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.

One of the classical maxims of teaching is “from simple to complex”, which suggests sequencing content so that learners first face easier material. As their understanding grows, they are gradually introduced to more difficult ideas. This progression supports confidence and prevents cognitive overload. Hence, when a teacher increases difficulty step by step, they are following the maxim from simple to complex.

Option A:
The phrase “from unknown to complex” is not a standard maxim of teaching and combines two challenging conditions for learners. Beginning with unknown material and ending with complex content would make learning unnecessarily difficult. Thus, “unknown” does not correctly complete the maxim in the stem.

Option B:
The word “abstract” belongs to the maxim “from concrete to abstract”, which focuses on moving from tangible experiences to theoretical concepts. The stem, however, ends with “to complex”, indicating a focus on difficulty rather than concreteness. Therefore, “abstract” is not the best choice here.

Option C:
The maxim “from concrete to complex” is not commonly recognized in teaching literature. “Concrete” relates to the tangible versus abstract nature of content, not directly to its level of difficulty. So this option does not align well with the phrase ending in “complex”.

Option D:
The phrase “from simple to complex” directly addresses the idea of increasing difficulty level as learners progress. Using “simple” at the beginning ensures that students can grasp the basics before tackling more sophisticated aspects. This option correctly completes the maxim referred to in the question.