Nature of the course: Theoretical Course no: Math. Ed. 525
Teaching hours: 48 Credit hours: 3
Level: M.Ed. Semester: II
Course Introduction
This course has been designed and prepared to trace the trends of various aspects of teaching/learning (T/L) mathematics education. It deals with the recent trends of T/L mathematics practices at different levels, from school to university. It focuses on the reforms of major areas of school mathematics along with their T/L issues and problems. It also assesses the rationale of T/L applied mathematics and illustrates some mathematical modeling. Besides this, it provides an updated overview of the themes, issues, and recommendations made by different international conferences on mathematics education. The social, cultural, and inclusive educational issues and problems are also critically assessed. Further, this course presents the trends of research in mathematics education.
General Objectives
The general objectives of this course are as follows:
To enable the students to sketch the global trends in mathematics education from school to university levels, especially with respect to the development of curriculum, content; teaching/learning methods and materials, evaluation system and research.
To enable them to sketch the developmental trends, reform and teaching/learning issues and problems in three basic areas of school mathematics.
To have the students elucidate the trends how the concept of applied mathematics changes with time (This objective needs rewriting).
To enable the students to trace out the different trends that are observed in the historical development of different Commissions, Unions, Conferences, and Olympiads, along with different activities of Nepalese mathematical organizations.
To acquaint the students with the critical appraisal to address different issues (social and cultural roles, popularization, gender differences, ethnomathematics, and inclusion) in mathematics education.
To provide them with historical and modern trends of knowledge observed in the area of research in mathematics education.
Unit I: Mathematics Education at School and Tertiary Levels (12 hrs)
Discuss briefly the roles of philosophy and learning theory to trace the trends in ME.
Sketch global trends of ME at different levels with respect to curriculum, content, methods and materials, evaluation system, research, and sociological components.
Introduction
TME at the basic level
TME at the secondary level
TME at the tertiary level
Unit II: Trends in the Three Basic Areas of School Mathematics (9 hrs)
Sketch trends of the three basic areas of school mathematics.
Review the trends of school geometry, arithmetic and algebra (with reference to curriculum, content, methods, materials and evaluation system).
Give comprehensive views on the issues and problems of teaching/learning school mathematics.
Introduction
Reforms in Geometry
Reforms in Arithmetic
Reform in Algebra
Issues and problems in the T/L the three basic areas of mathematics for the 21st century
Unit III: Educational Implications of Applied Mathematics (6 hrs)
Explain the trends showing how the concept of applied mathematics changes with time.
Clarify the reason for teaching the application of mathematics at different levels of schooling.
State the issues and problems of applied mathematics in mathematics education.
Analyze the impact of applied mathematics on mathematics education.
Use practical knowledge and skills in the area of mathematical modeling.
Introduction
Rationale to teach application of mathematics
Trends in teaching applied mathematics
Issues and problems of T/L applied mathematics
The impact of T/L applied mathematics
Some examples of mathematical modeling
Unit IV: Mathematics Education Conferences (6 hrs)
Sketch the different trends of Union, Commission, Study groups, Conferences, and Olympiads.
Describe the aims, activities and responsibilities of IMU and ICMI.
Describe the achievements of different international congresses (ICMEs).
Explain different formalities (selection of Jury, conditions of participation, and topics asked) in IMO.
Describe the aims and activities of professional organizations of mathematics in Nepal.
Lecture, mini-lecture, brainstorming, group works, presentation and discussion methods
Specific Instructional Techniques
Unit
Specific Instructional Techniques
Unit I
Reading, discussing, reflecting and presenting different aspects of mathematics education at different levels from school to tertiary levels.
Unit II
Internet Browse and presentation in basic areas of school mathematics in classrooms.
Unit III
Peer-study, discussion, comparison and presentation in applied part of mathematics.
Unit IV
Net Browse, reading of the text, searching journals and reporting about the resolutions of different conferences.
Unit V
Critical discourse on different issues and problems, presentation and reflective writings.
Unit VI
Mini-lecture followed by students' group-presentations in different philosophical views of research and research-areas.
Evaluation
Internal Evaluation
Internal evaluation will be conducted by the subject teacher based on the following activities.
Activities
Marks
Attendance
5 marks
Participation in learning activities
5 marks
First assignment/assessment
10 marks
Second assignment/midterm exam
10 marks
Third assignment/assessment
10 marks
Total
40 marks
External Examination (Final examination)
The Examination Division, Office of the Dean, Faculty of Education will conduct the final examination at the end of the semester. The number of questions, types of questions and marks allocated to each type of question will be as follows.
