Exam 2: Exploring What It Means to Know and Do Mathematics
Exam 1: Teaching Mathematics in the 21st Century15 Questions
Exam 2: Exploring What It Means to Know and Do Mathematics20 Questions
Exam 3: Teaching Through Problem Solving19 Questions
Exam 4: Planning in the Problem-Based Classroom21 Questions
Exam 5: Building Assessment Into Instruction21 Questions
Exam 6: Teaching Mathematics Equitably to All Children20 Questions
Exam 7: Using Technology Tools to Teach Mathematics18 Questions
Exam 8: Developing Early Number Concepts and Number Sense21 Questions
Exam 9: Developing Meanings for the Operations21 Questions
Exam 10: Helping Students Master the Basic Facts22 Questions
Exam 11: Developing Whole-Number Place-Value Concepts21 Questions
Exam 12: Developing Strategies for Addition and Subtraction Computation22 Questions
Exam 13: Developing Strategies for Multiplication and Division Computation19 Questions
Exam 14: Algebraic Thinking, equations, and Functions22 Questions
Exam 15: Developing Fraction Concepts22 Questions
Exam 16: Developing Strategies for Fraction Computation22 Questions
Exam 17: Developing Concepts of Fractions and Decimals21 Questions
Exam 18: Proportional Reasoning19 Questions
Exam 19: Developing Measurement Concepts18 Questions
Exam 20: Geometric Thinking and Geometric Concepts16 Questions
Exam 21: Developing Concepts of Data Analysis19 Questions
Exam 22: Exploring Concepts of Probability17 Questions
Exam 23: Developing Concepts of Exponents, integers, and Real Numbers11 Questions
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The focus of connecting the dots between theory and practice require teachers to focus in opportunities.All of the statements below are true EXCEPT:
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(Multiple Choice)
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Correct Answer:
D
Making connections among mathematical relationships improves student conceptual understanding.What statement is a tenet of this belief?
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(Multiple Choice)
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Correct Answer:
D
Which of the following is an example of a statement spoken in the language of doing mathematics?
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(Multiple Choice)
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Correct Answer:
C
Which of the following represents an example of an effective way a teacher might help facilitate students' construction of mathematical relationships?
(Multiple Choice)
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Complete this statement,"Classrooms where students are making sense of mathematics do not happen by accident they happen because…."
(Multiple Choice)
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What theory(s)allow a classroom culture to access prior knowledge,use tools to build knowledge?
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What does it mean to be mathematically proficient? Identify the statement below that is true of students becoming mathematically proficient.
(Multiple Choice)
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There are many ways to model and solve problems and explore how others develop understanding.Which strategy would foster students examining multiple solutions to try other methods?
(Multiple Choice)
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Name at least two examples of classroom culture that could be an environment for students to do mathematics and gain relational understanding of a concept.
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Which statement below best describes the idea of mathematics as engaging in the science of pattern and order?
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All of the following statements regarding teaching for mathematical proficiency are true EXCEPT:
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Which statement best represents a method to expose students to multiple approaches to problem solving?
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Manipulative materials have the potential to provide opportunities for connection and communication.What statement would be a non-example of how to utilize the materials?
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Vygotsky believed that learning was better achieved through social interaction.What statement best identifies a learning environment that represents this belief?
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Doing mathematics begins with posing worthwhile tasks.Which verbs align with activities that lead to higher-level thinking?
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Classroom culture influences the individual learning of students.What statement is an example of how a teacher can honor diversity?
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Your teaching of mathematics is controlled by what factor below?
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To set up an environment for "doing" mathematics,teachers need to;
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Identify the statement below that would represent a constructivist approach to a problem solving activity.
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The standards for mathematical proficiency state that we should want students to not only know the concepts but also to how to use them to problem solve.What statement below reflects how a proficient mathematical student might think?
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