Math Pedagogy- 11 - CTET & State TET MCQ

# Math Pedagogy- 11 - CTET & State TET MCQ

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## 9 Questions MCQ Test - Math Pedagogy- 11

Math Pedagogy- 11 for CTET & State TET 2024 is part of CTET & State TET preparation. The Math Pedagogy- 11 questions and answers have been prepared according to the CTET & State TET exam syllabus.The Math Pedagogy- 11 MCQs are made for CTET & State TET 2024 Exam. Find important definitions, questions, notes, meanings, examples, exercises, MCQs and online tests for Math Pedagogy- 11 below.
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Math Pedagogy- 11 - Question 1

### Directions: Answer the following questions by selecting the correct/most appropriate options. Which of the following statements is not true about ‘mapping’ in mathematics?

Detailed Solution for Math Pedagogy- 11 - Question 1

Mapping strengthens spatial thinking, promotes proportional reasoning and can be integrated in many topics of mathematics. So, mapping is a part of mathematics curriculum. Therefore, option B is not correct regarding the mapping in mathematics.

Math Pedagogy- 11 - Question 2

### Ankur got zero marks in a word problem on linear equations in an assessment. The teacher knows that he can solve linear equations correctly. The teacher ought to remark in his report

Detailed Solution for Math Pedagogy- 11 - Question 2
The teacher ought to remark in Ankur’s report that he has a problem in comprehending the language of the question, though he can solve the equations. Hence, option C is correct.
Math Pedagogy- 11 - Question 3

### Who said, ”Mathematics is the study of abstract system built of abstract elements. These elements are not described in concrete fashion.”

Detailed Solution for Math Pedagogy- 11 - Question 3
Marshall.H.Stone, an American mathematician said , ”Mathematics is the study of abstract system built of abstract elements. These elements are not described in concrete fashion.”
Math Pedagogy- 11 - Question 4
Akanksha wants to become a good mathematics teacher. To be a good mathematics teacher she must have
Detailed Solution for Math Pedagogy- 11 - Question 4
Akanksha wants to become a good mathematics teacher. To be a good mathematics teacher she must have conceptual knowledge, understanding and ability to relate content of Mathematics of real life.
Math Pedagogy- 11 - Question 5
A teacher asked the students to collect leaves and to identify symmetry patterns. This task reflects the teacher’s efforts to
Detailed Solution for Math Pedagogy- 11 - Question 5
The development of students’ mathematical communication shifts in precision and sophistication throughout the primary, junior and intermediate grades, yet the underlying characteristics remain applicable across all grades. During whole-class discussion, teachers can use these characteristics as a guide both for interpreting and assessing students’ presentations of their mathematical thinking and for determining discussion points.
Math Pedagogy- 11 - Question 6
Portfolio of Mathematics students can have
Detailed Solution for Math Pedagogy- 11 - Question 6
Students can have record of assignments, worksheets, maths lab activity record, write-up of any mathematics model, mathematical posters and cards, any new type of problem attempted or generalisations made, etc. as Portfolio of Mathematics. Hence, option C is correct.
Math Pedagogy- 11 - Question 7

A student writes

This student

Detailed Solution for Math Pedagogy- 11 - Question 7

This student has concept of units, conversion of units, fractions but missed the concept that ratio does not have units.

Math Pedagogy- 11 - Question 8
Major aspect of inquiry based lesson plan is
Detailed Solution for Math Pedagogy- 11 - Question 8
Inquiry based lesson plan gives the explanatory details of the topic. Hence Exposition is the correct answer as it means descriptive study.
Math Pedagogy- 11 - Question 9
Proficiency in Mathematical language in classroom can be enhanced by presenting the problems in the following sequence :
Detailed Solution for Math Pedagogy- 11 - Question 9
Proficiency in Mathematical language in classroom can be enhanced by presenting the problems in the following sequence Everyday language Mathematized situation language Language of Mathematical problem solving Symbolic language
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