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Unit I
Aims and objectives of teaching Mathematics

1.1 Mathematics
1.1.1 Meaning
1.1.2 Nature
1.1.3 Scope
1.2 Aims and objectives of teaching Mathematics in schools
1.3 Need and significance of teaching Mathematics
1.4 Values of teaching Mathematics

1.1 Mathematics
“Mathematics is a way to settle in the mind of children a habit of reasoning” -
Locke

1.1.1 Meaning
The world of today, which leans more and more heavily on science and
technology, demands more and more mathematical knowledge on the part of more
and more people. And the world of tomorrow will make still greater demands on a
person to be “well educated” in the technological society of today, and as such he
or she should have some degree of mathematical literacy.
Though mathematics has been with us for more than 5000 years, the subject
has never been made as lively as it is today. The pace of mathematical discovery
and inventions has accelerated amazingly during the last few decades. It has been
said that mathematics is the only branch of learning in which theories of two
thousand years old are still valid.
Meaning and Definition

In Oriya mathematics means ‘GANITA’ meaning there by science of

calculation. According to Oxford dictionary- “Mathematics is the science of
measurement, quantity and magnitude”
According to Roger Bacon: “Mathematics is the gate and key of the
sciences….Neglect of mathematics work injury to all knowledge since who is
ignorant of it can not know the other sciences or the things of the world. And what
is worse, men who are thus Ignorant are unable to perceive their own ignorance
and so do not seek a remedy.”
J.B. Shaw stated, “Mathematics is engaged, in fact, in the profound study of
art and the expression of beauty”. According to Shaw there are four significant
methods of mathematics which give more insight into the nature of
mathematicians.
 Scientific, leading to generalization of widening scope.
 Intuititive, leading to an insight into subtler depths.
 Deductive, leading to a permanent statement and rigorous form.
 Inventive, leading to the ideal element, and creation of new realms
Mathematics, therefore, is not only ‘number work’ or ‘computation’, but is
more about forming generalization, seeing relationships, and developing logical
thinking and reasoning. The National Policy on Education (NPE, 1986) stated

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“Mathematics should be visualized as the vehicle to train a child to think, reason,

analyse and to articulate logically”.
On the basis of above definitions we can say or conclude that
 Mathematics is the science of Space and Number.
 Mathematics is the science of calculation.
 Mathematics is the science of measurement, Quantity and Magnitude.
 Mathematics is a systematized, organized and exact branch of science.
 It deals with quantitative facts and relationships
 It is the abstract of sciences
 It is the science of logical reasoning.
 It is an inductive and experimental sciences.
 Mathematics is the science which draws necessary calculations.
 Mathematics should be shown as a way of thinking.

1.1.2 Nature of Mathematics

The nature of mathematics is made explicit by discussing it under the following
heads:
 Mathematics: a science of discovery
 Mathematics: an intellectual game
 Mathematics: the art of drawing conclusions
 Mathematics: a tool subject
 Mathematics: a system of logical processes
 Mathematics: an intuitive method.
Mathematics- A science of Discovery
Mathematics is the discovery of relationships and the expression of those
relationships in symbolic form – in words, in numbers, in letters, by diagrams or by
graphs(E.E. Biggs, 1963).
According to A.N. Whitehead(1912) “Every child should experience the joy of
discovery”. Initially a child’s discoveries may be observational. But later, when its
power of abstraction is adequately developed, it will be able to appreciate the
certitude of the mathematical conclusions that it has drawn. This will give it the joy
of discovering mathematical truths and concepts. Mathematics gives an easy and
early opportunity to make independent discoveries.
The children must not only have opportunities for making their own
discoveries of mathematical ideas, but they must also have the practice necessary
to achieve accuracy in their calculations. Today it is discovery techniques, which are
making spectacular progress. They are being applied in two fields: in pure number
relationships and in everyday problems, involving such things as money, weights
and measures.
Mathematics- An Intellectual Game
Mathematics can be treated as an intellectual game with its own rules and
without any relation to external criteria. From this viewpoint, mathematics is mainly
a matter of puzzles, paradoxes, and problem solving – a sort of healthy mental
exercise.
Mathematics – The Art of Drawing Conclusions
One of the important functions of the school is to familiarize children with a
mode of thought which helps them in drawing right conclusions and inferences.