Question Type
Marks
Objective questions (multiple choice 10 x 1)
10 marks
Short answer questions (6 questions x 5 points) with two OR questions
30 marks
Long answer questions (2 questions x 10 points) with one OR question
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "B"6 X 5 marks =30
Short answer questions
Discuss on the trends in mathematics education in terms of methods and materials at primary level.
Describe the major reforms in the instruction of school geometry with special reference to aim, content and method.
Compare and contrast between pure and applied mathematics with suitable examples.
Sketch the trends how and why ICMI was established by mathematicians.
Present strong evidences in regard to role of mathematical Olympiads for the popularization of mathematics.
Explain the trends in mathematics education research.
Group "C"2 X 10 marks = 20
Long answer questions
What trends do you sketch in mathematics education at university level?
Discuss about the three traditions of research in mathematics education with suitable examples.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Which one of the following persons attacks more severely on the application of behaviorism and mastery of learning to math education?
Stanely Erhwanger
Hans Freudenthal
Newton
Bloom
Which one of the following is considered as the lowest level of strategy for mathematical computation?
Counting strategy
Additive strategy
Multiplicative strategy
Thinking strategy
Which one of the following is not a synthetic geometry?
Euelidean
Projective
Co-ordinate
Topology
After development of which geometry Euelidean geometry is easier?
Projective
Transformational
Elliptical
Affine
What is philosophy behind using applied mathematics?
Practical aspects are interesting
Practical aspects are easier to understand
Practical course let students get hands - on experience
Students learn through mistake
What is the full form of ST in connection to ICME?
Study Team
Survey Team
Study technology
Survey technology
Which one of the following theory is supported by adult learning theory?
Ausubel's scheme theory
Piaget's stage theory
Gagne's information theory
Lave's situated learning theory
Which one of the following is not the boundary to be dwindled in mathematics education in order to harmonized society?
Between boys and girls
Between social groups
Between slow and gifted students
Between haves and have not
When the term popularization of mathematics was used for the first time?
1983 AD
1986 AD
1989 AD
1990 AD
Which of the following is not component of research endeavors?
Enquiry
Evidence
Theory
None
Group "B"6 X 5 marks =30
Short answer questions
Sketch the trends in contents of mathematics education at college level.
Give the brief sketch of the development of Arithmetic from palpable phase of Arithmetization phase.
OR
State the major reforms in the instruction of school Algebra with reference to its teaching methods and materials.
Write four different definitions of applied mathematics and compare them with suitable diagram.
Write a summary table showing the data, the place and major issues raised in the last two ICMES.
What is popularization of mathematics? Write the importance of popularization of math-education with suitable examples.
OR
Discuss the role of culture in teaching/learning mathematics education.
Sketch the trends in mathematics education from 1950 Ad to date.
Group "C"2 X 10 marks = 20
Long answer questions
State the importance of "Adult and Continuous Education System" in the context of Nepal. Also, discuss its problems and challenges.
OR
How is the trends of goals and content of mathematics education at pre-primary and primary levels? Explain this trend with suitable examples.
Discuss Empiricist, Intuitionist and constructivist views in research of mathematics education with suitable examples.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Which of the followings was not an issue for second wave reform in Mathematics Education?
Abstract verses concrete
Gifted verses slow learners
Global verses local
Tradition verses modernity
Which of the following course managed at higher level of mathematics education?
General course
Technical course
Skill course
All of the Above
The developmental trends of Algebra does not consist of
Rhetorical algebra
Syncopated algebra
Symbolic algebra
Linear algebra
Euclidean theorems’ proof became easier by the development of ......
Projective Geometry
Transformation Geometry
Euclidean Geometry
Elliptic Geometry
“Students learn through mistakes” is a philosophy of ......
Pure mathematics
Applied mathematics
Abstract mathematics
Simple mathematics
Which is the correct order of organization of last three international conferences of ICME in different countries?
Germany, Mexico, South Korea
Germany, South Korea, Mexico
Mexico, Germany, South Korea
Mexico, South Korea, Germany
"Mathematics for All" is a slogan which was set in ......
ICME VI (1988)
ICME VII (1992)
ICME VIII (1996)
ICME IX (2000)
Which of the following is study about structure?
