Correct Answer - Option 1 : Culture and context has no role in constructing mathematical knowledge
Mathematics is one of the few subjects that have practical, cultural, and disciplinary value. Mathematics has the potential to range across all three values, but due to the inappropriate teaching-learning process, its potential is not being utilized to its optimum level. Unfortunately, the current focus of Mathematics education is mostly on memorizing formulae to solve specific problems and applying them to examination questions.
- The learner learns more about mathematical ideas as he/she observes, analyses, and discovers relationships and formulates generalization from a number of problems or patterns.
- Encourage learners to share, discuss, negotiate, argue, and compare their ideas. It plays an important role in creating mathematical knowledge.
- Culture and context have a role in constructing mathematical knowledge.
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Learning process involved: Classification, communication, interpretation, reasoning, problem-solving, argumentation, etc.
- Analyses and synthesis are approaches that use reasoning and arguments to discover relationships.
- Coordinate the idea of mathematics and some other ideas like social or related to other branches of knowledge.
- Mathematical learning is a social process involving dialogue.
Hence, we can conclude that option 1 is incorrect regarding mathematics teaching-learning.