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According the J.W.A. Young a subject suitable for this purpose should have three
characteristics:
That its conclusions are certain. At first, at least, it is essential that the learner
should know whether or not he has drawn the correct conclusion.
That it permits the learner to begin with simple and very easy conclusions to pass
in well graded sequence to verify difficult ones, as the earlier ones are mastered
That the type of conclusions exemplified in the introductory subject be found in the
other subjects also, and in human interactions, in general.
These characteristics are present in mathematics to a larger extent than in
any other available subject.
Mathematics - As a tool subject
It could be more elegantly expressed as “mathematics, handmaiden to the
sciences” From the beginning, down to the nineteenth century, mathematics has
been assigned the status of a servant. Then in the nineteenth century, mathematics
attained independence. It achieved a completeness and internal consistency that it
has not known before. Mathematics continued to be useful to other disciplines, but
now it is dependent upon none of them. With its new found freedom, mathematics
established its own goals to pursue. Its mentors of the past- engineering, physical
science and commerce- now became no more than its peers.
Mathematics has its integrity, its beauty, its structure and other
features that relate to mathematics as an end in itself. However, many conceive
mathematics as a very useful means to other ends, a powerful and incisive tool of
wide applicability. John J. Bowem (1996) in an article titled “ Mathematics and the
Teaching of Sciences” stated “Not all students are captivated by the internal
consistency of mathematics, and, for everyone who makes it a career, there will be
dozens to whom it is only an elegant tool”.
According to Howard F. Fehr(1966), “ If mathematics had not been useful, it
would long ago have disappeared from our school curriculum as required study”.
Mathematics – A system of Logical Process
Polya suggested that mathematics actually has two faces. One face is a
‘systematic deductive science’ This has resulted in presenting mathematics as an
axiomatic body of definitions, undefined terms, axioms and theorems Mario Pieri
stated “ Mathematics is an hypothetico-deductive system”. This statement means
that mathematics is a system of logical processes whereby conclusions are
deducted from certain fundamental assumptions and definitions that have been
hypothesized. This has been reinforced by Benjamin Pierce when he defined
mathematics as “ The science which draws necessary conclusions”. The student
draws the inferences from the premises, provided the premises are true. In
mathematics, granted the premises, conclusion follows inevitably. For example:
“When two lines intersect, vertically opposite angles are equal” (the premise)
A and D are vertically opposite angles.
Hence A and D are equal. (the inference).
This conclusion is deducted from the premise ‘vertically opposite angles are
equal’. Thus the process of deduction involves two steps; firtst, replacing the real
premises by hypothetical ones; second, making a mathematically inference from
the hypothetical working premises. Therefore to think mathematically is to free
oneself by abstraction from any peculiarity of subject matter and to make
inferences and deductions justified by fundamental premises. It involves logical
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reasoning. By reasoning we prove that if something is true then something else

