Dr. Narendra Kumar. Int. Journal of Engineering Research and Application www.ijera.

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ISSN: 2248-9622, Vol. 7, Issue 11, (Part -2) November 2017, pp.19-22

RESEARCH ARTICLE OPEN ACCESS

Inductive and Deductive Methods in Mathematics Teaching

Dr. Narendra Kumar Singh, Ajay kumar yadav
HOD. Faculty of education
RHSPG College Singramau Jaunpur
Corresponding Author: Dr. Narendra Kumar Singh

ABSTRACT
Researcher has tried to explore that mathematics as subject has certain aims of teaching which can also be
termed as goal of subject. The achievement of goal is ascertained by testing the students’ performance at the end
of the course for it exporatory research design has used and the results are present study that Inductive and
deductive method of teaching in one pack which is the most appropriate and desirable for mathematics teaching.
Keywords: Inductive, Deductive, Observation, Verification Generalization, Merits & Demerits.
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Date of Submission: 13-09-2017 Date of acceptance: 09-09-2017
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I. INTRODUCTION of previous knowledge, thinking, reasoning and

The teaching of mathematics also insight of the learner. At this stage he does not know
involves different methods. The mathematics is about any formula, principle or method for the
taught at different levels of school education. No one solving the given problem. When adequate number of
single method is fully suitable or appropriate for each similar examples, facts or objects is presented to the
level. Thus, different methods are used for the learners, they try themselves to arrive at a conclusion
students of different level. There are different for all those. Thus, they arrive at a generalization or
methods of teaching mathematics for primary, derive a formula through a convincing process of
secondary and higher level education as the students reasoning and solving of various similar problems.
of each level differ in age, maturity, mental abilities, Thus, in this method rules and formulas are not
mental development, mathematical understanding supplied by the teachers to the students. Here only
etc. therefore, one method cannot be applied to teach various facts and examples are presented to the
mathematics to all the classes. Besides this, with the learners and from where they have to find out rules or
use of one method, all the students of a class cannot establish a general formula. Therefore, it is a method
be equipped with equal amount of knowledge of constructing a formula with the help of adequate
because individual difference lies among them. number of concrete examples.
Individual difference is an important psychological Thus, inductive method of teaching leads us
phenomenon which affects teaching and its outcome from known to unknown, particular to general or
to a great extent. According to Thorndike, “There is a example to general rule and from concrete to abstract.
much difference between lower and higher categories When a number of concrete cases have been
of students of the same class. Higher category understood, the learner himself is able to attempt for
students learn six times more than the lower category generalization.
students or lower category students learn only one
sixth in comparison of higher category students.” Deductive Method:-
Therefore, a teacher has to apply different methods to Deduction is the process by which a
teach same topic to same class so that every student particular fact is derived from some general known
could understand and learn the given content. truth. Thus, in the deductive method of teaching
Researcher has delimited only inductive and learner proceeds from general to particular, abstract
deductive teaching methods which introduce as. to concrete and from formula to examples. Here a
pre-established rule or formula is given to the
Inductive Method:- learners and they are asked to solve the related
Inductive Method is based on principle of problems by using that formula. Therefore, in this
induction. Induction means to establish a universal method, the learner has to perform only calculation or
truth by showing that if it is true for a particular case to simplify the substituted known values in the given
and is further true for a reasonably adequate number formula to get the solution of the problem.
of cases then it is true for all such cases. Thus, in this According to Joseph London, “Deductive
method, at first stage a problem is solved on the basis teaching secures first the learning of definition or law

