CTET - Questions on NCF 2005 with Answers

Q1. “It is more useful to know how to mathematize than to know a lot Mathematics”. This statement is given by

1.       David wheeler
2.       George Polya
3.       Van Heile
4.       Vygostsky

Q2. As per NCF 2005, one main goal of mathematics education in schools is to

1.       Develop numeracy skills
2.       Enhance problem solving skills
3.       Nurture analytical ability
4.       Mathematise the child’s thought process

Q3. As per NCF 2005 , mathematics curriculum is ambitious, coherent and teaches important mathematics. Here ambitious ‘refers’ to

1.       Seek narrow aims to teaching mathematics in school
2.       Seek higher aim of teaching mathematics in school
3.       Teach more than one way of solving problems of mathematics
4.       Teach variety of mathematics like arithmetic, algebra, geometry and data handling

Q4. The twin premises to fix the place of mathematics teaching in our school curriculum are

1.       “ how to engage the mind of every student” and “ how to strengthen the student’s resources”

2.       “ how to improve the reasoning ability of every student” and “ how to enhance the spatial ability”
3.       “how to raise the performance of every student in mathematics” and “ how to prepare meritorious student for international olympiads”
4.       “how to make the mathematics class more activity-oriented” and “how to enhance the procedural skills and understanding of algorithms in every students”

Q5. As per the vision statement of NCF 2005, school mathematics does not takes place in a situation where children

1.       Learn to enjoy mathematics
2.       See mathematics as a part of their daily life experience
3.       Pose and solve meaningful problems
4.       Memorise formulae and algorithms

Q6. One of the major reasons for students’ failure in mathematics at school level is that our assessment process

1.        emphasizes on testing of procedural knowledge than mathematization of abilities

2.       A gender biased and asks problems relevant to boy’s interest
3.       Is more subjective in nature and less or no objective type of questions are included
4.       Gives more weightage to formative assessment than summative assessment

Q7.. In class VI, in the unit of ‘ Understanding Quadrilateral’ , important result related to angle-sum property of quadrilaterals are introduced using paper folding activity followed by the exercise based on these properties.

At these levels proof of the angle property is not given, as the students of class VI are at        Van Hiele level of

1.       Level 2 – informal deduction

2.      Level 3 – deduction
3.      Level 0 – visualization
4.      Level 1 – analysis

Q8. The term ‘Mathematical tools’ refers to

1.       Calculators, rulers, tape measures, protractors, compass etc

2.      All types of materials including language , written symbols, meaningful instructions to establish their purpose
3.      Physical material like geo-board and 3D models, cubic rods etc
4.      Charts based on formulae and concepts, graph paper and dotted sheets

Q9. Four stages of language developments in mathematics classroom in order are

1.       Everyday language -> mathematized situatin language -> language of mathematics problem solving -> symbolic language

2.      Everyday language - >  language of mathematics problem-> mathematized situatin language -> symbolic language
3.      Everyday language - >  language of mathematics problem-> -> symbolic language mathematized situation language
4.      Everyday language - > symbolic language-> language of mathematics problem-> mathematized situation language

Q10. A learner exhibiting difficulties in sorting , recognizing pattern,  orienting numbers and shapes, telling time and measurement may have dyscalculia with difficulty in

1.       Language processing

2.      Visual –motor coordination
3.      Visual-spatial skills
4.      Visual-memory

Q11. Learning mathematics in upper primary level is about

1.       Gaining understanding of mathematical concepts and their application in solveing problems logically

2.      Learning lots of new formulae and algorithms
3.      Remembering solutions or methods of various types of mathematical problems
4.      Learning problem solving techniques only

Q12. As per NCF 2005, the goal of mathematics teaching in school curriculum is that  children  learn  important mathematics” . Important mathematics implies

1.       Understanding appropriate use of learnt mathematical techniques

2.      Verifying geometrical theorems in Maths lab
3.      Knowing mathematical procedures  and algorithms
4.      Solving mathematical games and puzzles

Q13. “Tall shape of mathematics” mentioned in NCF, 2005 refers to

(1)    Solving challenging problems

(2)    Creating math game
(3)    Providing hands on experience
(4)    Building of one concept on other

Q14 Which one of the following does not match the curricular expectation of teaching mathematics at the primary level?

1.       Analyse and infer from representation of grouped data

2.       Develop a connection between the logical functioning of daily life and that of mathematical thinking
3.       Develop language and symbolic notations with standard algorithms of performing number operations
4.       Represent part of whole as a fraction and order simple fraction

Q15. . As per the NCF 2005, the narrow aim of teaching mathematics at school is

1.       To develop numeracy related skills

2.       To teach algebra
3.       To teach calculation and measurement
4.       To teach daily life problems related to linear algebra

Q16. A teacher uses the exploratory approach, use of manipulative and involvement of students in discussion while giving the concepts of mathematics. She uses this strategy to develop

1.       Develop manipulative skills among students

2.       Creating a certain way of thinking and reasoning
3.       Achieve the narrow aim of teaching mathematics
4.       Achieve the higher aim of teaching mathematics

Q17. The NCF (2005) considers that Mathematics involves ‘a certain way of thinking and reasoning’.  From the statements given below, pick out one which does not reflect the above   principle :

 (1) The way the material presented in the textbooks is written
 (2) The activities and exercises chosen for the class
(3) The method by which it is taught
 (4) Giving students set formulae to solve the numerical questions

 

 Q18 . Teaching should aim at

a. enhancing children’s natural desire and strategies to learn

b. reading the lessons in the text book

c. giving class work, home work, project work and conducting tests

d. both (b) and (c) given above

Q19. NCF-2005 recommends the softening of subject boundaries so that children can get

a.   taste of integrated knowledge
b. the joy of understanding
c. more marks and better grades
d. both (a) and (b) above

 

Q21. According to NCF-2005,

      a. Media and educational technologies are significant, but the teacher remains central.
      b. Media and educational technologies are more important than the teacher
      c. Teachers are not required in schools
      d. both (b) and (c)

Q22.Children learn through ——–

      a. experience, experimentation, making and doing things etc

      b. reading, discussion, listening, thinking and reflecting etc

      c. expressing oneself in speech, writing etc

      d. all the above.

Q23. Learning takes place ————

a. in the school
b. outside the school
c. both within and outside the school
d. only in the classroom

Q24.  “The ability to make a set of questions for a given answer is a valid test of learning”.

      a. Agree
      b. Disagree
      c. Strongly disagree
      d. Children can’t make / frame questions.
 

Q25. Teachers should ———

a. listen to children
b. listen with empathy and without judgment
c. enable children to listen to each other.
d. all of these

Q26. Understanding and use of language(s) enables the child to ——–

a. make connections between ideas,
b. people and things,
c. relate to the world around them
d. all of these

 Q27 .In one of the chapters in the document NCF-2005 ‘examinations’ are referred to as —————-

a. rat race

b. hurdle race

c. horse race

d. none of these

Q28 . Learning the subject means ——–

 a. learning the terminology,
b. understanding the concepts,
c. being able to discuss and write about them critically
d. all of these