Algebra
Number theory
Solid geometry
Graph theory
Which of the following is not the cause of individual difference in learning?
Learning habits
Family environment
Cultural background
Educational achievements
Which one of the following is not an aim of applied research?
Advocacy of knowledge
Adaptation of knowledge
Evaluation of knowledge
Extension of new knowledge
Group "B"6 X 5 marks =30
Short answer questions
Discuss the problems and challenges of Adult and Continuous Education System.
Describe the major reforms in the instruction of school geometry with respect to its teaching methods and materials.
Justify the rationale to teach application of mathematics.
State the relationship between ICMI and ICME. Write down the objectives and activities of IMU?
Write down your views on popularization of mathematics education. Illustrate its major issues in the context of Nepal.
OR
Explain the issues and problems in regard to teachers’ judgment in students’ mathematical works.
Compare Empiricist’s and Constructivist’s views with reference to researches in mathematics education.
OR
How is the importance of Action Research in classroom teaching/learning practices? Illustrate its different stages.
Group "C"2 X 10 marks = 20
Long answer questions
What are the issues and problems in use of technology in teaching/learning mathematics in Nepalese schools? Describe them with your own observation.
OR
Identify the issues and problems in teaching/learning Algebra in schools for 21st Century.
How is the trend that you have found in goals and content of mathematics education at pre-primary and primary levels?
Explain this trend with the suitable examples from your own experience.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Whose statement is this "Every child should experience the joy of discovery"?
Piaget
Vygotsky
Whitehead
Bruner
Which of the following was not an issue for second wave reform in Mathematics Education?
Abstract verses concrete
Tradition verses modernity
Global verses local
Gifted verses slow learners
Which one of the following was established first?
IMU
ICMI
IMO
ICME
Which Mathematics belongs to the philosophy of "Students learn through mistakes"?
Pure mathematics
Applied mathematics
Abstract mathematics
Simple mathematics
Which is not an issue for popularization of mathematics?
Gifted child
Exceptional child
Gender differences
Language
In which country the 13th ICME was organized?
Mexico
South Korea
Germany
China
Which of the following is not included in IMO competition?
Algebra
Solid geometry
Number theory
Graph theory
Which of the following statement is true?
Geometry as a way of thinking
Geometry is a visual representation
Geometry as a meeting point of theory and practice
All of above
Which geometry development made easy to prove Euclidean theories?
Elliptical Geometry
Hyperbolic Geometry
Transformation Geometry
Projective Geometry
Which of the following is not an aim of applied research?
Extension of new knowledge
Adaptation of knowledge
Evaluation of knowledge
Advocacy of knowledge
Group "B"6 X 5 marks =30
Short answer questions
Discuss the different types of mathematics courses provided at University level.
Describe the major reforms in the instruction of School Geometry with reference to its teaching/learning methods and materials.
Assess the problems of teaching Applied Mathematics in our context.
Introduce IMU and write down its major objectives and activities.
Explain the issues and problems in regard to Teachers’ Judgment in students’ mathematical tasks.
OR
State the major problems appeared in Popularization of Mathematics Education in the context of Nepal.
Why do academic experts prefer Action Research to improve classroom teaching/learning situation? Illustrate its different stages.
OR
State Intuitionist’s view in the research. Compare the Empiricist’s and Constructivist’s views in the researches of Mathematics Education.
Group "C"2 X 10 marks = 20
Long answer questions
State the importance of "Adult and Continuous Education System".
Discuss its problems and challenges in Nepalese context.
OR
How are the trends of teaching methods and materials of mathematics at primary levels? Evaluate with own experiences.
Describe the trends of issues and problems appeared in teaching/learning Algebra at school level for the 21st Century.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Which theory of learning believes ‘Learning is a product of self-organization’?
Constructivism
Behaviorism
Connectivism
Cognitivism
Who solved Cubic and Quadratic equations?
Galois
Descartes
Cardano
Viete
Which property will be lost while transforming “Shearing”?
Parallelism
Angle measure
Distance measure
Straightness
Which one from the following is included in IMO curriculum?
Geometry
Calculus
Algebra
Number theory
Which one from the following is not the importance of applied mathematics?
To serve as a service subject
To motivate learners towards mathematics
To develop mathematical model
To develop abstraction in mathematics
What is the assessment pattern (formative and summative) according to school curriculum at basic level?
