n Learning and Teaching Mathematics - : a guided discovery teaching method

Volume 2011, Issue 10
  • ISSN : 1990-6811


Most teaching methods currently used in teaching mathematics to college students involve direct lecturing. Teachers tend to prepare all the teaching materials to present in class while students mostly spend their efforts in regurgitating or mimicking what was taught. Students memorize definitions, mathematical concepts, and how to solve some problems, only to forget them after they are done with their exams. However, society and industry require more self-directed learners (Fink, 2003). How then should students be taught? Weimer (2003) places emphasis on the importance of producing independent and autonomous learners who assume responsibility for their own learning. Bean (2001) observed that students tended to be poor readers and were often overwhelmed by the density of their textbooks. He found that using a cooperative type of learning in small groups could be a powerful and effective form of active learning. DeLong and Winter (2002) believe that the textbook should be a vital part in learning. Halsey (1977) reported that a guided discovery teaching method in an elementary Algebra course achieved a high degree of success for pupils in their subsequent mathematics courses. Students in group discovery classes are actively involved in their own learning in and outside of the classroom (Flahive and Lee, 2007).

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