Language of Mathematics CTET MCQ

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Language of Mathematics CTET MCQ.

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01 Proficiency in mathematical language in classroom can be enhanced by presenting the problems in the following sequence

  1. everyday language > mathematised situation language > language of mathematical problem solving > symbolic language
  2. symbolic language > language of mathematical problem solving > mathematised situation language >everyday language
  3. everyday langauage > language of mathematical problem solving > mathematised situation language > symbolic language
  4. language of mathematical problem solving > mathematised situation language > symbolic language > everyday language

Option 1 – everyday language

02 Procedural fluency in mathematics implies knowledge of rules, formulae or algorithms and implementing them with accuracy, flexibility and efficiency. Flexibility in mathematics refers to ability to solve

  1. different types of problems from the same topic
  2. problems from arithmetic and geometry with same efficiency
  3. a particular kind of problem using more than one approach
  4. problems with accuracy, writing all steps

Option 3 – a particular kind of problem using more than one approach

03 Which one of the following is not an important aspect of number sense?

  1. seriation
  2. counting
  3. writing numbers
  4. conservation

Option 4 – conservation

04 A teacher of class II gives the following word problem on ‘addition’ to students to solve. ” A basket contains 5 apples and 7 more apples are added to it. How many apples are now there in the basket?”. This type of word problem belongs to which of the following models/categories?

  1. augmentation
  2. segregation
  3. repeated addition
  4. aggregation

Option 4 – aggregation

05 Mathematical communication refers to

  1. ability to consolidate and organise mathematical thinking
  2. ability to solve problems
  3. skills to participate in mathematics quiz
  4. ability to speak in mathematics classroom

Option 1 – ability to consolidate and organise mathematical thinking

06 Which of the following statements is not true about ‘mapping’ in mathematics?

  1. mapping strengthens spatial thinking
  2. mapping promotes proportional reasoning
  3. mapping is not a part of mathematics curriculum
  4. mapping can be integrated in many topics of mathematics

Option 3 – mapping is not a part of mathematics curriculum

07 Which of the following aspects of ‘shapes’ is not dealt with at primary level?

  1. pattern
  2. angle
  3. symmetry
  4. tessellation

Option 2 – angle

08 When faced with word problems, Rajan usually asks “Should I add or substract”. “Should I multiply or divide?”. Such questions suggest

  1. rajan cannot add or multiply
  2. rajan seeks opportunities to disturb the class
  3. rajan has problem in comprehensing language
  4. rajan lacks understanding of number operations

Option 4 – rajan lacks understanding of number operations

09 Language mathematics consists of

  1. theories
  2. principles
  3. formulae
  4. all of these

Option 4 – all of these

10 Mathematical language helps in the development of

  1. self confidence
  2. sense of appreciation
  3. scientific attitude
  4. all of the above

Option 4 – all of the above

11 The main characteristic of mathematical language in mathematics teaching is

  1. accuracy
  2. realism
  3. competence
  4. all of the above

Option 4 – all of the above

12 The importance of mathematical language is

  1. in the development of physical skills
  2. in the development of communicative skills
  3. in the development of reasoning skills
  4. both 1 and 3

Option 4 – both 1 and 3

13 In the study of mathematics we use

  1. axiomatic method
  2. formal axiomatic method
  3. genetic method
  4. all of the above

Option 4 – all of the above

14 Which of the following is not included in the language of mathematics?

  1. mathematical theory
  2. mathematical signs
  3. mathematical terms
  4. none of the above

Option 4 – none of the above

15 The nature and language of mathematics are ………… as compared to other subjects

  1. weak
  2. flexible
  3. rigid
  4. none of the above

Option 3 – rigid

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