As per NCF 2005, Mathematics curriculum is ambitious, coherent and teaches important Mathematics. Here 'ambitious' refers to
seek narrow aims of teaching Mathematics in school
seek higher aims of teaching Mathematics in school
teach more than one way of solving problems of Mathematics
teach variety of Mathematics like arithmetic, algebra, geometry and data handling
B.
seek higher aims of teaching Mathematics in school
NCF 20015 recommends shifting the focus of Mathematics education from achieving 'narrow' goals of mathematical content to 'higher' goals of creating mathematical learning environments, where processes like formal problem solving, use of heuristics, estimation and approximation, optimisation, use of patterns, visualisation, representation, reasoning and proof, making connections and mathematical communication take precedence
'It is more useful to know how to mathematise than to know a lot of Mathematics'. This statement is given by
David Wheeler
George Polya
Van Hiele
Vygotsky
As per NCF 2005, one main goal of Mathematics education in schools is to
develop numeracy skills
enhance problem solving skills
nurture analytical ability
mathematise the child's thought process
Anil is able to answer all questions orally but commits mistakes while writing the solutions of problems. The best remedial strategy to remove errors in his writing is
giving him an assignment of 10 problems everyday
calling him out to solve a problem on the blackboard
providing him with a worksheet with partially solved problems to complete the missing gaps
giving him practice test after school hours, continuously for one month
A teacher asked the students to collect leaves and to identify symmetry patterns. This task reflects the teacher's efforts to
relate real-life experience with mathematical concepts
introduce an intradisciplinary approach
enhance creativity amongst students
improve mathematical communication
The twin premises to fix the place of Mathematics teaching in our school curriculum are
"how to engage the mind of every student" and "how to strengthen the student's resources"
"how to improve the reasoning ability of every student" and "how to enhance his spatial ability"
"how to raise the performance of every student in Mathematics" and "how to prepare meritorious students for international olympiads"
"how to make the Mathematics class more activity-oriented" and "how to enhance the procedural skills and understanding of algorithms in every student"
A teacher asked the students to find the number of possible pentominoes using 5 squares and then further explore the number of possible hexaminoes and so on. These types of activities help the child to
improve the observation skills
identify relation between number pattern and shapes
improve spatial ability
improve analytical ability
As per the vision statement of NCF 2005, School Mathematics does not take place in a situation, where children
learn to enjoy Mathematics
see Mathematics as a part of their daily life experience
pose and solve meaningful problems
memorise formulae and algorithms
With the help of'Geogebra' software, students can learn all concepts of geometry through
exploratory approach
inquiry-based approach
project-based approach
lecture-based approach
One of the major reasons for student's failure in Mathematics at school level is that our assessment process
emphasizes on testing of procedural knowledge than mathematisation of abilities
is gender-biased and asks problems relevant to boys' interests
is more subjective in nature and less or no objective type of questions are included
gives more weightage to formative assessment than summative assessment