pedagogy-of-mathematics-l2 MCQ — 10 अभ्यास प्रश्न उत्तर सहित

10 pedagogy-of-mathematics-l2 बहुविकल्पीय प्रश्नों का अभ्यास करें, विस्तृत उत्तर और व्याख्या सहित। RAS/RPSC परीक्षा की तैयारी के लिए आदर्श।

10 प्रश्न mathematics-science-reet

Q1. Assertion: A formula should be introduced only after learners have some meaning for the situation. Reason: Rule-only performance can hide weak relational understanding.

A Assertion is true but the reason is false.

B Assertion is false but the reason is true.

C Both assertion and reason are true, and the reason explains the assertion. Correct

D Both are true, but the reason does not explain the assertion.

Explanation

Both statements support the same pedagogy: introducing a formula after meaning protects against rule-only performance, and Skemp explains why correct answers can still hide weak relational understanding.

Q2. What is the most precise meaning of language of mathematics in the RBSE pedagogy block?

A Only the technical vocabulary words a learner must memorise.

B The medium of instruction chosen for the mathematics class.

C The set of formulae printed in the prescribed textbook.

D Teaching terms, symbols, representations and sentences so learners can communicate mathematical reasoning. Correct

Explanation

Language of mathematics includes words, symbols, diagrams, tables and sentences used to communicate reasoning; reducing it to vocabulary, medium or formulae is too narrow.

Q3. Asha solves 2(x+3) as 2x+3. What is the best first assessment note?

A She has forgotten the order of operations entirely.

B She has not distributed multiplication to both terms inside the bracket. Correct

C She has confused addition with multiplication of like terms.

D She has made only a copying slip from the question.

Explanation

Asha applied multiplication only to x and ignored the constant 3, so the useful first note names the distributive-property gap; remediation can then use area boxes or balance cards.

Q4. Karan says every quadrilateral with equal sides must be a square. Which activity best tests this idea?

A Sorting square, rhombus and kite cards by side and angle conditions. Correct

B Asking Karan to write the definition of a square ten times.

C Measuring only the sides of several squares with a ruler.

D Drawing one large square neatly on chart paper.

Explanation

Karan confuses equal sides with the full square conditions; sorting square, rhombus and kite cards supplies counter-examples (rhombus, kite) that force attention to both side and angle properties.

Q5. Imran uses a correct bar diagram for a ratio question but makes an arithmetic slip. What should the teacher do?

A Accept the representation, mark the arithmetic slip, and connect the diagram to proportion notation. Correct

B Reject the diagram and demand the standard cross-multiplication method.

C Give the same problem again with no feedback on the slip.

D Mark the whole answer wrong because the final number is incorrect.

Explanation

Imran already has a valid representation, so the teacher should preserve the bar model, correct only the arithmetic slip, and then link the visual reasoning to formal proportion notation.

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Q6. Match the theorist with the classroom cue: Piaget, Bruner, Vygotsky, Skemp.

A Piaget-scaffolding; Bruner-relational understanding; Vygotsky-concrete operations; Skemp-action image symbol.

B Piaget-action image symbol; Bruner-concrete operations; Vygotsky-relational understanding; Skemp-scaffolding.

C Piaget-relational understanding; Bruner-scaffolding; Vygotsky-action image symbol; Skemp-concrete operations.

D Piaget-concrete operations; Bruner-action image symbol; Vygotsky-scaffolding; Skemp-relational understanding.

Q7. Devika copies a geometry proof but cannot explain any step. Which remedial move fits best?

A Ask her to memorise the proof word for word for the test.

B Give her three more proofs of the same theorem to copy.

C Ask her to rebuild the proof with a diagram, reason cards and oral explanation.

D Move to the next theorem since the answer was written correctly.

Q8. Which RBSE-listed item most directly asks the teacher to make learners justify steps instead of memorising rules?

A Nature of Mathematics and logical thinking

B Speed and accuracy in mental arithmetic

C Memorising standard formulae for examinations

D Neat copying of solved board examples

Q9. Which sequence best reflects Polya-style problem solving for an upper-primary word problem?

A Pick an operation, compute quickly, and write the final answer.

B Understand the problem, make a plan, carry it out, and look back.

C Look back, carry out, make a plan, then read the problem.

D Make a plan, look back, understand the problem, then compute.

Q10. Which option is the best example of community mathematics for Class 7 percentage?

A Solving twenty textbook percentage sums from the exercise.

B Using a local shop bill to discuss marked price, discount and final payment.

C Memorising the percentage-to-fraction conversion table.

D Watching the teacher solve a percentage example on the board.

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