74 extractive question-and-answer pairs built from Prelims.pmd, published by ncert.nic.in. The source is a 14-page publication. Source-evidenced topics include mathematics textbook, class x, reprint 2026-27, ncert, national curriculum framework 2005, national education policy 2020, covid-19 pandemic, constructivist approach. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 47 factual, 14 summary, 6 list, 4 relationship, 2 definition, 1 comparison. 27 of the 74 pairs (36.5%) ask explanatory questions; the remaining 47 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset contains 74 extractive question-and-answer pairs derived from the NCERT Class X Mathematics textbook, as published on ncert.nic.in. The questions span various types, including factual, summary, list, relationship, definition, and comparison, with explanatory questions making up 36.5% of the total. The dataset emphasizes educational themes such as constructivist approaches, curriculum rationalization, and experiential learning, reflecting the National Curriculum Framework 2005 and National Education Policy 2020. Each record includes the question, answer, context, and source details for verification against the original publication.
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df = desidata.load("www-ncert-nic-in-97cd5996823c218f0d20f9e2245069f7")
df.head()First 10 of 74 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| How should mathematics be understood by both students and teachers? | as something natural and linked to the world around us | The syllabus, teaching approach, textbooks etc., should build on this knowledge in a way that allows children to enjoy mathematics, and to realise that mathematics is more about a way of reasoning than about mechanically applying formulae and algorithms. The students and teachers need to perceive mathematics as something natural and linked to the world around us. While teaching mathematics, the focus should be on helping children to develop the ability to particularise and generalise, to solve and pose meaningful problems, to look for patterns and relationships, and to apply the logical thinking behind mathematical proof. And, all this in an environment that the children relate to, without overloading them. | 310 | definition | 1.000 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | The students and teachers need to perceive mathematics as something natural and linked to the world around us. | 7 | page=7,block=0 | 0.700 | valid |
| What does the constructivist approach in mathematics say about children's pre-existing knowledge? | children already know, and do some mathematics very naturally in their surroundings, before they even join school | Preface Through the years, from the time of the Kothari Commission, there have been several committees looking at ways of making the school curriculum meaningful and enjoyable for the learners. Based on the understanding developed over the years, a National Curriculum Framework (NCF) was finalised in 2005. As part of this exercise, a National Focus Group on Teaching of Mathematics was formed. Its report, which came in 2005, highlighted a constructivist approach to the teaching and learning of mathematics. The essence of this approach is that children already know, and do some mathematics very naturally in their surroundings, before they even join school. | 548 | definition | 1.000 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | The essence of this approach is that children already know, and do some mathematics very naturally in their surroundings, before they even join school. | 7 | page=7,block=0 | 0.700 | valid |
| What happens when the prescribed textbook is used as the only basis for examinations? | other resources and sites of learning are ignored | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. | 245 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. | 3 | page=3,block=0 | 0.700 | valid |
| What is one aim of the teaching and evaluation methods used in schools? | making children’s life at school a happy experience, rather than a source of stress or boredom | The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience. The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development committee responsible for this book. We wish to thank the Chairperson of the advisory group in Science and Mathematics, Professor J.V. | 104 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | The methods used for teaching and evaluation will also determine how effective this textbook proves for making children’s life at school a happy experience, rather than a source of stress or boredom. | ||||
| What is one key reason why other resources and sites of learning are often ignored in education? | Treating the prescribed textbook as the sole basis of examination | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. | 149 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. | 3 | |||
| What should the content in mathematics textbooks connect to? | what the child has studied before, and to her experiences | This is the philosophy with which the mathematics syllabus from Class I to Class XII was developed, and which the textbook development committee has tried to realise in the present textbook. More specifically, while creating the textbook, the following broad guidelines have been kept in mind. l The matter needs to be linked to what the child has studied before, and to her experiences. l The language used in the book, including that for ‘word problems’, must be clear, simple and unambiguous. l Concepts/processes should be introduced through situations from the children’s environment. l For each concept/process give several examples and exercises, but not of the same kind. This ensures that the children use the concept/process again and again, but in varying contexts. | 329 | relationship | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | l The matter needs to be linked to what the child has studied before, and to her experiences. | 7 | page=7,block=0 | 0.700 | valid |
| What additional focus does the National Education Policy 2020 place alongside reducing content load? | providing opportunities for experiential learning with creative mindset | Rationalisation of Content in the Textbooks In view of the COVID-19 pandemic, it is imperative to reduce content load on students. The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes. Learning Outcomes already developed by the NCERT across classes have been taken into consideration in this exercise. | 213 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | The National Education Policy 2020, also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. | 5 | page=5,block=0 | 0.700 | valid |
| What adjustments are required in schools to treat children as active participants in learning? | considerable change in school routines and mode of functioning | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. | 473 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | These aims imply considerable change in school routines and mode of functioning. | 3 | page=3,block=0 | 0.700 | valid |
| What aspect of mathematical proofs should be emphasized to improve reasoning? | a short and clear argument reinforces mathematical thinking and reasoning | l As far as possible, give the children motivation for results used. l All proofs need to be given in a non-didactic manner, allowing the learner to see the flow of reason. The focus should be on proofs where a short and clear argument reinforces mathematical thinking and reasoning. l Whenever possible, more than one proof is to be given. l Proofs and solutions need to be used as vehicles for helping the learner develop a clear and logical way of expressing her arguments. l All geometric constructions should be accompanied by an analysis of the construction and a proof for the steps taken to do the required construction. | 209 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | The focus should be on proofs where a short and clear argument reinforces mathematical thinking and reasoning. | 8 | page=8,block=0 | 0.700 | valid |
| What changes are needed in school routines to view children as active participants in learning? | considerable change in school routines and mode of functioning | We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. | 473 | summary | 0.970 | https://www.ncert.nic.in/textbook/pdf/jemh1ps.pdf | These aims imply considerable change in school routines and mode of functioning. | 3 | page=3,block=0 | 0.700 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| 3 |
| page=3,block=0 |
| 0.700 |
| valid |
| page=3,block=0 |
| 0.700 |
| valid |