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Analytic and Synthetic Method

Teachers use the analytic method to break down problems into simpler elements connecting the unknown to the known, using logical steps. They use it when they want students to understand concepts by discovering facts through questioning. Teachers use the synthetic method to build up understanding by connecting known information to reach the unknown. They use synthesis when they want students to apply known procedures, like using synthetic division to divide polynomials by writing only coefficients. Both methods should be used together, with analysis leading to synthesis, for students to fully comprehend mathematical concepts.

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naina_me2009358
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21K views

Analytic and Synthetic Method

Teachers use the analytic method to break down problems into simpler elements connecting the unknown to the known, using logical steps. They use it when they want students to understand concepts by discovering facts through questioning. Teachers use the synthetic method to build up understanding by connecting known information to reach the unknown. They use synthesis when they want students to apply known procedures, like using synthetic division to divide polynomials by writing only coefficients. Both methods should be used together, with analysis leading to synthesis, for students to fully comprehend mathematical concepts.

Uploaded by

naina_me2009358
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Assignment

Name
Aneela Majeed

Department
Education
Dated
2nd November, 2009
Contents
1. Why and when teachers use Analytic and Synthetic
Method?
• Why teachers use Analytic Method
• When teachers use Analytic Method
• Why teachers use Synthetic Method
• When teachers use Synthetic Method
• Conclusion
Why & when teachers use Analytical and Synthetical Methods:
These two methods are applicable in combination. To conclude anything
about them, one has to understand them separately first.

Why teachers use Analytic Method:


It proceeds from unknown to known, ’Analysis’ means ‘breaking up’ of the
problem in hand so that it ultimately gets connected with something obvious
or already known. It is the process of unfolding of the problem or of
conducting its operation to know its hidden aspects. Start with what is to be
found out. Then think of further steps and possibilities which may connect
the unknown with the known and find out the desired result. In its original
sense the verb ‘to analyze’ means to loosen or separate things that are
together about analysis, Thorndike says that all the highest intellectual
performance of the mind is analysis.

It is logical method. It leaves to doubts and convinces the learner.


It facilitates understanding. It also strengthens the urge to discover facts.
The steps in its procedure are developed in a general manner. No cramming
of a fixed steps and a ser pattern is necessitated. Each step has its reason and
justification. The student is throughout faced with such questions as “how to
prove the equality of two angles?” “What are the possible ways of resolving
a statement into simpler elements etc?” thus the student grapples with the
problem confidently and intelligently. He gains in comprehension and skill.

When teachers use Analytic Method:


Example:
Why teachers use Synthetic Method:
It is the opposite of the analytic method. Here one proceeds from known to
unknown. In practice, synthesis is the complement of analysis. To synthesis
is to place together things that are apart. It starts with something already
known and connects that with the unknown part of the statement. It starts
with the data available or known and connects the same with the conclusion.
It is the process of putting together known bits of information to reach the
point where unknown information becomes obvious and true. It is a short
and elegant method. It glorifies memory. It is logical.
When teachers use Synthetic Method:
Synthetic division is a shortcut for polynomial division when the divisor
is of the form x – a. Only coefficients are used when dividing with
synthetic division.
Example:

The answer is

To do the problem using synthetic division, follow this procedure:


1. Write the polynomial being divided in descending order. Then write only
its coefficients, using 0 for any missing terms.

2. Write the constant, a, of the divisor, x – a, to the left. In this problem, a =


3.

3. Bring down the first coefficient as shown.


4. Multiply the first coefficient by a. Then write this product under the
second coefficient

5. Add the second coefficient with the product and write the sum as shown.

6. Continue this process of multiplying and adding until there is a sum for
the last column.

The numbers along the bottom row are the coefficients of the quotients with
the powers of x in descending order. The last coefficient is the remainder.
The first power is one less than the highest power of the polynomial that was
being divided.

The division answer is

Conclusion:
The pupil taught by the method of synthesis is just like a man led blind-fold
to the desired goal. Since analysis is a lengthy method, it needs the help of
synthesis for the removal of this defect. It will not be useful if it is not
followed by synthesis. Synthesis is the complement of analysis; and, in the
teaching of mathematics, the two should always go together. Analysis leads
to synthesis-analyze in order to synthesis, i.e., facts or things are separated in
order to find out how these can be knit together to form one whole, Analysis
forms the beginning and synthesis forms the follow up work. The two are
interdependent. Teacher should realize that he may offer help two the
analytic form of the solution and that synthetic work should be left to the
pupils.

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