples.
6. Doubts about the HOW AND WHY of a formula are clarified in the beginning itself.
7. Many topics are suitable to teach

INDUCTIVE METHOD

It is the method of constructing formula with the help of many concrete examples. Induction means Proving a universal truth by showing that if it is true for a case and is true for a reasonably adequate number of cases, it is true for all such cases.

Induction leads from concrete to abstract,
Particular to general
Example to formula/conclusion.

PROCEDURE

1. The teacher has to select the topic to teach.
2. Teacher should plan the appropriate situations.
3. All the situations prepared must be in a sequential order.
4. Teacher has to create fearless environment.
5. Teacher’s duty is to guide the pupils to reach the goal.
6. Teacher must connect the lesson with concrete/known questions with active participation of children.
7. Teacher should help the children to arrive to the generalization on their own.
.

DEMERITS OF LECTURE METHOD

1. This method gives a false satisfaction.
2. This is teacher oriented, not child oriented.
3. Un scientific
4. Students remain passive.
5. Relation ship between teacher and pupil remains nominal.
6. Not suitable for all the pupils.
7. Home work is likely to be heavy.
8. It’s not so easy to develop problem solving efficiency.
9. not suitable for all topics.

MERITS OF LECTURE METHOD

1. This method is very useful for a large class. As the teacher’s voice is hard and clear every child can able to understand.
2. Heavy syllabus can be covered with in the time.
3. Suitable to teacher, because there is no need to give individual attention.
4. Very easy to connect previous to present content.
5. Topics like Profit and Loss, Insurance, budget can be taught b this method.

LECTURE METHOD

It is the method of presenting the concept in the form of words. The information will be spread in the form of speech. Speech is another name for lecture. When a person is speaking continuously to a group, then we are considered to be LECTURING. Teacher is required a hard and clear voice,

It is the method of depicting in words.

PROCEDURE

While applying this method, the teacher has to prepare at home and pours it out in the class room. The students sit silently and try to catch the point. It is also called as ONE MAN SHOW. It is the oldest method among all the methods

LECTURE METHOD

It is the method of presenting the concept in the form of words. The information will be spread in the form of speech. Speech is another name for lecture. When a person is speaking continuously to a group, then we are considered to be LECTURING. Teacher is required a hard and clear voice,

It is the method of depicting in words.

PROCEDURE

While applying this method, the teacher has to prepare at home and pours it out in the class room. The students sit silently and try to catch the point. It is also called as ONE MAN SHOW. It is the oldest method among all the methods

TEACHING METHODS

In the early posts we learnt about the importance of aims and objectives. To achieve them we have to apply our thoughts in a sequence in the class room. The order of the sequence is called as METHOD OF TEACHING.

According to Mathematics it is totally differ from other subjects. Even though the method names are one and the same in some cases, but the way will be differ.

Universally there are ten important methods in the teaching of Mathematics. They are
1. Lecture method
2. Inducto-Deductive
3. Analytic-Synthetic
4. Project method
5. Heuristic method
6. Laboratory method
7. Problem method
8. Dogmatic method
9. Concentric method
10. Topical method.


According to High school Mathematics we follow up to Laboratory method.
Let us learn how to teach using the above methods in the next posts.

PREFACE

Teaching is not everybody’s cup of coffee. As there is a saying,”NOTHING IS IMPOSSIBLE”, teaching can also be made easy if we kept some ideas in our mind. The aims of teaching will be achieved if we answer the following questions,
1. What to teach?
2. Why to teach?
3. How to teach?
In other words the process of teaching is being called as METHODOLOGY.

Coming to Mathematics, it is the most and vastly used subject by the world. Why because it is knowingly or unknowingly part and parcel of human life. Oxygen is essential for living things. In the same way without Mathematics you can’t imagine the human life. So Mathematics can also be called as OXYGEN to human beings daily life.

Let us know how to teach Mathematics and implement the same to the daily life.

Finally I request you to post comments for better improvement of blog.


Thank you,

AIM OF TEACHING

A plan of action to attain the goal can be called as AIM. Aim is broader in the meaning. To attain aims of the subject, it takes certain duration as one year or two or more. These are divided into many groups. But according to Mathematics these are mainly divided into nine parts. They are as follows,

1. UTILITARIAN AIM: - Improves usage of Mathematics in daily life.
2. DISCIPLINARY AIM: - Develops intellectual habits among children.
3. CULTURAL AIM: - Helps to understand the role of Mathematics in fine arts and in beatifying the life.
4. ADJUSTMENT AIM
5. SOCIAL AIM
6. MORAL AIM
7. AESTHETIC AIM
8. INTERNATIONAL AIM
9. VOCATIONAL AIM.

IMPORTANCE:-

Aimless teaching is wastage of time, energy and resources. Hence aims helps to improve the quality of teaching for a prescribed course.

OBJECTIVES OF TEACHING

Objective is also called as short term aim. Aims will be divided into many parts. If all the parts successfully attained, then only we called Aim is attained.

To attain the parts we plan to achieve in the form of short time schedules, called periods. These parts can be called OBJECTIVES.

The Objectives are classified into four important parts. They are,
1. KNOWLEDGE: - Relates to previous knowledge.
2. UNDERSTANDING: - Relates to present lesson.
3. APPLICATION: - Relates to develop how to implement to daily life as well as thinking.
4. SKILL: - Improves inherent potentialities.

The above objectives will be achieved in the form BEHAVIOURAL CHANGES.