Pedagogical IssuesLanguage of Mathematics (CTET (Central Teacher Eligibility Test) PaperII Mathematics): Questions 9  11 of 12
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Question number: 9
» Pedagogical Issues » Language of Mathematics
Appeared in Year: 2014
Question
A student writes , This student (Sep)
Choices
Choice (4)  Response  

a.  Has clear concept of units and their conversion 

b.  Can replace fractions to lowest term correctly and can write the units properly 

c.  Has concept of units, conversion of units, fractions but missed the concept that ratio does not have units 

d.  Always commits clerical error of writing unit with ratio 

Question number: 10
» Pedagogical Issues » Language of Mathematics
Appeared in Year: 2014
Question
As per the NCF, 2005 (Sep)
Choices
Choice (4)  Response  

a.  Narrow aim of teaching Mathematics at school is to teach arithmetic and higher aim is to teach algebra 

b.  Narrow aim of teaching Mathematics at school is to develop numeracyrelated skill and higher aim is to develop problemsolving skill 

c.  Narrow aim of teaching Mathematics at school is to teach number system and higher aim is to teach algebra 

d.  Narrow aim of teaching Mathematics at school is to teach calculation and higher aim is to teach measurements 

Question number: 11
» Pedagogical Issues » Language of Mathematics
Appeared in Year: 2014
Question
Under the topic, “Use of exponents to express small numbers in standard form”, the following facts are stated:
 The speed of light is 300000000
 The height of the Mount Everest is 8848 m.
 The diameter of a wire on a computer chip is 0.000003 m.
 The size of a plant cell is 0.00001275 m.
The above examples are used to express each stated number in standard form. Use of such examples (Sep)
Choices
Choice (4)  Response  

a.  Helps the teacher to identify the bright students 

b.  Shows the accuracy aspect of numbers 

c.  Reflects the interdisciplinary approach 

d.  Is made in class to grab the attention of students more interested in science 
