'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, 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

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

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

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 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

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

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 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

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