NCERT Class 10: Should learning Math be Resource-Based in Secondary Schools?


Teaching Math as a subject at secondary schools traditionally used a textbook as a resource to teach students. This was considered back then as satisfactory since majority of the student body had been included academically. Adopting modern learning styles, in today’s jargon, they can be referred to as maths-logic learners. Ncert solutions class 10 maths is a better approach to be taken to inculcate learning abilities in the student to understand this subject better. 

Why children lacked interest in the math subject?

Previously, the method used was just ‘Chalk & Talk’. Most worked exercises tend to follow this lecture-style approach. It ranged from simple examples to harder and more complex ones. No or very little attempt was made to teach students the problem-solving skills that are required to solve those unfamiliar sums and problems. 

With students gaining admission into the secondary classes during the mid-twentieth century, the school leaving age was noticed to steadily rise. Hence, parents started to expect their children to avail opportunities to study more and get university qualifications. This required the math teachers to work along with students, especially those who had a tough time with the previous ‘Chalk & Talk’ method. A good number of able learners understood that math subject did not have any real-life meaning for them. Hence, most students falling in this particular group preferred to quit their classes to opt for other subjects that were found to be more interesting than math. 

Helping slow learners


Slow learners did not favour that ‘Chalk & Talk’ approach. They failed to absorb math required to get good numbers in the exams or survive in today’s modern society. Hence, the math classrooms have abounded with behaviour problems. This compelled syllabus writers, administrators, and teachers to bring significant changes in their teaching patterns and styles, especially where Math subject is concerned. Popular centres like Cuemath have managed to take a different, unique approach to teach students, enabling them to learn and do better in this subject. The approach taken by them not only helps children to become get solutions for their different chapters but also to real-life problems. At the same time, the approach is taken also helps improve their overall learning partner, especially those considered not to be maths-logic learners. It shows that assessment procedures are to reflect the different ways by which specific topics are taught in the class. 

Using technology to teach math subject

Previously, maths learning was limited to using the calculator. There were used graphics, scientific and four operations calculators. It meant that the math lesson could incorporate more real-life problems. The introduction of computers and smartphones only enhanced the learning process. Secondary schools saw a significant reduction in teaching time for the math subject. On the other hand, it benefitted other subjects to gain that precious time. 

Technology revolution made redundant topics present within the Maths syllabus to be removed. The math field managed to expand tremendously. Also expanded study of statistics and probability and got used widely in the community. Several new topics were added within the syllabus, thereby reflecting modern developments as well as their usage by the community. 

However, the new topics introduced were found to be not conducive to the earlier ‘Chalk & Talk’ aspect. A few required adopting ‘hands-on approach, while others involved using multi-media and some using modern technology. To solve real life problems, the web was seen as a valuable resource. Teachers and students can now adopt modern technology to learn more in less time. 

Some resources were now used in non-traditional assessment items successfully. Such techniques permitted non-maths logic thinkers to derive greater success. Using ncert solutions for class 9 maths, students achieved immense success in the math subject. Teachers also experience fewer behavioural issues in their classrooms, while students seem to be more interested in completing their assigned tasks. 

Therefore, taking the right approach, students can now be taught to perform exceptionally well in the math subject in classes 9, 10, and beyond.