must be true. However, the validity of the conclusions rests upon the validity and
consistency of the assumptions and definitions upon which the conclusions are
based. The teacher should make the students realize this point of view.
Polya described the second face of mathematics by saying “Mathematics in
the making appears as an experiment, inductive science”. There has been a
growing emphasis on the experimental side of mathematics. The generalizations
follow as outcomes of the observations of mathematical phenomena and
relationships. It is based on the principle that if a relationship holds good for some
particular cases, it holds good for any similar case and hence the relationship can
be generalized. Such a process is called inductive reasoning.
For example the student generalizes that the ‘sum of the angles in a triangle
is 180 after having observed this property in a number of triangles. Thus a
generalization, a rule or a formula is arrived at, through the careful observation of
particular facts, instances and examples. Many of the mathematical definitions and
rules can be generalized through induction. The teacher of mathematics has to
provide an adequate number of examples requiring the student to observe so that
the relationships are explicit leading to the generalization.
Mathematics – An intuitive Method
Intuition implies the act of grasping the meaning or significane or structure of
a problem without explicit reliance on the analytic apparatus of one’s craft. It is the
intuitive mode that yields hypothesis quickly. It precedes proof; it is what the
techniques of analysis and proof are designed to test and check. It is a form of
mathematical activity which depends on the confidence in the applicability of the
process rather than upon the importance of right answers all the time.
Intuition when applied to mathematics involves the concretization of an idea
not yet stated in the form of some sort of operations or example. A child forms an
internalized set of structures for representing the world around him. These
structures are governed by definite rules of their own. In the course of
development, these structures change and the rules governing them also change in
certain systematic ways. To anticipate what will happen next and what to do about
it is so spin our internal models just a bit faster than the world goes. It is important
to allow the student to express his intuition and check and verify its validity. When
mathematics is taught in a very formal way by stating the logical rules, and
algorithm, we remove his confidence in his ability to perform mathematical
processes. Teachers quite often provide formal proof(which is necessary for
checking) in place of direct intuition.
For example, to check the conjecture, 8x is equivalent to 3x+5x, a formal rigorous
statement as the following.
“ By the commutative principle for multiplication, for every x, 3x+5x=x3+x5.
By the distributive principle, for every x,x3+x5=x(3+5). Again by commutative law,
for every x, x(3+5)= (3+5)x or 8x. So for every x, 3x+5x=8x” , could dampen the
students’ spirit of intuition and interest. It is up to the teacher to allow the child to
use his natural and intuitive ways of thinking, by encouraging him to do so and
honouring him when he does.
The first step in the learning of any mathematical subject is the development
of intuition. This must come before rules are stated or formal operations are

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introduced. The teacher has to foster intuition in our young children, by following
the right strategies of teaching.
1.1.3 Scope of Mathematics
Mathematics is all pervasive. So the demarcation of its scope is a difficult
task, if not impossible. It is science of all the sciences and provides basis to all the
disciplines. According to this definition, two main aspects or categories of
mathematics are ‘Basic Mathematics’ and ‘Applied Mathematics’.
 Basic Mathematics or Pure mathematics
The theoretical aspect of mathematics is termed as basic mathematics or
pure mathematics. It involves systematic and deductive reasoning. It treats only
theories and principles without regard to their application to concrete things. It
consists of all those assertions as that if such and such proposition is true to any
thing, such and such another proposition is true of that thing. It is developed on
an abstract, self-contained basis without any regard to possible practical
applications that may follow.
The following are sub-branches of pure mathematics:
 Algebra – It includes arithmetic, elementary and multivariate algebra, linear
multivariate algebra, Algebraic structures etc.
 Geometry - It includes Euclidean and Non-Euclidean geometry, projection,
analytic geometry, trigonometry, combinatorial geometry, differential and
algebraical geometry etc.
 Modern Mathematics – It consists of following topics:
1. Set Theory – Origin and definition, fundamental set concepts,
contorian set theory, postulates of axiomatic set theory, the present
status of axiomatic set theory etc.
2. Topology – General topology, topological groups, differential
topology, Algebraic topology
3. Algebraic systems – Groups, Rings, Fields, Vector spaces etc.
4. Analysis – It includes real and complex analysis, Functional analysis,
Differential Equaion, Fourier, Theory of probability, Vector and tensor.
5. Combinatorics and Number System - This branch of mathematics
include combinatories, combinatorial geometry and number system.
 Applied Mathematics
Applied mathematics is the application of pure mathematics in developing the
various means to serve the human and humanity. It considers those part of
mathematical theories that have certain direct or practical application to objects
or actions in the material world. Principles of applied mathematics have been
used to investigate phenomenon such as heat, light, electricity, sound,
mechanics, astronomy, navigation etc. Applied mathematics thus helps in
solving the intricate problems of physical or real world. Like pure mathematics,
it also has various sub- branches.
The following are sub- branches of applied mathematics:
 Calculatory Science – It includes numerical notations, calculatory aspects of
algebra, calculatory use of table and graphs, geometrical aids, mathematical
models, analogic, computation, digital computation etc.
 Statistics – Basic principles, Estimation, Hypothesis testing structures etc.
 Numerical Analysis
 Mathematical Theory of Optimization
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 Automation Theory
 Information Theory
 Mathematical Aspects of Physical theories – It includes:

