Mathematics in Child Education P-2 English
Mathematics in Child Education P-2 English
Pedagogy is a subject that is very important in the teaching qualification examination. In the case of Primary TET, Upper Primary TET, Central TET and even School Service TET, it is normal for questions on Subject Pedagogy to come from the subject of Pedagogy. To provide a clear idea about the subject to the competing students and to highlight the subject-based pedagogy of each subject, we have started the Pedagogy section. A sub-section of this section is: Mathematics Pedagogy. In Mathematics Pedagogy, now we will discuss the topic called “Mathematics in Child Education”
Mathematics in Child Education P-2 English
26. What are the subjects included in mathematics education from first to fifth grade?
Answer: The subjects included in mathematics education from first to fifth grade are: addition, subtraction, multiplication, division, natural numbers, fractions, decimals, averages, L.S.C., G.S.C., percentages, concepts of general geometry, etc. Mathematics in Child Education
27. How many types of goals have been set for mathematics education according to NCF 2005?
Answer: According to NCF 2005, two types of goals have been set for mathematics education, namely: i) Narrow Aim and ii) Higher Aim.
28. What is the content of the narrow aim of mathematics education according to NCF 2005?
Answer: According to NCF 2005, the content of the narrow aim of mathematics education has been mentioned in the teaching of some minimum topics of mathematics among students for the purpose of timely, daily life and economic development. Which includes the use of numbers and some basic processes of mathematics.
29. What is the content of the larger goal of mathematics education according to NCF 2005?
Answer: According to NCF 2005, the content of the larger goal of mathematics education has been mentioned in the development of the internal potential of the student in a changing, flexible and independent environment. Mathematics in Child Education
30. What can be the problems of mathematics education at the primary level?
Answer: The problems of mathematics education at the primary level are: i) Student-centered problems, ii) Teacher-centered problems, iii) School-centered problems, iv) Process problems of mathematics learning, v) Problems of using mathematics textbooks, etc.
31. What are the student-centered problems of mathematics education at the primary level?
Answer: The student-centered problems of mathematics education at the primary level are: i) The gathering of students with different abilities in the class. ii) Weakness of mathematical knowledge in the student’s family. iii) Lack of enthusiasm and initiative of the student. iv) Mathematical fear of the student. v) Difference in the methods of mathematics education at home and at school. vi) Lack of enthusiasm of the student for mathematical calculations. vi) Lack of regular school attendance, etc.
32. What are the teacher-centered problems of mathematics education at the primary level?
Answer: The teacher-centered problems of mathematics education at the primary level are: i) Lack of appropriate training of teachers. ii) Inconsistency of mathematical perspectives among teachers. iii) Lack of trained and skilled teachers for teaching mathematics in all grades at the primary level. iv) Lack of patience by teachers to teach students compassionately, etc.
33. What are the school-based problems of mathematics education at the primary level?
Answer: The school-based problems of mathematics education at the primary level are: i) Lack of teachers in schools. ii) Inadequacy of suitable materials for teaching mathematics in schools. iii) Lack of time for each student to understand mathematics. iv) Gathering of students of multiple levels in the same classroom. v) Lack of suitable infrastructure for formative assessment, etc.
34. What are the procedural problems of mathematics education at the primary level?
Answer: The procedural problems of mathematics education at the primary level are: i) The influence of different regional languages in pronouncing numbers in Bengali impairs the process of correct pronunciation. For example: 39 is called 39. ii) Lack of clarity among students regarding the clear distinction between prime and odd numbers, composite and even numbers, factors and multiplicands. iii) Lack of understanding about the use of zero, its positional importance and significance, etc.
35. What are the problems in using textbooks in mathematics education at the primary level?
Answer: The problems in using textbooks in mathematics education at the primary level are: i) Excessive use of pictures, designs, colors, etc. in textbooks affects the real purpose of learning mathematics. ii) Since students at the primary level cannot read well or their language skills are not that good, they are not able to understand the language of mathematics and solve problems on their own. iii) Students at the first to third levels do not find suitable space for writing in large letters. iv) This technique of ‘finding the missing number’ of the third grade is often not mastered by weak students.
36. What are the practical objectives of mathematics education at the primary level? Mathematics in Child Education
Answer: The practical objectives of mathematics education at the primary level are: To acquire the ability to express large numbers in numbers and words. ii) To form the concept of savings, income and expenditure. iii) To acquire basic knowledge of the use of units of length, weight, volume, measurement, etc. iv) To determine the relationship between various geometric shapes and surrounding elements, etc.