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Dr. Narendra Kumar. Int. Journal of Engineering Research and Application www.ijera.com
ISSN: 2248-9622, Vol. 7, Issue 11, (Part -2) November 2017, pp.19-22

or rule, then carefully explains its meaning and lastly 2. Application of the Formula:-
illustrates it fully by applying to fact.” Teacher solves few problems on the blackboard
to explain the application of formula to problems
II. METHODOLOGY on the blackboard to explain the application of
Researcher has used to exploratory research deign for formula to problems. Thus, students learn how
the study of present topic. the formula can be applied to solve the related
Analysis:- problems. Then a few problems are given to the
Researcher has analyzed both methods separately- students. They apply the formula to the problems
Inductive Method:- and solve them according to the procedure
In this method following steps are- explained by the teacher.
1. Presentation of Examples:- At this step a 3. Inference:-
sufficient number of similar examples of a After getting proper solution of the problems
particular type are presented to the learners. with the help of given formula, the students
2. Observation:- At this step students observe the come to understand that this formula is the key
various presented examples minutely and try to to solve these types of problems.
see relationship among them and seek some 4. Verification:-
general or common elements of findings. On reaching to the conclusion, the learner needs
3. Generalization:- On the basis of common the verification of the conclusion or inference.
elements of findings of different similar Then he applies the formula to solve any other
examples, learner arrives at a general conclusion problem and thus he rechecks or verifies the
which leads him towards establishing a general validity of conclusion.
rule or formula.
4. Verification:- At the lest step of this method Example 2 :-
learner himself can verify the truthfulness of Topic:- To know the area of four walls of a room.
general rule or formula by using it to solve Formula:- The teacher will tell the students, if
another similar problems. length, breadth and height of a room is given the area
of four walls of the room can be calculated from the
Example 2 :- Derivation of the formula (a+b)² = a² + formula.
2ab + b² Area of four walls = (Length + Breadth) x
Step. I- Write an expression on the blackboard in the 2 x Height
form of addition of two terms e.g. (x+y), and ask the Or
students to find its square by the method of A = (L + B) x 2H
multiplication. Students will multiply (x +y) by (x Application of Formula:- The measures of length,
+y) and will get the result x² + 2xy + y². breadth and height of a room are 5 metres, 4 metres
Then give them a number of similar cases e.g. (l + and 3 metres respectively. Find the area of four walls
m), (p + q), (a + b), (c + d) etc. and ask them to find of this romm.
the squares in each case by the same method. Accordind to given formula:
Students will find the squares in each case. Area of four walls = (Length + Breadth) x 2 x
Height
Step. II- The Teacher will ask the students to tell the Here, Length = 5 metres
square of each expression separately and will put it Breadth = 4 metres
on blackboard, in the following from. Height = 3 metres
(x + y)² = x² + y² + 2xy Area of fpur walls = (5 + 4) x 2 x3
(l + m)² = l² + m² + 2lm = 9 x 2 x 3 = 54 Sq. Mts.
(p + q)² = p² + q² + 2pq Answer = 54 Sq. Mts.
(a + b)² = a² + b² + 2ab Then teacher will ask students to solve the problems
Step. III- Teacher will tell the students to observe the of this type given in his text book of arithmetic. The
square of them. students will solve them on the same line as
explained on the blackboard.
Deductive Method:- Inference: After solving few problems with the help
In this method following steps are- of given formula, the students will infer that this
1. Presentation of Rule of Formula for the formula holds true and can be used to solve another
Problems or Topic to be Taught:- relevant problems.
Just after presenting the problem to be studied, Verification : Students may verify the validity of
teacher provides the relevant formula or rule to formula by using it to solve the another problem
solve it. He explains the formula and its use. related with the area of four walls and then memorize
this formula for use in future.

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Dr. Narendra Kumar. Int. Journal of Engineering Research and Application www.ijera.com
ISSN: 2248-9622, Vol. 7, Issue 11, (Part -2) November 2017, pp.19-22

Comparison:-
S.N. Conten Inductive method Deductive method
1- Concep Particular cases or examples are dealt General rule or formula is first
with and from findings of these enunciated. Then this formula is
particular cases the general law or applied to solve particular problems.
formula is inferred.

Maxims It is uses following maxims of

2- It is uses following maxims of teaching: teaching:
1. From known to unknown. 1. From formula to exaple.
2. From particular to general. 2. From general to particular.
3. From concrete to abstract. 3. From abstract to concrete.
4. From example to formula or
rule.

Movement It is an upward movement of thought It is a downward movement of

3- leading to definitions, principles and thought leading to a more perfect
rules. comprehension of the principle, rules
or formula.
Method
It is a method of generalisation, so its It is a method of specilization so here
4- aim is to enable the pupil for general pupil acquire some special
preparation for future life. knowledge to be useful for some
specific purpose.