1. Mechanics of solids, mechanics of fluids, mechanics of particles and

systems.
2. Quantum Mechanics
3. Statistical Mechanics
4. Electromagnetic Theory
5. Theory of Relativity
6. Dimensional Analysis
7. Riemanian Geometry.
1.2 Aims and objectives of teaching Mathematics in schools
The aims of teaching mathematics and sciences will be distinctly different
from those of teaching languages and social sciences. The aims of mathematics
education are derived from and intimately related to the broad aims of education or
goals of education.
Aims of teaching mathematics can be classified under the following heads
 Utilitarian or practical aim
 Disciplinary aim
 Cultural aims and
 Social aims
Utilitarian or Practical Aims
The following are the practical aims of teaching mathematics
 To enable the students to have clear ideas about number concept.
 To give the individual an understanding of ideas and operations in number
and quantity needed in daily life.
 To enable the individual to have clear comprehension of the way the number
is applied to all measures but most particularly to those frequently used
concepts such as length, volume, area, weight, temperature, speed etc.
 To enable the individual to become proficient in the four fundamental
operations of addition, subtraction, multiplication and division.
 To provide the basis of mathematical skills and processes which will be
needed for vocational purposes.
 To enable the learner to acquire and develop mathematical skills and attitude
to meet the demands of (i) daily life (ii) future mathematical work and(iii)
work in the related fields of knowledge.
 To enable the student to make appropriate approximations
 To enable the learner to understand the concept of ratio and scale drawing,
read and interpret graphs, diagrams and tables.
 To enable the individual to apply his mathematics to a wide range of
problems that occur in daily life.
Disciplinary aims
The teaching of mathematics intends to realize the following disciplinary
aims.
 To provide opportunities that enable the learners to exercise and discipline
mental faculties.
 To help the learner in the intelligent use of reasoning power.
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 To develop constructive imagination and inventive faculties.

 To develop the character through systematic and orderly habits.
 To help the learner to be original and creative in thinking.
 To help the individual to become self-reliant and independent.
Cultural Aims
The cultural aims can be summarized as follows.
 To enable the learner to appreciate the part played by mathematics in the
culture of the past and that it continues to play in the present world.
 To enable the student to appreciate the role played by mathematics in
preserving and transmitting our cultural traditions.
 To enable him to appreciate various cultural arts like drawing. Design
making, painting, poetry, music, sculpture and architecture.
 To provide through mathematical ideas, aesthetic and intellectural enjoyment
and satisfaction and to give an opportunity for creative expression.
 To help the students explore creative fields such as art and architecture.
 To make the learner aware of the strengths and virtues of the culture he has
inherited.
 To develop in the individual an aesthetic awareness of mathematical shapes
and patterns in nature as well as the products of our civilizations.
Social Aims
 The important social aims of teaching mathematics are as under:
 To develop in the individual an awareness of the mathematical priniciples and
operations which will enable the individual to understand and participation in
the general social and economic life of his community.
 To enable the student to understand how the methods of mathematics such
as scientific, intuitive, deductive and inventive are used to investigate,
interpret and to make decisions in human affairs.
 To help the pupil acquire social and moral values to lead a fruitful life in the
society.
 To help the pupil in the formationa of social lawas and social order needed for
social harmony.
 To provide the pupils scientific and technological knowledge necessary for
adjusting to the rapidly changing society and social life.
 To help the learner appreciate how mathematics contributes to his
understanding of natural phenomena.
 To help the pupil interpret social and economic phenomena.
All these aims are very broad and general in nature, without having any vital
relationship to the curriculum and the day-to-day classroom instruction process.
Neither is it possible for a teacher to make his students achieve the aims within a
short span of three to four years, nor is it possible to verify the precise degree of
their attainment at the end of course. What is more impotant for a teacher is to
have clear and specific aims for his teaching which can be spelt out in terms of
increments of change in his students and testing by verification of this change.
Objectives of Teaching Mathematics
Aims have certain objectives attached to them. No aim can be achieved
without the help of the objectives. In order to achieved a particular aim, the
teacher has to resort to certain objectives.

