TEACHING AND LEARNING LAWS OF LOGARITHMS: A PROSPECTIVE PEDAGOGY | Journal of Global Research in...

According to the literature, pupils have a rudimentary comprehension of the laws of logarithms, including misunderstandings. Despite the fact that these rules are critical in learning advanced mathematics, this is the case. The difficulty in acquiring these concepts is largely related with rule-based teaching, which fosters rote learning and is not supported by learning psychology, according to this research, which is based on teaching experience, textbook analysis, and classroom observation. A guided inquiry oriented, ICT enhanced, investigative pedagogy is presented to address challenges with product, quotient, and power norms. Students will work in small groups to analyse both accepted and unanticipated (misconceptions) log rule equations side by side. They create their own data by plotting 3D graphs of the above equations and solving them. They are then advised to examine similarities and differences in the ranges of the equations data to pick the most acceptable and general log rule equations by testing their self-generated and teacher-provided data. This method is assessed using learning theories, and it is backed up by constructivism and neurocognition. This approach is recommended for future investigation into smart teaching and learning, given the stated benefits for teaching laws of logarithms.

Please see the link :- https://www.ikprress.org/index.php/JOGRESS/article/view/1800