Teaching Mathematics from Differing Directions

Mathematics is very often taught as one directional. A problem is presented in class and the teacher applies a particular formula or methodology to arrive at the answer. In this age of diversity in the classroom, one method may not be enough to reach every student. This paper investigated the use of differing approaches teaching various math subjects in Algebra and Geometry. While results from the study were inconclusive, it appears when given multiple approaches to solving a type of math problem, the students tended to use the most recent method taught over any other. The second investigation in this study dealt with whether provided notes on assessments on the topic would help the students more easily complete the work and remember the methods. While the provided notes seemed helpful, there were not any appreciable increases in scores due to them