**Language of Mathematics CTET MCQ**.

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**Questions**hide

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

- everyday language > mathematised situation language > language of mathematical problem solving > symbolic language
- symbolic language > language of mathematical problem solving > mathematised situation language >everyday language
- everyday langauage > language of mathematical problem solving > mathematised situation language > symbolic language
- 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

- different types of problems from the same topic
- problems from arithmetic and geometry with same efficiency
- a particular kind of problem using more than one approach
- 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?

- seriation
- counting
- writing numbers
- 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?

- augmentation
- segregation
- repeated addition
- aggregation

Option 4 – aggregation

## 05 Mathematical communication refers to

- ability to consolidate and organise mathematical thinking
- ability to solve problems
- skills to participate in mathematics quiz
- 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?

- mapping strengthens spatial thinking
- mapping promotes proportional reasoning
- mapping is not a part of mathematics curriculum
- 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?

- pattern
- angle
- symmetry
- 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

- rajan cannot add or multiply
- rajan seeks opportunities to disturb the class
- rajan has problem in comprehensing language
- rajan lacks understanding of number operations

Option 4 – rajan lacks understanding of number operations

## 09 Language mathematics consists of

- theories
- principles
- formulae
- all of these

Option 4 – all of these

## 10 Mathematical language helps in the development of

- self confidence
- sense of appreciation
- scientific attitude
- all of the above

Option 4 – all of the above

## 11 The main characteristic of mathematical language in mathematics teaching is

- accuracy
- realism
- competence
- all of the above

Option 4 – all of the above

## 12 The importance of mathematical language is

- in the development of physical skills
- in the development of communicative skills
- in the development of reasoning skills
- both 1 and 3

Option 4 – both 1 and 3

## 13 In the study of mathematics we use

- axiomatic method
- formal axiomatic method
- genetic method
- all of the above

Option 4 – all of the above

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

- mathematical theory
- mathematical signs
- mathematical terms
- none of the above

Option 4 – none of the above

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

- weak
- flexible
- rigid
- none of the above

Option 3 – rigid

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