In this post, Examsaga provides the 50 most important math pedagogy questions for Ctet Uptet, DSSSB, KVS & other teaching exams. Students can download Ctet math pedagogy questions in English as well as Ctet math pedagogy in Hindi pdf.

## Ctet Math pedagogy Questions

Math pedagogy is an important subject for any teaching exam like Ctet Uptet Reet etc.. In Ctet, there is a total of 30 questions of maths in which there are two parts.

- General Maths
- Maths Pedagogy

Each part gets 15 -15 questions. 15 questions of Maths Pedagogy are very scoring and most of the Maths Pedagogy previous year’s questions are repeated.

## Ctet Maths Pedagogy Important Questions and Answers

**Faiza says that is a 1/8 greater fraction than 1/2. Which of the following is most appropriate for the error made by Faiza?**

It is a _______.

- Procedural error
- Conceptual error
- Careless error
- Language error

**Show Ans**

**Ans-(b)**

**According to the National Curriculum Framework, 2005, the mathematics curriculum should be**

- Coherent and Static
- Ambitious and Static
- Static and activity–oriented
- Ambitious and Coherent

**Show Ans**

**Ans-(d)**

**Which of the following can be considered as a base to develop “algebraic thinking” among primary grade learners?**

- Starting with simple patterns of repeating shapes and then moving to complex patterns involving numbers.
- Using graphical method to introduce algebraic equations
- Introducing algebraic identities to solve the problems.
- Emphasizing the use of algebra in daily life.

**Show Ans**

**Ans-(a)**

**When asked to multiply 25 by 7, a student adds 25 seven times. Which of the following statement is correct with respect to the given context.**

- The use of formal algorithm needs to be emphasized over informal strategies.
- The strategy used by the studet can not be assessed by the teacher.
- The student has creatively extended the knowledge of addition to multiplication.
- The student has no conceptual understanding of both addition and subtraction

**Show Ans**

**Ans-(c)**

**Children’s mathematical reasoning abilities at primary level can most appropriately be inferred by**

- Step- by step completion of questions given as home task.
- Achievement in regular MCQ – based tests
- Analysing their errors
- Memorising of formal algorithms

**Show Ans**

**Ans-(c)**

**Which of the following is/are responsible for fear and failure in mathematics according to National Curriculum Framework, 2005?**

- Predominance of symbolic language
- Cumulative nature of mathematics
- Gender – specific abilities
- Formative assessment techniques

- Only (iv)
- (i) and (ii)
- (ii) and (iii)
- (i) and (iii)

**Show Ans**

**Ans-(b)**

**While deducting the area of parallelogram from a rectangle, the most common transformation that a teacher does to relate the formula of area of these two shapes is**

- Flip
- Rotation
- The transformation is not possible
- Translation

**Show Ans**

**Ans-(a)**

**Which of the following statements is true for teaching of Data Handling in primary classes?**

- It should not be introduced as students of primary classes won’t be able to handle the data.
- It doesn’t relate to mathematical concepts in arithmetic and geometry.
- It can be introduced informally in primary classes as students of primary classes can relate it to their daily life experiences.
- It demands higher cognitive skills which are not possessed by students of primary classes.

**Show Ans**

**Ans-(c)**

**Which of the following is not true for the use of manipulative aids in mathematics at upper – primary level?**

- They help in understanding complex concepts in mathematics
- They are used to utilize leisure time in a mathematics classroom.
- They act as a pedagogical resource for assessment.
- They help in concrete representation of abstract concepts in mathematics.

**Show Ans**

**Ans-(b)**

**‘An elastic band of 10cm length is stretched by 5 cm. what is the new length of the elastic band?’Hemlata presents the above word problem to the students in her class. The underlying concept that she is referring to is**

- Addition
- Ratio
- Multiplication
- Proportion

**Show Ans**

**Ans-(a)**

**Following is the conversation between two students about their mathematics class:**

A : Lots of questions were going round in my head but I was too scared to ask them.

B : I feel scared of asking questions in mathematics as I would look stupid if I got it wrong.

The situation depicts :

- A teacher – centered classroom
- Lack of fearless environment in the mathematic class
- Excuses made by most of the students in a mathematics classroom
- Lack of conceptual understanding of the teacher

- (i) and (iii)
- (ii) and (iv)
- Only (iii)
- (i) and (ii)

**Show Ans**

**Ans-(d)**

**According to the National Education Policy (NEP), 2020, the important principle for imparting quality education and making children self–learners is**

- Learning what to learn
- Learning where to learn from
- Learning how to learn
- Learning whom to learn from

**Show Ans**

**Ans-(c)**

**Which of the following is important for a teacher while teaching “Estimation”?**

- Teacher must explain that there is one best way to estimate
- Teacher should neglect the answers of students whose answers are farthest off from the estimated answer.
- Teacher should motivate the students with the closest estimate
- Teacher should give space for a range of reasonable answers followed by a discussion.

**Show Ans**

**Ans-(d)**

**The primary objective of a diagnostic test in mathematics is**

- To emphasize parents to keep home tutions for the child
- Te prepare report – cards of the children
- To understand the child’s learning gaps in mathematics
- To distribute children in different sections of a class

**Show Ans**

**Ans-(c)**

**A student in a mathematics class says that a square is both a parallelogram and a rectangle. He further says all rectangles are also parallelograms. According to Van Hiele’s theory of geometric thinking, the student is at which level of geometric thinking?**

- Relationships
- Analysis
- Visualization
- Axiomatic

**Show Ans**

**Ans-(a)**

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