# Pedagogical Issues-Place of Mathematics in Curriculum (CTET (Central Teacher Eligibility Test) Paper-I Math): Questions 1 - 4 of 26

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## Question number: 1

» Pedagogical Issues » Place of Mathematics in Curriculum

Appeared in Year: 2015

MCQ▾

### Question

Which one of the following does not match curricular expectations of teaching mathematics at the primary level? - (February)

### Choices

Choice (4) Response

a.

Represent part of whole as a fraction and order simple fractions

b.

Analyze and infer from representation of grouped data

c.

Develop language and symbolic notations with standard algorithms of performing number operations

d.

Develop a connection between the logical functioning of daily life and that of mathematical thinking.

## Question number: 2

» Pedagogical Issues » Place of Mathematics in Curriculum

Appeared in Year: 2012

MCQ▾

### Question

Computational skills in Mathematics can be enhanced by (January)

### Choices

Choice (4) Response

a.

Clarifying concepts and procedures followed by lots of practice

b.

Giving conceptual knowledge alone

c.

Conducting hands-on activities in class

d.

Describing algorithm only

## Question number: 3

» Pedagogical Issues » Place of Mathematics in Curriculum

Appeared in Year: 2015

MCQ▾

### Question

At primary level use of tangram, dot games, patterns, etc. helps the students to (February)

### Choices

Choice (4) Response

a.

Enhance spatial understanding ability

b.

Understand basic operations

c.

Develop sense of comparing numbers

d.

Strengthen calculations skills

## Question number: 4

» Pedagogical Issues » Place of Mathematics in Curriculum

Appeared in Year: 2013

MCQ▾

### Question

According to Van Hiele level of geometric thought, the five levels are - visualization, analysis, informal deduction, formal deduction arid rigour. Some polygons are given to a child of Class III for sorting. Geometric Shapes in a Box Class III student is sorting all shapes on the basis of the number of sides

He classified the polygons on the basis of the number of sides. This child is at ________ level of Van-Hiele Geometrical thought- (July)

### Choices

Choice (4) Response

a.

Analysis

b.

Formal deduction

c.

Visualization

d.

Informal deduction