UGC NET Questions (Paper – 1)

Maxims of teaching guide the logical and psychological arrangement of content. The maxim from simple to complex suggests that learners should first encounter easier tasks so that they build confidence and basic understanding. Once they are comfortable with simple problems, they can handle more complex ones. In the situation described, moving from simple numerical problems to complex word problems clearly follows this maxim.

Option A:
This option presents the opposite sequence and would make learning more difficult. Starting with complex tasks can create confusion and anxiety, especially when foundational skills are not yet secure. It contradicts the principle illustrated in the example.

Option B:
This option correctly matches the described progression. Numerical problems are usually simpler and more straightforward, while word problems require interpretation and additional steps. Introducing the simple form first respects learners’ readiness and supports gradual increase in difficulty.

Option C:
This option refers to a different maxim which connects new content to existing knowledge. Although related to sequencing, it is not specifically demonstrated by the example, which focuses on complexity of tasks rather than familiarity of content.

Option D:
This option involves movement from abstract ideas to concrete experiences, which again does not fit the given situation. Both numerical and word problems in statistics are relatively abstract representations rather than concrete objects.