No.

of Printed Pages : 8

LMT-011

CERTIFICATE PROGRAMME IN TEACHING OF

00999

Term-End Examination
December, 2010
LMT-01 : LEARNING MATHEMATICS
Time : 3 Hours

Maximum Marks : 100

Note : Answer any ten questions.

2.

3.

(a)

Give three characteristics of guided constructivist teaching. Illustrate them in the

(b) 'A child will be able to solve problems correctly if she understands the underlying
concepts well'. Do you agree with this statement ? Give reasons for your answer
and give an example which supports it.

(a) What does abstracting a mathematical concept mean ? Illustrate the process
through an examples pertaining to shapes.

(b) Check whether the following statements are true.

(i)

1 + 3 + 5 + + (2n 1) = n2 for all n 1, nEN ;

(ii)

Given any triangle ABC, with AB = a, BC = b, CA = c and

(a) Describe an activity in detail to help children develop their ability to deal with
subtraction of decimal fractions. Further, describe an activity (constructivist in
nature) to assess a child's ability to subtract one decimal fraction from another.

(b) Identify the bigger number from the Pairs.

(i)

22
33
and
25
35 '

(ii) 0.234 and 0.1523

Give reasons for your answers.

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P.T.O.

(c)

4.

Explain the meaning of 'scaffolding' in the context of the teaching learning process.
Also illustrate this process in the context of teaching a child the meaning of a
variable.

(a) Explain 3 ways in which a teacher can generate a culture of mathematical

5
1
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6
3

(ii) Why does the algorithm for division of fractions work ?

5.

6.

7.

(a) Give two distinct real life situations where children would use the concept of
chance incorrectly. How would you help them to overcome such misconceptions ?

(b) What is 'regular tiling' ? Explain why there are only three kinds of regular
polygons that can be used to tile in this manner ?

(a) What is a prime number ? Give one example of a number that is prime and an
example of a number that is not prime. Design an activity to help children learn
to identify prime numbers.

(b) Write three abilities a child needs to have so that she is able to conserve volume.
Justify your choice of abilities.

(a) How would you help parents of your learners understand the strengths of the
constructivist approach ? Explain two strategies for this.

(b) Illustrate the following in the context of learning to handle data.

(i)

Children can learn easily if the matter concerned is related to their own
experiences.

(ii)

Making errors is part of the learning process.

(iii) It is important to learn the language of mathematics.

LMT-01

8.

(a) What are the key features of the "banking model" of learning ? Explain them in
the context of place value. How do these features differ from those in the

constructivist model of learning ?

9.

(b) What are the different forms of representation that a learner needs to utilise in
the process of developing an abstract concept ? Give a strategy to develop these
abilities, in the context of learning about "angle".

(a) What is an activity ? List 5 points to keep in mind while designing an activity for

children.
(b)

What is a frequency table ? Give an example of a frequency table that class 2

(c)

Give two misconceptions which children often have about "area".

10. Which of these statements are true ? Give reasons for your answers.
(a)

A square is not a rectangle.

(b)

Children need to be forced to learn.

(c)

Mathematics is the 'science of numbers'.

(d)

Children do not learn only by copying adults.

(e)

Informal learning requires precise instructions to be effective.

10

11. (a) Give one example of a process diagram from the text books used in primary classes
which can lead to a misconception for children. Explain an activity which can be
used to help children in understanding such diagrams better.

(b)

Draw two objects, one with only reflective symmetry and one with only rotational
symmetry. Justify your choice also.

(c)

List 3 misconceptions that adults often have about mathematics

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P.T.O.

12.

What do the following terms / phrases mean ? Explain each with an example.
(a)

algorithm

(b)

going from particular to general

(c)

assimilation

(d)

axiom

(e)

schema

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