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According NCERTs Evaluation and Examination issue “ An objective is a point

or end in view of some things towards which action is directed, a planned change
sought through any activity what we set out to do.”
Objectives provide link between teaches pupils, testers and parents by
focusing their attention with intended out comes of learning. Thus objectives
validate the process of Education.
Classification of Objectives in Mathematics
Aims are long term goals. They can be broken into specified objectives and
behavioural changes. The teacher has to provide appropriate learning experiences
to the students for bringing in them the desirable behavioural changes. The major
objectives of teaching mathematics can be classified in the following manner:
1. Knowledge and understanding objectives.
2. Skill Objectives.
3. Application objectives
4. Attitude objectives
5. Appreciation and interest objectives
The objectives should always be specified in terms of pupil behviour. That means
that teacher should know in clear cut terms what the students is expected to
achive. Below, the objectives have been specified in pupil behavioural terms.
1. Knowledge and understanding objectives
The student acquires knowledge and understanding of:
 The language of mathematics in terms of signs, symbols, formula,
figures, diagrams, technical terms, definitions.
 The various mathematical concepts(number, unit, measurement and
direction, etc)
 Mathematical ideas, facts, principles, process and relationships.
 The development of the object and contribution of mathematicians.
 The inter-relationship among different topics and branches of
mathematics.
 The basic nature of the subject mathematics.
2. Skill objectives
Mathematics help a student in developing the following skills.
 He learns and develops the necessary skill in the use and
understanding mathematical language.
 He develops speed precision, brevity, accuracy and neatness in the
computation and calculation work.
 He learns and develops the technique of problem solving.
 He develops the ability to estimate and check results.
 He develops the abilitiy to perform calculations orally or mentally.
 He develops the ability to think correctly to draw inferences and to
generalize.
 He develops the ability to use mathematical apparatus and tools
skillfully.
 He develops the essential skills in drawing geometric figures.
 HE develops essential skills in surveying or measuring and weighing
processes.
 HE develops essential skill in drawing, reading and interpretation of
graphs and statistical tables.
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 He develops skill in the use of mathematical table and reckoners.

3. Application Objectives
The study of mathematics enables the pupils to apply the knowledge and skill in the
following ways.
 He is able to solve the problems of mathematics independently.
 He makes use of mathematical concepts and processes in everyday
life.
 He develops the abilitiy to analyse to draw inference and generalize
the collected evidences and data.
 He develops the ability to make use of mathematics learning in the
learning of other subjects and equips himself for higher mathematical
studies.
 He can think and express precisely, exactly and systematically making
proper use of mathematical language.
4. Attitude objectives.
Mathematics helps in the inculcation of the correct attitudes in the pupils in the
following manner.
 The student tries to analyse the problem
 He develops the habit of systematic thinking and objective reasoning.
 He develops heuristic attitude and tries to discover the facts or solve
the problems with his independence efforts
 He tries to collect enough valid evidences for drawing inferences,
conclusions or generalizations.
 He recognizes the adequacy or inadequacy of given data in relation to
the problem.
 He tries to verify his results.
 He understands and appreciates logical, critical and independent
thinking in others.
 He tries to express his opinions precisely, systematically and logically
without any bias prejudices.
 He develops personal qualities, e.g. regularity, punctuality, honesty,
neatness and truthfulness.
 He develops proper self confidence for solving the mathematical
problems.
 He develops mathematical prospective and outlook for observing the
realm of nature and social world.
 He shows originality and creativity.
5. Appreciation and interest objectives
Mathematics help the student in acquiring the power of appreciation and interest in
the following manner.
 The student appreciates the role of mathematics in everyday life.
 He appreciates the role of mathematics in understanding his
environment.
 He appreciates mathematics as the science of all arts.
 He appreciates the contribution of mathematics in development of
culture and civilizations.

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 He appreciates the aesthetic value of mathematics by observing

symmetry, similarity order and arrangement in mathematical facts,
principles and processes.
 He appreciated the contribution of mathematicians in the development
of subject and civilization.
 He appreciates the recreational value of mathematics and learn to
utilize his lewisure time properly.
 He appreciates the vocation value of mathematics.
 He appreciates the role of mathematical language, graphs and tables
in giving precision, exactness and accuracy to the expression.
 He appreciates the power of computation.
 He develops interest for the learning of mathematics.
 He feels relaxed art entertained by mathematical recreations and
amusements.
 He takes active interest in the activities of mathematics club.
 He takes interest in independent library reading, working on
mathematical projects and doing mathematical work on the
mathematics laboratory.

