A.   Teaches conceptual understanding by connecting concrete understanding to abstract mathematical process

        B.   Helps passive learner to make meaningful connections

        C.   Blends conceptual and procedural understanding in structured way

        D.   Teaches conceptual understanding by connecting application skill to concrete mathematical process

        A.   the abstract level

        B.   the application level

        C.   the concrete level

        D.   the representational level

        A.   it is not good enough for slow learners

        B.   the students are rendered inactive in terms of participating in the lesson

        C.   it encourages rote learning

        D.   the teacher can lecture a large number of students in one large hall at the same time

        A.   Experimental strategy

        B.   Teaching through a concrete to representational to abstract sequence of instruction

        C.   Teaching through abstract-to-concrete -to-representational sequence of instruction

        D.   Teaching through representational-to-concrete-to-abstract sequence of instruction

        A.   Laboratory use

        B.   The role played by parents in their children's education

        C.   General language use

        D.   Peer group influence

        A.   Those pupils who are insecure and who want sense of direction

        B.   Those pupils who are independent and who want more autonomy

        C.   Those pupils who are satisfied and adjustable

        D.   None of the above

        A.   Constant spanking and relegation of pupils in the class

        B.   Encouragement and support through evaluative comments

        C.   Constructive suggestions and other forms of feedback

        D.   Teacher's friendly approval and sympathetic understanding of pupils' plight

        A.   memorization of facts and role learning

        B.   skills in mastery of ideas and understanding of operations

        C.   skill in compilation and mental reasoning

        D.   none of the above

        A.   Describing and modelling the concept using concrete objects

        B.   Providing students many practice opportunities using concrete objects

        C.   When students demonstrate mastery of skill using concrete, describe and model the concept with pictures that represent concrete objects

        D.   None of the above

        A.   materials that cannot be counted

        B.   materials that show proportion by size

        C.   materials that can be counted

        D.   all of the above

You can now use you matric number to login as your username and  password in a lowercase.

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