Diagnostic and Remedial Teaching CTET MCQ

08 A teacher introduced multiplication in her class as repeated addition and then by grouping of same number of objects taken multiple times she introduced the 'X' symbol and further conducted a small activity of finding product using criss-cross lines or matchsticks. Here, the teacher is 1. providing remedial strategies for low achievers in mathematics 2. using multiple representatives to make the class interesting 3. developing a lesson and taking students from concrete to abstract concept 4. catering to learners with different learning styles

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09 A teacher asks shailja of class V about the perimeter of a figure. She also asked shailja to explain the solution in her words. Shailja was able to solve the problem correctly but was not able to explain it. This reflects that shailja is having 1. poor confidence level and poor mathematical skills 2. poor understanding of concept of perimeter but good verbal ability 3. lower language proficiency and lower order mathematical proficiency 4. lower language proficiency and higher order mathematical proficiency

10 Arjun, a student of class IV, is able to answer all questions related to number system orally but contains mistakes while writing the solutions of problems based on number system. The best remedial strategy to remove errors in his writing is 1. to give him 10 practice tests 2. to relate real life experiences with mathematical concepts 3. to provide him a worksheet with partially solved problems to complete the missing gaps 4. to teach more than one way of solving problems of number system

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11 If a learner is having problem with numbers and claculations she/he may be having disability known as 1. dysgraphia 2. dyscalculia 3. visual-spatial organisation disability 4. dyslexia

12 Which of the following can be used as learning resources for visually challenged in a mathematics classroom? 1. taylor's abacus, fraction kit, number chart 2. number chart, computer, geo board 3. taylor's abacus, computer, geo board 4. computer, number chart, geo board

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13 In the context of 'numbers', primary class children i.e., the children in age group 8-9 years, are able to accomplish which one of the following sets? 1. classification, reversibility, proportional reasoning 2. seriation, reversibility, proportional reasoning 3. seriation, classification, proportional reasoning 4. seriation, classification, reversibility

14 A teacher of class I asks a student to count the total number of objects in a collection of pens, erasers and sharpners. The student puts all the objects in a line and starts counting. He says that there are 2 pens, 5 erasers and 3 sharpners instead of 10 objects. In which principle/principles of counting do you think that the student is facing difficulty? 1. abstraction and order irrelevance principles 2. stable order and abstraction principles 3. one-to-one correspondence principle 4. abstraction principle

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