1.3 Need and Significance of teaching mathematics

Mathematics occupies an important place in the curriculum. This has been
there since ages. Plato was of the view that those persons who are not above to
study mathematics and understand its problems should not be allowed to enter an
institution. Almost all eminent educationists of past as well as of present, including
Herbert, Froebel, Pestalozzi, Dr. Maria Montessori, Sir T.P. Nunn, etc have
unequivocally laid down the importance of mathematics. They are of the view that
without the study of mathematics the intellectual and cultural and development of a
person is not possible. While studying mathematics, the wards of Napoleon the
Great without development of Mathematics, no nation can develop continue to ring
in our ears invariably.
It is not very easy to bring out the importance of mathematics education in a
few words. However, a few important aspects have been listed below.
Mathematics education provides:
 Utility of Mathematics
It is an undeniable fact that Mathematics has an important place in life. In
business in offices, in industry and wherever the work is conducted on
scientific lines, Mathematics has a practical role to play.
 Contribution to different branches of knowledge
Almost all the branches of knowledge that have some element of calculation,
have to depend on Mathematics. Not only natural sciences such as Physics,
chemistry, etc. but social sciences such as Economics , political Science,
Psychology etc also owe a lot to Mathematics. In short no calculation is
possible without taking recourse to mathematics.
 Utility of Mathematics in Natural Sciences
Natural sciences draw a lot from Mathematics. Physics cannot lay down any
formula about steam engine without taking support from Mathematics. This
is true of other natural sciences as well.
 Contribution to Art and Crafts
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Mathematics makes and has made a valuable contribution to arts and crafts.
Arts and crafts acquire practical utility through Mathematics only. IT is not
possible to have engineering in its proper from without the help of
Mathematics. This is true of other branches of technical know-how and
technology.
 Mathematics and Education
Is education or in the actual process of education. Mathematics has an
important role to play. Progress of education cannot be determined without
employing the techniques of Mathematics. When we come to psychology. It
is difficult to find out intelligence quotient, coefficient of correlation, etc
without taking the help from mathematics.
 Contribution to Democracy and citizenship
With the growing needs of democracy and citizenship, mathematics has come
to occupy an important place. Calculation of votes and exactitudes etc are
the contribution of Mathematics. So in a democratic society, Mathematics has
a greater utility.
 Importance in day-to-day life
Mathematics occupies an important place in our day-to-day life. No work of
society can be conducted without the application of Mathematics.

1.4 Values of teaching Mathematics

Mathematics is considered as father of all sciences. It helps the students in
achieving the educational goal and objectives. The importance of mathematics can
be expressed in the form of values. It has a practical value in life. So it is called the
Practical cultural science. Apart from the personal life mathematics has an
importance in social life as well in society, certain evaluation have to be done.
These evaluation cannot be done properly unless help is taken from mathematics.
Mathematics as cultural value and disciplinary value also. Briefly, the following
values of advantages can be derived through the teaching of mathematics.
1. Utilitarian value
Mathematics apart from the value of bread and butter, has a value of
wider
Practical applications. Principles and theories of mathematics are applied in
different aspects of life. Thinking and reasoning is very much guided by
mathematics and it is thinking and reasoning that help the building of the
society.
Mathematics is helpful in other branches of schiece such as engineering,
Physics, Economics etc. No business can flourish without practical knowledge
of mathematics. The teaching of mathematics is therefore guided by this
utilitarian aim.
Our whole universe is charged with mathematics. Every occupation in this
world require mathematics at every state. We need mathematics in a
adjusting our expenditure to income. Mathematics is used by a humble
coolie, a Finance Minister, an ordinary mason and a skilled engineer.
2. Social Value
Man is a social animal and human life depends upon the cooperation of
each other. In order to live a social life, each other. In order to live a social

