Mathematics has to be Taught the Way Mathematics is

Abstract

 Mathematics is a study of sets, where a set represents a property which is either true or false. One of the vastest areas of world of contemplative beauty is Mathematics. This alone is a sufficient reason for study of Mathematics (King, 1997). There are people who perceived Mathematics as dogmatic, inflexible and dull. But the fact is that the basic elements of Mathematics are rare combinations: logic and intuition, analysis and construction, generality and individuality, precision and beauty. Harmony (order) and non-discriminatory approach (for every), in Mathematics emphasised the value of peace in societies. The Education Committee (Kothari 1964–66) recommended Mathematics as a compulsory school subject for all school students. NCF-2005 emphasises that Mathematics should be visualised as a vehicle to train a child to think, reason, analyse and articulate logically. There are instances where Mathematics is taught differently—fundamentals are not given due importance, mathematical results are conveyed through authoritative communication, proofs and theorems are replaced by illustrations or inductive arguments (solving only routine problems with main emphasis on drill). Keeping these in mind, in this article we discuss some innovative methods of teaching Mathematics which are some combinations of: Venn Diagrammatic Approach, Mathematical Modeling, Mathematics Lab, Problem Solving (including non-routine problems), Index of Teaching, Action Research in Mathematics, Feeling and Aesthetics in Mathematics, Historical Approach.