Saidhani - Maths tutor - Arani
Saidhani - Maths tutor - Arani

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Saidhani

  • Rate UGX 26,159
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Saidhani - Maths tutor - Arani

UGX 26,159/hr

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About Saidhani

I am Saidhani, B.E graduate with problem solving skills. I love mathematics and also understand it well, but much more than that, they enjoy sharing my enthusiasm for the language of numbers with students. I use a variety of tools and techniques to help students grasp abstract concepts and show them that math describes the world around them.

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  • Primary
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    • levels :

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  • English

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Our Teaching methods of mathematics include lecture, inductive, deductive, heuristic or discovery, analytic, synthetic, problem solving, laboratory and project methods.

Different Methods of Teaching Mathematics:

Induction & Deduction:

Mathematics is experimental and inductive in nature. Induction is a type of reasoning in which a general law is formed from studying specific objects or processes. The child can utilise measurement, manipulative or constructive activities, patterns, and so on to find a relationship they will later symbolically represent as a law or rule. The law, the norm or definition devised by the child, is the sum of all specific or individual cases. The evolved generalisation is viewed as a tentative conclusion in every induction.

Analytic & Synthetic Methods:

Analysis and synthesis are methods of discovering relationships between entities that use thinking and arguments. Synthetic Euclidean geometry is a good example of a framework that works by deduction. It helps people learn to think clearly and reason well. In every proposition, there is a hypothesis and a conclusion. The hypothesis can be the information in the statement or a set of axioms, definitions, principles, or relationships that have already been proven. The conclusion is the result to be proved or arrived at.

Heuristic or Discovery Method :

The modern way of teaching maths focuses on meaning, understanding, and how it can be used. The “traditional” or “drill” idea is different from this.

Children should understand and care about what they are learning. Under the “drill” idea, they are told the facts, which they remember by doing them over and over again. In “meaningful” learning, the child helps find the answer. He thinks about it. He discovers how things are connected by doing, experimenting, and participating in events.

All discovery methods are closely tied to real work or problem situations that show the child how inadequate his or her current schemas are. Second, teachers who use the discovery method should help the child have a good attitude and learn how to use controlled settings to test their ideas and find new connections.

Different Techniques in Teaching Mathematics:

Drill & Practice:

Mathematically, the drill is one of the most important ways to learn. All tasks used to teach have one main goal: to make learning a habit. Getting good at something takes making it a habit, so drill practice is an important part of getting good at something. Most practice lessons fall into three categories. The first type of lessons for success is those that teach basic skills, such as multiplication tables, addition combinations, fractional equivalents of decimals and percentages, factorization, construction in geometry, etc. These include the subject matter, which must be learned well in order to learn quickly and correctly in the future.

For a drill lesson to be effective, the following things should be taken into account:

Drills should come after students learn and understand the basics. It shouldn’t make people think that they should memorise things without understanding them.
Drills should be different. Some boring and regular tasks can make learning uninteresting.
Each student should be able to do drills in a way that is useful to them. Every child should understand why and how it works.
There should be short practice sessions, and the learner’s progress should be checked often.
Drills shouldn’t be set up just to keep students “busy.” It should be based on events that make you think, so that you don’t just do the same thing over and over.
Drill can also help teachers figure out what’s wrong with a student.
Oral & Written work
Oral work helps each child work at the best speed for him so that he can be as accurate as possible. Work should be done orally and in writing in any lesson, especially if modern practice or worksheets are used. Oral work is a quick drill that helps you get used to a basic process, way of thinking, or set of facts. It helps get more work done in the same amount of time.

But written work is needed when a teacher needs to check each child’s work or when she wants the kids to practise working on their own. Throughout written work, accuracy in computation, legibility of figures and symbols, speed, the right algorithm, which is the logical and sequential order of steps in the answer, neatness of work, and correctness of results should be kept in mind. Written work can also be saved as a group record, which can be used to see how far a student has come over time.

Play way technique:

The Play Way method, also called teaching through games, is the most modern way to teach maths. A game is a planned action that the students do under the teacher’s supervision. Even though games can only teach certain math ideas, the most important thing that games like quizzes, puzzles, guessing games, etc. are good for is drilling or practising different math ideas out loud.

Assignment & Homework:

Planned assignments, which are based on each child’s growth and encourage each one to learn independently, have replaced the idea of homework in recent years. One of the most important parts of teaching is planning the task. It is part of a learning activity that involves setting up a task and finding the best way to do it. Teachers think that the best way for students to learn is to do things on their own.

Here are a few aspects of a good assignment:

The task should be clear and unambiguous. It should be short but clear enough for each child to understand what they are supposed to do.
It should predict problems with the work that needs to be done and offer ways to solve them.
It should compare the new lesson to things you’ve learned in the past and link the topic to everything else related to it.
It should be interesting, let the student want to do something and let them think as well.
Unit Planning & Lesson Planning
A unit is a chapter segment that helps guide the lesson plan. A unit ensures that the subject matter makes sense and that the learner’s wants, interests, and ability to learn are considered.

The way information is grouped into units has many benefits:

a) The teacher is in charge of the lesson plan, and the students carry it out with the help of teachers and other students.
b) Units cover more than one subject, which makes it easier to see how different parts of maths and other subjects are related. So, learning is more integrated and less scattered.
c) Different tasks and experiences are offered to meet the different ways people learn. The child is not forced to learn. d) Practice is more useful, and problem-solving skills are better when they are learned in real-world settings.
And

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levels

Primary

Secondary

Tertiary

University

Adult Education

Masters

Diploma

PhD (Doctor of Philosophy)

Post-Graduate Diploma in Legal Practice

MBA

Early childhood education

All languages in which the lesson is available

English

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