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life. Its knowledge is needed because the give and take process, business
and industry depends upon the knowledge of mathematics.
The change in the social structure with regards to modern facilities like
mode of transport, means of communication and progress in the field of
science and technology is due to mathematics only. Ideal education is that
which helps to make a child qualified and useful citizen of society from the
beginning. Napoleon has accepted the social value of mathematics and said
that, “the progress and improvements of mathematics are linked to the
prosperity of the state.”
In this way mathematics has played an important role in not only
undertandting the progress of society but also to develop the society. At
present our social structure seems to be so scientific and systematic its credit
goes to mathematics. In its deficiency, the entire social system will
disturbed.
3. Cultural Value
The culture of every nation or society has its unique characteristics. It has
its own importance. Each nation or society reflects its culture by its living
standards rituals, artistic progress, economic, social and political aspects etc.
The history of mathematics presents the image of culture of differenct
nations. The person is said to be cultured if one is well educated and have
refined manners of dealing. The person becomes critical observer, logical
thinker and proper knowledge of mathematics changes the mind of the
person. Thus the person becomes more cultured with the proper knowledge
of mathematics. The famous mathematician Hogben has remarked that
“Mathematics is the mirror of civilization.” In fact mathematical knowledge is
indispensable and changes the way of ones living.
Mathematics not only familiars us with culture and civilization but also
helps in preventing, promoting cultural heritage and transmitting it to future
generations. Though the application of scientific and mathematical
discoveries our culture and civilization is undergoing constant change. The
welfare of our civilization is now almost wholly dependent upon scientific as
well as mathematical progress. It affects view of life and away of living as a
result of which it also effects our philosophy of life. Hence the teaching of
mathematics plays a vital role in developing our cultureal heritage. Young,
J.W. has also remarked that, “whenever we turn in these days of iron, steam,
and electricity we find that mathematics has been the pioneer. Were its
backbone removed, our material civilization would inevitable collapse. Hence
mathematics shapes culture as a playback pioneer and has played an
important role in bringing him to such an advantaged stage of development.”
4. Artistic or Aesthetic Value
Those who did not get proper opportunities to study Mathematics have
developed a wrong notion in their minds that Mathematics is a dry and
uninteresting subject. For the lover of Mathematics, there is all beauty, art,
music and fineness in this subject. One finds a huge treasure of pleasure
after getting success in the solution of a Mathematics problem.
There is no exaggeration in saying that Mathematics is the creator as
well as the nourisher and savior of all the arts. What we enjoy in the arts like
Drawing, Painting, Architecture, Music or Dance etc is all due to Mathematics.
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Mathematical regularity, symmetry, order and arrangement play a leading

part in beautifying and organizing the work of these arts. Even the poetry is
not enjoyable without Mathematics. Music is nothing but the mathematically
organized sound. All the musical instruments Harmonium, Drum, Table,
Flute, Guitar, Sitar, violin etc are played on the set rules of Mathematics.
Therefore, Leibnitz is right when he says, “ Music is modern hidden exercise
in Arithmetic of a mind unconscious of dealing with numbers.”
In dancing too one has to take care of Mathematics in taking steps and
responding to the tunes. Moreover, the secret of the beauty of a garden, an
ornament or a flowering pot lies in the hands of the arrangement made with
the help of Mathematics. In brief we can say that secret of the beauty no
matter whatever, lies in regularity, precision symmetry, order and
arrangement and it is only Mathematics that is itself capable of decorating a
thing with so many characteristics.
5. Intellectual Value
The study of Mathematics helps us to develop all over intellectual powers
like power of imagination, memorization, observation, invention,
concentration, originiality, creativity, logical thinking and systematized
reasoning. Every problem in Mathematics is and open challenge to the
faculties of the mind and a systematic and organized exercise for one’s
mental health.
There is no end of the knowledge in the world of ours. The treasure of the
knowledge is not going to be decreased in future but is bound to get more
and more enriched. It is rather impossible to acquire such ocean of
knowledge in one’s life. Therefore the important thing is not so much to
acquire knowledge but to learn how to acquire knowledge. In other words we
should aim to acquire the power of acquiring knowledge. Moreover the
knowledge is useful only when we know how to use or apply it in solving our
problems. The man who has a vast storage of knowledge but cannot use it at
the proper time is like a donkey who is loaded heavily without making any
use of its load. Therefore both the things – the power of acquiring knowledge
and skill to use the acquired knowledge properly at the hour of need are only
aimed through the teaching of mathematics.
Actually problem solving in Mathematics is helpful in the proper
development of one’s mental powers. Every problem in Mathematics passes
through a process that trains an individual in the scientific method of
reasoning and thinking. First of all the problem is studied and analysed to
know what is given and what is be found out. Then all the relevant facts and
techniques concerning the solution of problem are collected. All of these facts
and techniques are carefully analysed and sorted out for choosing the most
suitable ones. Now with the help of the chosen technique or sorted facts one
tries to reach on some conclusion. The derived conclusions are again verified
and accepted only when they prove true in the like-wise situations.
Therefore, the problems of Mathematics give enough opportunities for the
training of the thought process and developing the faculties of the mind.
Mathematics emphasizes originality then a mere reproduction and appeals
more to the reasoning power than to memory. It increases our power of
concentration, reasoning and discrimination and thus helps in developing our
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mental powers as Plato observes, “Mathematics is the subject which provides

