In the inductive method of teaching Mathematics, we proceed from:

Concept: Teaching methods are classified by the direction in which reasoning moves. The Inductive method builds a general rule from specific known instances — it proceeds from Known to Unknown, from Particular to General, and from Concrete to Abstract. The Deductive method works the opposite way: it states a general rule first and then applies it to specific cases — General to Specific, Abstract to Concrete.

Application: When teaching Mathematics inductively, the lesson starts with facts, patterns, or examples the learner already knows. Through guided observation of several such known instances, the learner is led to discover the unknown general rule or formula. This known-to-unknown movement is the defining sequence of the inductive method in a Mathematics classroom.

Cross-check — why the other directions do not fit:

• Abstract to Concrete: this is the deductive sequence, where a general abstract rule is given first and concrete examples follow to illustrate it.

• General to Specific: this too is the deductive direction — a broad principle is stated first, then specific cases are derived from it.

• Unknown to Known: this reverses the basic pedagogical principle of building on prior knowledge; no standard teaching method proceeds by starting from what is unfamiliar.

Result: Since the inductive method always builds new (unknown) understanding on top of what the learner already knows, the direction Known to Unknown correctly describes it.