Unit 2: Teaching Arithmetic and Algebra

2.1. Teaching of Arithmetic

• Arithmetic is the art or science of computing by numbers,
and consists of both in theory and practice. The theory
considers the nature and quality of numbers, and
demonstrates the reason of practical operations (Francis,
1860).
• To cope up with the needs of daily life, a person belonging
to any profession needs knowledge of Arithmetic.
• The need of a good command of Arithmetic in a skilled
mechanic, by the up-to-date farmer, by the progressive
professional man, by the successful merchant and by the
efficient house wife, is so obvious as to need no
discussion (Kumar and Ratnalikar, 2003).
How to teach the definition of Arithmetic and how to
teach arithmetic to secondary school students?
Arithmetic is the science of calculations that
uses numbers as main tools. To teach
arithmetic an effective teacher first teaches
the four basic mathematical operations, their
properties such as:
• commutative property,
• identity element,
• associative property,
• bracket rules (BODMAS),
• invertible, etc.
 2.2. Values of Teaching Arithmetic
• While talking about the importance of the teaching of
mathematics and the causes of being an important
place in the school curriculum, we have seen that it
has values in day-to-day life. In fact, it is the
Arithmetic which has greater value in day-to-day life.
Most of the fundamentals of the numerical works, etc.
are guided by Arithmetic and its principles.
• In addition to the practical value, mathematics also
has cultural and disciplinary value. In some countries,
we find the importance of the mathematics even in the
centuries before Christ. However, the same is true
about the teaching of Arithmetic even today.
Appropriate methods on how you can teach
some of the values of teaching Arithmetic
There are various methods but you can also use
questioning and answering method to list the values
of arithmetic. Some of the values of arithmetic are:
– To teach computational skills necessary for
student's daily life,
– To prepare students for the real mathematics
world,
– To develop the students' ability to compute
mentally,
– To teach speed and accuracy,
– To reason out numerically
 2.3. Aims of Teaching Arithmetic
The following are the aims of teaching of Arithmetic:
• To develop Mathematical thinking in the students,
• To arouse (stimulate) interest in the quantitative
side of the world,
• To give knowledge of the practical utility of
Arithmetic in everyday life,
• To prepare students for study of higher
Mathematics
 2.4. Methods of Teaching Arithmetic

The following four approaches are generally

used in the teaching of Arithmetic:
» Incidental Approach

» Drill Approach

» Meaningful Approach

» Social Approach
 Methods of Teaching Arithmetic…

Incidental Approach:

This approach is opposed to the traditional or

drill approach. In this approach, the teaching
is done in a rational and incidental manner.
 Methods of Teaching Arithmetic…
Drill Approach:

• In this approach, the teacher continues to repeat a thing before the

students till it gets fixed in the mind of the students.

• The students must be given a good drill to make the teaching of

Arithmetic effective and successful.

• Drill enables them to have the repetition of the knowledge that

ultimately strengthens their experiences.

• Drill is nothing but exercise. However a careful and systematic

planning of the exercise and the work is needed.

 Drill Approach…
• Attempts should be made to correlate the drill of the exercises with

the facts of life. Such a correlation will have permanent and long

lasting effect.

• Following points be kept in mind about the exercises and drill:

» It should be clear and vivid.

» It should have association with the past and attempts

association in future.

» There should be the element of motivation.

» There should be no scope for guess work.

 Methods of Teaching Arithmetic…
• Social Approach:

In this method, the experiences of the children occupy

an important place. The teaching of Arithmetic is done
in such a way that it is linked with the experiences of
the children in their daily life.
• Meaningful Approach:

In this approach, the whole program of the teaching

work is systematically worked out.
Activity

Which of the methods given

above is better for teaching
arithmetic? (10 Minutes)
Feedback
It is clear from their description that all
are methods of teaching arithmetic and
the difference is as indicated above. You
can say social approach is better as it
takes the experience of learners in to
account though all are important for the
purpose.
 2.5. Some Points to be kept in Mind while
Teaching Arithmetic
• One basic point that has to be kept in mind, while
teaching arithmetic is that it is a means of
developing the students’ natural ability.
• So, the teaching should lead to the method or the
results that bring accuracy and speed in the child.
• The best thing in the teaching of Arithmetic is that
too much of emphasis should not be put on theory.
• The students should be made to do things in a
practical manner and their ability should be tested.
(VIDEO)
Activity

1. When do you think that the teaching of

arithmetic should start?