an opportunity for the training of the mind to close thinking stirring up a
sleeping and uninstructed spirit.”
6. Disciplinary Value
Mathematics does not only help in developing and controlling the faculties
of an individual, it also equips him with proper intellect, reasoning and
seriousness needed to lead a responsible life. That is why a mind trained
through the study of Mathematics is more capable of leading a well
disciplined life. Study of Mathematics is helpful in having constructive
discipline. Every student of Mathematics is habitual to think properly without
any unnecessary biases and prejudices. He can discriminate what is good and
what is bad, therefore, he does not take decisions through his emotions but
tries to apply the logic and intellect. He does not believe in hear saying but
tries to investigate the thing before reacting to it.
Mathematics by its very nature helps the students to imbibe so many
virtues and good habits like concentration, hardworking, punctuality,
regularity, neatness, cleanliness and orderlinesss, the habit of paying
attention to th the classroom study and doing regular home and drill work.
These habits go in along way to train the students in leading a life of self
restraint and reasoning. It is why a kind trained by Mathematics is more
disciplined to th mind that is not being trained by Mathematics.
7. Vocational Value
The main aim of education is to help the children to earn their living and
to make self dependent. To achieve such aim, mathematics is the most
important subject than any other. At present the vocational value of
engineering, technology, management, information technology has become
more important and prestigious or reputed. The knowledge and training of
these vocations is possible only through mathematics. Almost each and every
vocation needs the knowledge of mathematics. Even to learn different
vocations related to different branches of science require the knowledge of
mathematics. Moreover, mathematics plays a very important role in different
vocations.
For example –
 An architech cannot become a good designer without the knowledge of
geometrical drawing and measurement.
 Official work requires the knowledge of mathematics.
 To become an engineer, accountant, banker etc, there is need of
mathematical knowledge.
Similarly to understand different sciences, knowledge of mathematics is
must.
Therefore, it can be said that each and every person needs mathematical
knowledge for the earning and to maintain his living standard.
8. International Value
Mathematics has international value in the sense that it is helpful
increasing international understanding and brotherhood. Its history reveals
that there was a time when our ancestors were not able to count even more
than one. Therefore, as far as the potential of knowledge and intellectual
development is concerned we all human beings – the inhabitants of all
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countries, the followers or all the religions and members of all the races – are
the same and therefore, it is unwise to think superior or inferior to any of the
other race, religion, culture or nation.
What we have in Mathematics to day is the net result of the combined
efforts of all the nations and races. Mathematics is not an exclusive properly
of a particular nation or race. All mathematicians, irrespective of their castes,
colours or creeds, have generously contributed towards the progress of
Mathematics. The man made boundaries cannot restrict or check the co-
operation among the Mathematicians of the world. Any new idean brought in
field of Mathematics does not take much time to become an international
property. In fact co-operation and acquaintance with the other’s progress is
very much essential in going ahead in the field of Mathematics and Science.
This need has brought the nations and races together. Even the bitter
enemies like Russia and U.S.A have atleast a common platform for
understanding each other in relation to the exchange of Mathematical and
scientific knowledge Likely, there is a continuous flow of teachers,
Mathematicians and researchers from one nation to another nation for the
exchange of Mathematical and scientific ideas. The Mathematics books and
research journals are also exchanged and circulated among almost all nations
of the world. All these things add to the feeling of international
understanding and are helpful in bringing international peace.

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