Latest Teaching jobs   »   Maths Pedagogy Questions for CTET Exam...

# Maths Pedagogy Questions for CTET Exam 2017

Q1. Students often make a mistake in comparing the decimal numbers. For example 0.50 is larger than 0.5. The most probable reason for this error is
(a) lack of practice of these types of questions in the class
(b) lack of concrete experience of representation of decimal number on number line
(c) careless attempt by the students
(d) misconception regarding the significance of zero in ordering decimal
Q2. “Write the equivalent fraction of 1/3.” The above question asked to students of Class IV refers to
(a) lower-level demand task as it requires procedural skills only
(b) lower-level demand task as it is based on memorization only
(c) higher-level demand task as it is based on procedure with connection
(d) none of these
Q3. A child displays difficulty in differentiating between numbers, operations and symbols, two clock hands, different coins etc. This implies that the specific barrier affecting his learning is
(a) poor verbal, visual, auditory and working memory
(b) poor visual processing ability i.e. visual discrimination, spatial organization and visual coordination
(c) poor language processing ability i.e. expression, vocabulary and auditory processing
(d) none of these
Q4. NCF 2005 emphasizes on Constructivist Approach of learning as it focuses on
(a) memorization of definitions and formulae
(b) submission of regular homework
(c) active participation of learner through engaging activities
(d) all of the above
Q5. The most appropriate tool to expose the students of class II to plane figures, its vertices and edges is
(a) Geo-Board
(b) Nets of 3D solids
(c) Black-board surface
(d) None of these
Q6. A teacher prompts the students to prepare Mathematical journal with the theme “Application of Mathematics in Daily life”. This activity is
(a) to test the students understanding of Mathematical concepts
(b) to help students to connect Mathematical concepts and its applications and to share their knowledge and ideas
(c) to help students to sense of Mathematics
(d) none of these
Q7. Following is a problem from text book of class V:
“There are 4 poles of measure 105 cm, 215 cm, 150 cm and 235 cm respectively. If they have to be cut into pieces of equal length. What is the maximum length of each piece?”
(a) test knowledge of factors and multiples
(b) check the skill of finding HCF
(c) enhance problem solving skills using learnt concepts
(d) none of these
Q8. Ravi is studying in class V. He can classify various types of triangles in different categories but has difficulty in understanding the abstract proof for the sum of three angles in a triangle to be always 180 degree. According to Piaget Cognitive Theory, Ravi is at
(a) Concrete operational stage
(b) Formal operational stage
(c) Sensorimotor stage
(d) Pre-operational stage
Q9. According to NCF 2005
“Developing children’s abilities for mathematization is the main goal of mathematics education. The narrow aim of school mathematics is to develop ‘useful’ capabilities.”
Here mathematization refers to develop child’s abilities
(a) In performing all number operations efficiently including of finding square root and cube root
(b) To formulate Theorems of Geometry and their proofs independently
(c) To translate word problems into linear equations
(d) To develop the child’s resources to think and reason mathematically, to pursue assumptions to their logical conclusion and to handle abstraction
Q10. The highlights of a good textbook are that
A. They contain numerous exercises to give rigorous practice.
B. All concepts can be introduced through situations.
C. Only solved examples are included.
D. They must be thick and heavy.
(a) A and B
(b) C and D
(c) A and C
(d) B and D
Solutions
S1. Ans.(d)
S2. Ans.(a)
S3. Ans.(b)
S4. Ans.(c)
S5. Ans.(a)
S6. Ans.(b)
S7. Ans.(c)
S8. Ans.(a)
S9. Ans.(d)
S10. Ans.(a)