Q1. As per NCF 2005, Mathematics curriculum is ambitious, coherent and teaches important Mathematics. Here ‘ambitious’ refers to
(a) seek narrow aims of teaching Mathematics in school
(b) seek higher aims of teaching Mathematics in school
(c) teach more than one way of solving problems of Mathematics
(d) teach variety of Mathematics like arithmetic, algebra, geometry and data handing
Q2. The twin premises to fix the place of Mathematics teaching in our school curriculum are
(a) “how to engage the mind of every student” and “how to strengthen the student’s resources”
(b) “how to improve the reasoning ability of every student” and “how to enhance his spatial ability”
(c) “how to raise the performance of every student in Mathematics” and “how to prepare meritorious students for international Olympiads”
(d) “how to make the Mathematics class more activity-oriented” and “how to enhance the procedural skills and understanding of algorithms in every student”
Q3. As per NCF 2005, the goal of mathematics teaching in school curriculum is that children learn ‘Important Mathematics’. Important Mathematics implies
(a) understanding appropriate use of learnt mathematical techniques
(b) solving mathematical games and puzzles
(c) verifying geometrical theorems in Maths lab
(d) knowing mathematical procedures and algorithms
Q4. Place of Mathematics education in the curricular framework is positioned on twin concerns.
(a) What Mathematics education can do to improve the score of students in summative examination and how it can help to choose right stream in higher classes?
(b) What Mathematics can do to retain every child in school and how it can help them to be self-dependent?
(c) What Mathematics education can do to improve communication skills of every child and how it can make them employable after school?
(d) What Mathematics education can do to engage the mind of every student and how it can strengthen the student’s resources?
Q5. Learning Mathematics at upper primary level is about
(a) gaining understanding of mathematical concept and their applications in solving problems logically
(b) learning problem solving techniques only
(c) learning lots of new formulae and algorithms
(d) remembering solutions or methods of various types of mathematical problems
Q6. According to NCF 2005, school Mathematics takes place in a situation where
(a) children are listeners and the teacher is an active narrator
(b) children are involved in chorus drill of formulae and pressure of performance in examination
(c) Mathematics is part of children’s life experience
(d) Children are forced to learn all concepts by daily practice
Q7. In a Mathematics classroom, emphasis is placed on
(a) problem solving strategies
(b) mathematical algorithms and processes
(c) mathematical content
(d) mathematical content, process and reasoning
Q8. Which of the following is not an important aspect in algebra?
(a) Measurement
(b) Visualisation
(c) Transposition
(d) Generalisation
Q9. ‘Problem posing’ in mathematics means
(a) raising doubts in the class
(b) inability to solve problems
(c) solving problems
(d) creating problems from the content
Q10. A good mathematics textbook contains a lot of
(a) questions for practice
(b) questions for exploration
(c) worked out examples
(d) theorems and proofs
Solutions
S1. Ans.(b)
Sol.
S2. Ans.(a)
Sol.
S3. Ans.(a)
Sol.
S4. Ans.(d)
Sol.
S5. Ans.(a)
Sol.
S6. Ans.(c)
Sol.
S7. Ans.(d)
Sol.
S8. Ans.(a)
Sol.
S9. Ans.(a)
Sol.
S10. Ans.(b)
Sol.
