Which of the following is considered as a characteristic of an effective…
2019
Which of the following is considered as a characteristic of an effective mathematics classroom?
- A.
Group work and group problem-solving is discouraged.
- B.
It is emphasized that mathematics is essentially a concrete subject.
- C.
Multiple ways of approaching a problem are encouraged.
- D.
Steps for solving a new problem are neatly demonstrated on the board by the teacher.
Show answer & explanation
Correct answer: C
NCF 2005 and constructivist mathematics pedagogy hold that an effective mathematics classroom treats mathematics as a way of reasoning rather than a fixed set of steps: it is learner-centred, letting students explore, discuss, and compare more than one path to a solution while the teacher acts as a facilitator rather than the sole source of method.
Encouraging multiple ways of approaching a problem lets each learner test and compare different strategies, connect a new problem to reasoning already understood, and build flexible, transferable problem-solving skill instead of memorising one fixed procedure — precisely the constructivist characteristic NCF 2005 recommends for a mathematics classroom.
Discouraging group work and group problem-solving removes the peer discussion through which learners compare, defend, and refine their reasoning, working against collaborative mathematics learning.
Treating mathematics as essentially a concrete subject overlooks its abstract, logical-reasoning dimension, limiting learners from moving toward generalised, symbolic understanding.
Having the teacher neatly demonstrate the steps for every new problem on the board keeps the classroom teacher-centred and procedural, leaving learners little room to construct or test their own method.
So among the given options, the one that keeps multiple problem-solving approaches open to learners is the characteristic of an effective, constructivist mathematics classroom.