30% formative - 70% summative
25% formative - 75% summative
50% formative - 50% summative
40% formative - 60% summative
Which one from the following is the main objective of IMU?
Developing network of mathematician in international level
To conduct research for the promotion of the mathematics education
Journal publication
To monitor and help study group prepared for ICME
When did ICMI established for the first time?
1908
1914
1920
1951
What is the source of knowledge construction in empiricist view?
Through social interaction
Through mental schema
Through sense organ
Through networking
What is the ontology in Qualitative research?
Reality is single and objective
Reality is undefine
Reality is multiple and subjective
None of the above
Group "B"6 X 5 marks =30
Short answer questions
How do we trace the philosophical changes in mathematics education? Explain in brief.
Explain the development of arithmetic with reference to national curriculum of mathematics at school level.
Establish the relationship logically between applied mathematics and mathematical modeling with example.
Argue for the 'issues on assessment system' at school level mathematics with example.
How do ICMI contribute to the ICME? Explain with reference to ICMI activities.
OR
Explain the importance of IMO along with its criteria for participation.
Why action research is important in mathematics education? Explain action research cycle with example in brief.
OR
Explain the areas of research in mathematics education.
Group "C"2 X 10 marks = 20
Long answer questions
Sketch the trends of basic level of mathematics education with respect to content, method and assessment system with example according to nation level curriculum.
How do different issues—gender difference, individual difference, and students with special needs—hinder classroom teaching? Elaborate with your idea to make classroom inclusive.
OR
Critically examine the issues and problems of teaching-learning school mathematics for 21st-century era with examples.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
The recent trends in role of primary level mathematics teachers belongs to:
Freedom of teachers in teaching
Polyvalence of teachers
Teachers’ teaching situation
All of the above
Which was not an issue for Second wave reform in Mathematics Education?
Inductive or deductive
Enrichment or acceleration
Theory or practice
Intuition or formalization
The developmental trends of Algebra doesn’t consist of:
Rhetorical algebra
Abstract algebra
Syncopated algebra
Symbolic algebra
The statement “Students learn through mistakes” belongs to:
Applied mathematics
Abstract mathematics
Theoretical mathematics
Analytical mathematics
Which is not an issue for popularization of mathematics?
Teaching/learning strategy
Science and technology
Genius learner
War
Which one of the followings is not in Study group of ICMI?
International Mathematical Union
World Federation of National Maths Competition
Psychology of Maths Education
History of Pedagogy of Maths
Which of the following is not included in IMO competition?
Graph theory
Solid geometry
Number theory
Algebra
The individual difference in learning is not caused by
Learning habits
Family environment
Cultural background
Learning achievements
Which of the following is not an aim of Applied research?
Extension of new knowledge
Adaptation of knowledge
Evaluation of knowledge
Advocacy of knowledge
Which is not a research component of Mathematics Education?
Enquiry
Evidence
Theory
Practice
Group "B"6 X 5 marks =30
Short answer questions
Discuss on trends of using different teaching methods while teaching Mathematics at primary level.
How is the developmental trends of Algebra? Describe its different developmental phases.
Assess the problems of teaching/learning Applied Mathematics in Nepalese context.
State the relationship between ICMI and ICME. Write down the major activities of ICMI.
What do you understand by ‘Individual difference in learning Mathematics’? Write down its causes.
OR
Why ‘social context’ is considered as an issue in Mathematics Education? Discuss on it with examples.
Compare Empiricist’s and Constructivist’s views with reference to researches in Mathematics Education.
OR
State the importance of Action Research in classroom teaching/learning practices. Illustrate its different stages.
Group "C"2 X 10 marks = 20
Long answer questions
State two perspectives of using methods and media in teaching/learning (T/L) mathematics. Trace the trends of T/L mathematics by using different methods and media.
Critically examine the issues and problems of teaching and assessment in mathematics in the context of Nepal.
OR
Describe the trends of issues and problems appeared in teaching/learning school level Geometry for 21st Century.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Which one philosophy doesn't belong to "Three school-of-thoughts"?
Behaviorist
Curricularist
Constructivist
Cognitivist
The statement “Students learn through mistakes” belongs to:
Analytical mathematics
Abstract mathematics
Applied mathematics
Theoretical mathematics
Why is teaching of Applied Mathematics necessary for?
cultural reason
motivation
as a service subject
Above all
Which of the following is not included in IMO competition?