Activeness
Here child is more active and works as Here child gets formula, rules or
5- a discoverer. He discovers various definitions from others (specially
formula, rules and definitions etc. thus,, from teacher) and verify them by
it is a method of discovery and so applying on solving the revevant
provides education. problem. Thus, it is a method of
verification and explanation, so it
Useful provides instruction.

It is useful for the beginners. It is useful for students of higher

6- classes.
Realization

It is a method which fosters self- It is a method which encourages

7- reliance as the children are trained to dependence on others and so the
depend on their own oservations and knowledge acquired may be soon for
judgment. So, the knowledge is gotten.
assimilated.
Scientific

It is a scientific method and helps to It is not a scientific method, so it

8- develop scientific attitude in the does not develop scientific attitude.
students.
Leads

It leades to new knowledge but depends It does not lead to new knowledge. It
9- on deduction for verification. depends upon induction for new
knowledge.

mathematically

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Dr. Narendra Kumar. Int. Journal of Engineering Research and Application www.ijera.com
ISSN: 2248-9622, Vol. 7, Issue 11, (Part -2) November 2017, pp.19-22

Mathematically it is much training + Mathematically it is much

10- little information. information + little training.

III. CONCLUSION [6]. Hooper, Alfred: Makers of Mathematics.

Researcher has concluded that From the [7]. James E.J.: The Teaching of Modern School
comparative study of inductive and deductive method Mathematics.
it seems that these are opposite to one another and [8]. NCERT, New Delhi: Multi Sensory Aids in
inductive method is superior and more useful. But is Teaching of Mathematics.
not correct. If we have a view on the entire discussion [9]. Potter, F.F.: The Teaching of Arithmatic.
of the scope, process, merits and demerits of these [10]. Smith: A History of Mathematics.
two methodes, it can easily be seen that inductive [11]. Young J.W.A.: Teaching of Mathematics.
method is the forerunner or predecessor of deductive [12]. Adam, L.J.: Arithmetic for college students,
method. The deductive method is more fruitful as a Holt, N.Y.
follow up, if it is preceded a good understanding [13]. Adler, Irving: Magic House of Number, The
through inductive method. Actually, the teaching of John Day Co.Inc.
mathematics comprises two clear-cut parts viz. [14]. Bell, E.T.: The Development ofmathematics.
establishment of formula or rule and application of [15]. Bhatia and Bhatia: The principles and
that rule to solve the problems. The former part is the methods of teaching.
work of induction and the latter the work of [16]. Chadha, B.N.: The Teaching ofMathematics.
deduction. Thus, mathematics in the making is [17]. Government of India : Report of the Indian
inductive and its finished from is deductive. In other Education Commission, Ministry of
words, mathematics is understood inductively and Education 1964-66
applied deductively. [18]. Hooper, Alfred: Makers of Mathematics.
[19]. Kapur, J.N.: The Spirit of Mathematics.
REFERENCE [20]. Negi, J.S.: Ganit Shikshan (Hindi) Vinod
[1]. Adam, L.J.: Arithmetic for college College pustak Mandir, Agra.
students, Holt, N.Y. [21]. Potter, F.F.: The Teaching of Arithmatic.
[2]. Adler, Irving: Magic House of Numbers, [22]. Russell, B.: Introduction to Mathematical
The John Day Co.Inc. Philosophy.
[3]. Butler and Wren: Teaching of Secondary [23]. Sanford Vira: A Short History of
Marhematics, Megraw Hill Co. Mathematics.
[4]. Chadha, B.N.: The Teaching ofMathematics. [24]. Singh, D.P.: Correlation in Basic Education.
[5]. Government of India : Report of the Indian [25]. Smith: A History of Mathematics.
Education commission, Ministry of [26]. Young J.W.A. : Teaching of Mathematics
Education 1964-66.

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Dr. Narendra Kumar Singh Inductive and Deductive Methods in Mathematics Teaching.”
International Journal of Engineering Research and Applications (IJERA) , vol. 7, no. 11, 2017,
pp. 19-22.

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