2. "What will happen if the teaching of

Arithmetic doesn’t start at the beginning of
early Education?"
Feedback
1. The teaching of Arithmetic should start at the pre-
primary stage or infant stage. An infant should be
made to learn things about Arithmetic through playing.
In other words, it means that teaching of Arithmetic
should start in the beginning of education.
2. If the teaching of arithmetic does not start at the
beginning of early education of the child, the
consequence is that the values and aims of arithmetic
that are discussed above will not be attained in the
desired way. As a result, the thinking capacity of the
child will not be developed and the end result is that
the child will not be successful.
 2.6. Designing lessons and teaching different
topics of Arithmetic
2.6.1. Revision on the set of rational Numbers

Activity:

Design a strategy how to revise the set of natural

numbers, set of whole numbers, integers and
rational numbers.
Feedback
A number of teaching methods (Strategy) can
be employed to revise the set of natural
numbers, set of whole numbers, integers and
rational numbers such as questioning and
answering, cooperative learning, etc.
 2.6.1.1. Natural numbers, integers, prime and
composite numbers, and place value
• We first learn about mathematics through
counting, so the first set of numbers
encountered is the set of counting numbers or
natural numbers {1, 2, 3, …}.
• It is extended to whole numbers, integers,
rational numbers, real numbers and complex
numbers. A formal definition of the natural
number system requires careful thought, and
one was given in 1889 by the Italian
mathematician Giuseppe Peano.
…Con’t
• It is assumed that you are familiar with various number
systems. The following definitions ensure a common
language with which to present problems and their
solutions.
• We use ℤ to denote the set of integers {..., -2, -1, 0, 1,
2, ...} and ℤ+ to signify the set of positive integers {1, 2,
3,...}. We shall use the term natural number to mean a
positive integer.
• If a and b are integers, we say that a divides b, in
symbols "a|b", and "b is a multiple of a" if there is an
integer c such that b = ac. Then a is a divisor, or factor of
b.
…Con’t
• A natural number p > 1 is said to be prime if 1 and p are
its only positive divisors. The list of prime numbers
begins 2, 3, 5, 7, 11, 13,... and has no end. A natural
number n > 1 that is not prime is said to be composite.
• In the Hindu-Arabic system, the symbols for single digits
are also used to form other symbols or numerals, to
represent greater numbers. To represent numbers
greater than 9, the Hindu-Arabic system relies on the
following for development of numerals.
 All numerals are constructed from the ten basic digits
{0, 1, 2, 3, 4, 5, 6, 7, 8, 9}
 Place value is based on repeated groupings of 10,
the number base of the system.
…Con’t
Note that: Because the Hindu-Arabic system is based
on powers of 10, the system is sometimes called a
base-ten, or a decimal system.
• Place value is the concept that allows the value of a
symbol to depend on its placement in a number. To
find the value of a whole number, we multiply the
place value of the digit times its face value, where
the face value is a cardinal number.
 For example, in the numeral 5984, the five has place
value "thousands," the 9 has place value "hundreds," the
8 has place value "tens," the 4 has place value "units".
The expanded form of 5984 is given by (5*1000) +
(9*100) + (8*10) + (4*1).
 2.7. Teaching What Algebra is
Algebra is a method of calculation by using letters and
signs with numbers, for instance, 4a, 3b, 6ab, 5c, etc.
The purpose of algebra
• Algebra helps in solving many difficult and complicated
problems of other branches of mathematics.
• With the passage of time, it has assumed new dimensions
and new concepts. It represents a radical, new and
different approach to the study of quantitative
relationship, characterized by new symbolism, new
concept, and a new language.
 The purpose of algebra…

• A much higher degree of generalization and abstraction than has

been encountered previously.
• In contrast to Arithmetic, Algebra is:
 more concerned with the conscious examination and
study of processes than with particular answers to
particular problems, and
 by the essential dissociation of many of its parts form
institution and concrete experience, Sometimes algebra is
referred to as Generalized Arithmetic.
 Methods of teaching the application of algebra

Some of the methods of teaching the

application of algebra are:
• group discussion,
• application methods, etc.
 2.8. Why is Algebra Taught?

Some reasons why algebra is taught in schools

may also refer to the following:
• It creates a concrete interest in the pupils,

• It induces students to study certain

mathematical concepts,
• It provides the students with better
opportunities to study certain topics.
 2.9. Aims of Teaching Algebra
The aims of teaching algebra include:
• Removal of ambiguity and deficiencies of language
• It helps to solve difficult problems of arithmetic
• Simplification of calculations
• In algebra we present abstract relationships in new
language and new symbols
• Practical value
• Checking of results
• Use of inductive method
 2.10. How Algebra should be taught?
As indicated earlier, algebra is essential for our
daily life. To exhaustively exploit the benefits of
algebra, it is important to know and employ the
methods of teaching algebra.
Some of the methods for teaching of Algebra are:
• Formal method,
• Equation and problem solving method,
and
• The use of literal numbers of quantities.
 The difference between arithmetic and algebra

Arithmetic Algebra
General aim: to find a numerical solution General aim: to generalize and symbolize
methods of problem solving
Generalization of specific number Generalization of relations between
situations numbers, reduction to uniformity
Table as a calculation tool Table as a problem solving tool
Manipulation of fixed numbers Manipulation of variables
Letters are measurement labels or Letters are variables or unknowns
abbreviations of an object
Symbolic expressions represent Symbolic expressions are seen as
processes products and processes
Operations refer to actions Operations are autonomic objects
Equal-sign announces a result Equal-sign represents equivalence
Reasoning with known quantities Reasoning with unknowns
Unknowns as end-point Unknowns as starting-point
Linear problems in one unknown Problems with multiple unknowns:
systems of equations