Graph Theory and Combination
Number theory
Solid Geometry
Algebra
Which one of the following is not a Study group of ICMI?
Psychology of Maths Education
International Mathematical Union
History of Pedagogy of Maths
World Federation of National Maths Competition
Which is not an issue for popularization of mathematics?
Genius learner
Science and technology
Teaching/learning strategy
War
Which of the followings is a component of Ethno-mathematics?
Institutional Mathematics
Mathematical modeling
Cultural anthropology
Above all
The individual difference in learning is not caused by
Learning habits
Family environment
Learning achievements
Cultural background
Which is not a research component of Mathematics Education?
Enquiry
Evidence
Theory
Practice
Which of the following is the most recent approach of researches in Mathematics Education?
Social and Cultural
Cognitive
Socio-psychological
Empirical
Group "B"6 X 5 marks =30
Short answer questions
Describe the trends in four areas of courses of Mathematics Education provided at College level.
State the trends of major reforms observed in teaching/learning 'School Algebra' with reference to its 'Evaluation system'.
How is the recent trends of 'Applied Mathematics'? Compare pure and Applied Mathematics with suitable examples.
Name the different Nepalese Mathematical Organizations and write down each one's mathematical activities.
State the major problems appeared against Popularization of Mathematics Education in Nepal.
OR
What does it mean to say 'Gender difference in Mathematics Education'? State the agendas proposed by UNESCO for gender equality in Mathematics Education.
What are the major areas of research in Mathematics Education? Describe them briefly.
OR
Why do academic experts prefer Action Research to improve classroom teaching/learning situation? Illustrate its different stages.
Group "C"2 X 10 marks = 20
Long answer questions
How do children learn pre-concepts or beginning concepts of mathematics? Describe the trends of different roles of Mathematics teachers at Basic level education.
OR
What are the different teaching methods of Mathematics Education being used at University level? Describe them in Nepalese context.
What are the issues and problems in teaching/learning (T/L) Geometry for 21st century? Describe them with reference to Geometrical curriculum, content, and T/L methods and materials.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Which one of the following does not belong to organization of the content of Secondary level Mathematics?
Internal integration
External integration
Horizontal integration
Vertical integration
What are different types of courses provisioned at College level?
General courses
Skill courses
Technical courses
All of above
The developmental trends of Algebra does not consist of:
Linear algebra
Symbolic algebra
Syncopated algebra
Rhetorical algebra
Which Geometry had made easier the proofs of Euclidean theorems?
Projective Geometry
Transformation Geometry
Euclidean Geometry
Elliptic Geometry
Why is teaching Applied Mathematics necessary for?
Motivation
Cultural reason
Service subject
All of above
Which is the correct order of organization of last three international conferences of ICME in different countries?
Germany, China, South Korea
South Korea, Germany, China
China, Germany, South Korea
China, South Korea, Germany
Which of the following is not included in IMO competition?
Algebra
Number theory
Solid geometry
Graph theory
The individual difference in learning is not caused by
Educational achievements
Family environment
Cultural background
Learning habits
Which of the following is a component of Ethno-mathematics?
Cultural anthropology
Mathematical modeling
Institutional mathematics
All of the above
Which of the following is the most recent approach of carrying out researches in mathematics education?
Cognitive approach
Empirical approach
Social and cultural approach
Psychological approach
Group "B"6 X 5 marks =30
Short answer questions
What trends do you sketch in use of different materials for teaching Mathematics at secondary level? Describe briefly.
Explain shortly the issues and problems in regard to content and teaching/learning system of Algebra for 21st century.
Justify the rationale to teach Application of Mathematics.
State the relationship between ICMI and ICME. Write down the major activities of ICMI.
State the contribution of International Mathematical Olympiad (IMO) in order to popularize the Mathematics. Write down few points about the importance of IMO.
OR
Give critical appraisals to address the issues of ethno-mathematics in the context of Nepal.
Describe the three components of research in Mathematics Education with suitable examples.
OR
What are the major areas of research in mathematics education? Describe them briefly.
Group "C"2 X 10 marks = 20
Long answer questions
How are the trends of setting goals and contents of Mathematics Education at primary level? Explain the trends with suitable examples.
OR
Assess the recent trends of use of different methods while teaching Mathematics at University level. Also link it with our real classroom scenario.
What are the issues and problems of using technology in teaching/learning Mathematics especially in Nepalese schools? Describe them with your observation.
