MCQ
pedagogy-of-mathematics-l1 MCQ - Practice Questions with Answers
Solve 29 pedagogy-of-mathematics-l1 questions for RAS/RPSC preparation.
Practice questions
Q1Which option correctly matches each classroom evidence with the assessment idea it mainly shows?
Observation of a child's explanation can be valid informal assessment because it reveals mathematical thinking. Diagnosis names the exact break, while remediation gives focused help; the distractors swap these steps.
Q2A child solves 46 + 27 as 613 by adding 4 + 2 = 6 and 6 + 7 = 13 side by side. Which remedial step follows the diagnosis most directly?
The diagnosed gap is not addition fact recall; it is failure to regroup 13 ones into 1 ten and 3 ones. Concrete tens and ones connect the calculation to place value, while copying, mental-only work, or harder sums leave the misconception untouched.
Q3Which observation is a valid informal assessment of a child's mathematical thinking?
Informal observation becomes assessment when it gives evidence of the child's method. The make-ten explanation shows number sense, while silence, neatness, and copying speed are classroom behaviours without enough mathematical evidence.
Q4Which statement best captures the core idea of primary mathematics teaching?
Primary mathematics is strongest when children use experience, language and representations to notice relations. Memorising rules, copying solutions or avoiding local contexts reduces mathematics to mechanical procedure instead of mathematisation.
Q5A child says that 1/4 is greater than 1/3 because 4 is greater than 3. What should the teacher do before remedial teaching?
Error analysis should first locate the misconception, here confusing the denominator number with the size of the fractional part. More questions, memorisation or moving on do not identify the thinking that needs remediation.
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More questions
6Which RBSE-listed area most directly asks the teacher to study why Karan made a subtraction mistake?
7Four classroom records are given below. How many can be used as informal evidence of mathematical thinking? 1. A child sorts leaves into small, medium, and large groups and explains the rule. 2. A child says 18, 19, 30 while counting aloud. 3. A child keeps the pencil box closed during the lesson. 4. A child uses paper strips to show that 3/5 is more than 2/5.
8In an inclusive Class 3 mathematics lesson on money, which plan gives all children the best access to the idea of adding amounts?
9Imran uses Mewari at home and says a local word while comparing two lengths. What should the teacher do first?
10How many of the following teacher actions show mathematisation rather than rote mechanical procedure? 1. Asking children to make 10 using seeds before writing 7 plus 3. 2. Asking children to state the rule for carrying without showing place value. 3. Asking children to estimate a classroom length with hand spans and then check with a standard tool. 4. Asking children to sort objects by shape properties and explain their grouping.
11Which classroom action is least aligned with the idea that mathematisation is more important than rote mechanical procedure?
12Match child action with pedagogy focus: 1. Meena buys two pretend items 2. Karan explains a wrong subtraction 3. Devika sorts shapes by corners. a. Geometry attributes b. Community mathematics c. Error analysis
13Assertion: Devika should sort shapes by sides and corners, not only by their names. Reason: Primary geometry grows when children notice attributes before memorising labels.
14A Class 2 child is learning 47 as 4 tens and 7 ones. Which sequence best follows the primary mathematics movement from object and action to picture, language, and symbol?
15Which pair is correct for primary mathematics pedagogy? I. Community mathematics uses local contexts. II. Diagnostic teaching gives focused support after locating the exact difficulty.