MCQ
pedagogy-of-mathematics-l1 MCQ - Practice Questions with Answers
Solve 30 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.
Q2Asha counts seeds before writing number symbols. Which principle does this best show?
The best primary route is object, action, talk, picture, and then symbol. Asha’s seed counting helps the teacher see whether the numeral has meaning.
Q3A 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.
Q4Which statement is incorrect for a primary mathematics classroom?
Remediation works only after the teacher has identified the specific misconception or gap. Errors, drawings, objects, and home-language explanations are useful evidence and supports in a primary classroom.
Q5How 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.
Actions 1, 3, and 4 require children to represent, estimate, check, classify, or explain. Action 2 is only rule recitation because the place-value idea is not made visible.
You've seen 5 of 30 sample questions
Unlimited practice on pedagogy-of-mathematics-l1 comes with the RAS Test Series + Practice pack or Gate Pass.
More questions
6Read the statements about a Class 4 measurement activity. Statement 1: Letting children estimate the classroom length with hand spans before using a metre scale can support mathematical thinking. Statement 2: The activity should stop after the estimate because standard units are unnecessary in primary mathematics. Which option is correct?
7Match 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
8Imran uses Mewari at home and says a local word while comparing two lengths. What should the teacher do first?
9Which statement best shows mathematisation in a primary mathematics class?
10Which statement best captures the core idea of primary mathematics teaching?
11Which classroom action is least aligned with the idea that mathematisation is more important than rote mechanical procedure?
12Which RBSE-listed area most directly asks the teacher to study why Karan made a subtraction mistake?
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.
14Which observation is a valid informal assessment of a child's mathematical thinking?
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.