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Who is the proponent of “Advance Organizer”?
Ausubel
Dienes
Gagne
Skimp
The theme “Adult and Continuing Education in Mathematics Education” was emerged for the first time at
Lyon Congress
Adelaide Congress
Seoul Congress
Karlsruhe Congress
Which organization gives the two awards: Hans Freudenthal and Felix Klein in mathematics education?
ICM
ICME
ICMI
IMO
Who coined the word “Ethno-mathematics” at first?
Orey
Ernest
Cobb
Ambrosio
The IQ level of mentally defective child is
Below 70
Below 80
Below 60
Above 140
The research idea of concentrating in the experience of “Gifted practitioners” is connected to:
Empiricist’s view
Teacher’s view
Intuitionist’s view
All of above
The first IMO was held in ......
England, 1950
Romania, 1959
Romania, 1960
Chiba, 1980
Which one of following is a study Group of ICMI?
IMU
ICSU
PME
EC
Which of the following view favors the experimental studies?
Intuitionist’s view
Empiricist’s view
Teacher’s view
None of the above
In an intervention based action research process, which of following is usually recommended sequence?
Plan, Act, Observe and Reflect
Observe, Plan, Act, and Reflect
Reflect, Plan, Act, and Observe
Observe, Act, Reflect and Plan
Group "B"6 X 5 marks =30
Short answer questions
Discuss about the trend in mathematics education in Bachelor's level with respect to research and sociological components.
OR
State and briefly explain Ethno-mathematics with example.
Discuss briefly the reforms in school algebra.
What is applied mathematics? Analyze the trends in teaching of applied mathematics in secondary level.
Describe the aims and activities of ICMI.
OR
State the aims and objectives of IMU.
Give critical appraisal on the issue "Popularization of mathematics education"
What is action research for teachers, and what are the challenges that teachers face when doing action research?
Group "C"2 X 10 marks = 20
Long answer questions
Sketch the global trends that observed in mathematics education at basic level with respect to teaching/learning methods, materials and evaluation system.
OR
State Intuitionist's view in the research. Compare the Empiricist's and Constructionist's views in the research of mathematics education.
What are the issues and problems in teaching geometry for 21st century?
Why is Ethno-mathematics an issue in mathematics education?
Candidates are required to give their answers in their own words as far as practicable.
The figures in the margin indicate full marks.
Attempt all questions
Group "A"10 X 1 marks =10
Who is the founder of connectivism?
Ausubel
Gardner
Vygotsky
Georgs Siemens
Which of the followings is not the family of higher algebra?
Linear Algebra
Boolean Algebra
Rhetoric Algebra
Vector Algebra
Who believes that “Learning is the product of self-organization”?
Constructivist
Behaviourist
Cognitivist
Socialist
When the term popularization of mathematics was used for the first time?
1983 AD
1989 AD
1986 AD
1990 AD
Which one of the following is not a type of qualitative research?
Ethnography
Case study
Survey
Narrative inquiry
Areas of research in mathematics education is taken as:
Research on curricula, methods and materials
Research on learning and the learner
Research on teaching and the teacher
All of the above
What are the major ways of integrating mathematics curriculum?
Internal
External
Vertical
Axial
“Students learn through mistakes” is a philosophy of...
Applied mathematics
Pure mathematics
Abstract mathematics
All of the above
Which one of the following stands in the highest position?
ICM
IMU
ICME
IMO
Which one of the following is not the purpose of modeling?
To explain
To explore
To generalize
To predict
Group "B"6 X 5 marks =30
Short answer questions
Sketch the Trends in contents of mathematics education at secondary and higher secondary level.
Write the major reform in teaching school algebra with reference to its teaching methods and materials.
Describe briefly the major reforms in the instruction of school Geometry.
OR
State and compare ethno-mathematics with global mathematics.
List out the aims and objectives of ICMI.
OR
Sketch the relationship between ICMI and ICME. Also write the importance of ICME in the development of mathematics.
Why do the social context being an issue in mathematics education? Discuss with example.
Explain the recent trends in research of mathematics education.
Group "C"2 X 10 marks = 20
Long answer questions
Discuss about the three traditions of research in mathematics education with suitable examples.
Discuss the recent trends of qualitative and quantitative research in mathematics education with their major types.
OR
How are the trends of teaching methods and materials of mathematics at primary level? Explain them with own experience and examples.
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