Concept:Mathematics values logical reasoning and flexible thinking, not just one fixed procedure. Both formal and informal methods show understanding and should be accepted.
Explanation:Student A broke 200 into 100 + 100, found 23% of each (23), and added them to get 46. This uses an informal but correct algorithm based on place value.
Student B used the standard formula: 200 × 23/100 = 2 × 23 = 46. This is a formal algorithm.
Both students arrived at the correct answer 46 through valid reasoning. The teacher should recognise that different approaches demonstrate conceptual understanding.
The National Curriculum Framework stresses learning with meaning over rote steps. Encouraging diverse methods develops numeracy and logical thinking.
Giving zero to either student would discourage creative problem-solving. The most appropriate action is to reward both for their correct and independent methods.
Answer:B. Teacher gives full marks to both the students as they have attempted the question using their own algorithms. Both formal and informal algorithms are integral to solving problems in mathematics.