Teaching Mathematics requires a wide scope of strategies since learners have difficulty in this subject.

1. z
INDUCTO-DEDUCTIVE
METHOD OF TEACHING
MATHEMATICS
JIMMY B. BIO JR.
Part-Time Instructor

2. INDUCTIVE + DEDUCTIVE =
INDUCTO-DEDUCTIVE METHOD

3. INDUCTIVE METHOD
Principles:
1.from concrete to abstract
2.from particular to general
3.from example to formula
4.direct experiencing
5.conclusions are based on repetitions

4. Merits:
1. scientific method
2. thinking is logical
3. suitable for beginners
4. increases student – teacher
relationship
5. students are active learners

5. Demerits:
1. not suitable for all topics
2. time consuming method
3. not suitable for all types of
learners

6. DEDUCTIVE METHOD
Principles:
1. from abstract to concrete
2. from general to particular
3. from formula to examples

7. Merits:
1. suitable for all topics
2. suitable for all types of
students
3. enhances speed and efficiency
4. mostly used at higher stage

8. Demerits:
1. unpsychological method
2. glorifies memorization
3. students are passive learners
4. reasoning is not clear

9. Why Inducto-Deductive
Method?
1.Inductive approach is a method
for establishing rules and
generalization, and also
deriving formula.

10. 2. Deductive approach is a
method of applying the deduced
results and for improving skill
and efficiency in solving
problems.

11. Source:
https://google.com/amp/s/slidepl
ayer.com/amp/5329176

12. z
Differentiated
Instruction

13. What is DI?
• approach whereby teachers adjust
their curriculum and instruction to
maximize the learning of all students
• not a single strategy but rather a
that teachers can use to implement a
of strategies, many of which are
based

14. Evidence-based Strategies
• employing effective classroom
management procedures
• grouping students for instruction
students with significant learning
• assessing readiness
• teaching to the student’s zone of
development

15. Teachers who use DI:
• use a variety of instructional approaches
• alter assignments to meet the needs of the
students
• assess students on an ongoing basis to
determine their readiness levels
• use assessment results to adjust instruction as
needed

16. Teachers who use DI:
• provide a variety of options for how students
can learn and demonstrate their knowledge
• strive to make lessons engaging and
meaningful
• employ different grouping formats for
instruction

17. Thank you!