37. What are the cognitive objectives of mathematics education at the primary level?
Answer: The cognitive objectives of mathematics education at the primary level are: i) To acquire the ability to add, subtract, multiply, and divide two or more numbers. ii) To acquire the ability to solve simple problems related to the rule of unity, the average of whole numbers, etc. iii) To acquire the ability to draw geometric figures such as triangles, quadrilaterals, circles, etc. iv) To acquire the knowledge of determining the area and perimeter of various geometric fields. To acquire the ability to solve simple problems related to the average, etc.
38. What are the cognitive objectives of mathematics education at the primary level?
Answer: The cognitive objectives of mathematics education at the primary level are: i) To acquire knowledge about mathematical symbols, signs, numbers. ii) To acquire basic knowledge about algebraic variables. iii) To acquire basic knowledge of various geometric subjects. iv) To acquire knowledge about the basic rules of mathematics, etc. Mathematics in Child Education
39. On what basis is the scope of mathematics in primary education determined?
Answer: The scope of mathematics in primary education is determined based on the age and mentality of the student.
40. What are the values/utilities of mathematics education?
Answer: In the book “The Value of Teaching Mathematics” published in 2013, Philipp Legner mentioned three values of mathematics education, namely: i) Practical Value, ii) Cultural Value and iii) Disciplinary Value.
41. What is meant by practical value of mathematics education?
Answer: Mathematics is the basic foundation of modern knowledge-science, invention, engineering, information technology, etc. Just as various natural laws can be explained through mathematical knowledge, the widespread use of mathematics is noticeable in every aspect of daily life. In family, social, economic, political, cultural, scientific etc. fields, we use mathematics every day, knowingly or unknowingly. A child can also tell through mathematics how many chocolates he has eaten in a day. Again, a politician also evaluates his votes for and against through mathematics. That is, the use of mathematics in daily life every moment. And this is where the practical value of mathematics education is justified.
42. What is meant by the cultural value of mathematics education?
Answer: Culture is the combination of all those things that are transmitted from generation to generation. From literature to music, social customs, customs, etc., mathematics has some value in all fields. Just as mathematical patterns can be observed in quatrain poems, the Fibonacci* sequence pattern is also noticeable in the piano scale. Again, mathematical and geometric calculations are noticeable in drawing, sculpture, art and architecture, etc. That is, without the knowledge of mathematics, the transmission and development of culture is almost impossible, which reflects the cultural value of mathematics education.
*Fibonacci sequence is: the formation of the next term by combining the previous two terms. For example: 1+1 = 2, 1+2 = 3, 2+3 = 5, 3+5 = 8 ……. will continue.
43. What is meant by the disciplinary value of mathematics education?
Answer: Mathematics education disciplines the mental thinking of the student. Through solving mathematical problems, verifying formulas or truths, etc., qualities such as discipline, perseverance, patience, caution, consistency, and establishment of action are developed in the student, which are considered as disciplinary values of mathematics education.
44. What are the values of mathematics education?
Answer: The values of mathematics education are: i) aesthetic value, ii) social value, iii) intellectual value, iv) moral value, v) vocational value, vi) international value, etc. Mathematics in Child Education
45. What does the development of mental abilities in mathematics education indicate?
Answer: The development of mental abilities in mathematics education mainly indicates the ability to think correctly and apply skillful and effective reasoning.
46. What are the important features of the mathematical thinking method?
Answer: The important features of the mathematical thinking method are: accuracy, simplicity, originality, applicability, etc.
47. What are the results of the mathematics of students at the primary level as per the results of the National Achievement Survey 2017?
Answer: As per the results of the National Achievement Survey 2017, the results of the mathematics of students at the primary level showed that 64%, 53% and 42% of the students of the third, fourth and fifth levels were able to solve mathematical problems respectively. That is, more importance should be given to the expansion of mathematics education at the primary level.
48. What opinion did the Kothari Commission give in 1968 regarding mathematics education?
Answer: In 1968, the Kothari Commission gave an opinion regarding mathematics education that the knowledge of mathematics should be imparted among the students at two levels, namely: i) General Mathematics should be made compulsory up to the tenth grade and the content of which would be on Arithmetic, Algebra and Geometry. ii) In the case of higher classes, the knowledge of mathematics should be imparted among the students through Advanced Mathematics as an optional subject, the content of which would be Integers, Quadratic Equation, Logarithm and Coordinate Geometry etc.
49. When was the Operation Blackboard (OBB) Scheme introduced in mathematics education? Mathematics in Child Education
Answer: The OBB Scheme was introduced in mathematics education according to NPE – 1986.
50. What were the aims and objectives of mathematics education in the curriculum in 1947? Mathematics in Child Education
Answer: The aims and objectives of mathematics education in the curriculum in 1947 were: i) To develop the student’s reasoning power properly. ii) To develop problem-solving skills by developing mathematical concepts properly. iii) To develop the ability to solve problems related to numbers quickly in real life, etc.
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