Question 1

Which component of effective instructional practice is useful for teaching basic mathematical skills to student with mild learning disabilities?

Accepted Answer

A)  Scheduling 
B)  Clear communications 
C)  Informational feedback 
D)  Guided practice 
A)  Scheduling 
B)  Clear communications 
C)  Informational feedback 
D)  Guided practice

Question 2

Which statement is false about corrective mathematics?

Accepted Answer

A)  Its primary focus is on four basic operations. 
B)  Each module contains certain strands: facts, computation operations, and story problems. 
C)  The addition module also has a strand on reading and writing numbers. 
D)  The program was developed for students who have not mastered addition and subtraction. 
A)  Its primary focus is on four basic operations. 
B)  Each module contains certain strands: facts, computation operations, and story problems. 
C)  The addition module also has a strand on reading and writing numbers. 
D)  The program was developed for students who have not mastered addition and subtraction.

Question 3

Describe two assessment techniques that attempts to understand student mathematical thinking.

Accepted Answer

Two assessment techniques that attempts

Question 4

Which form of assessment features student-specific data that can guide instructionally meaningful decisions?

Accepted Answer

A)  Informal diagnostic 
B)  Curriculum-based measurement 
C)  Formal diagnostic 
D)  Standardized measures of genetic achievement 
A)  Informal diagnostic 
B)  Curriculum-based measurement 
C)  Formal diagnostic 
D)  Standardized measures of genetic achievement

Question 5

Which of the following is not an advantage of curriculum- based approaches to assessment?

Accepted Answer

A)  Items or problems assess a specific skill. 
B)  The data can guide instructionally meaningful decisions 
C)  Enough problems are given to measure a skill. 
D)  There is little teacher preparation involved. 
A)  Items or problems assess a specific skill. 
B)  The data can guide instructionally meaningful decisions 
C)  Enough problems are given to measure a skill. 
D)  There is little teacher preparation involved.

Question 6

Which approach would students more likely utilize over various mathematical problems?

Accepted Answer

A)  Role learning 
B)  Remedial skills focus 
C)  Strategy instruction 
D)  Real life computational skills 
A)  Role learning 
B)  Remedial skills focus 
C)  Strategy instruction 
D)  Real life computational skills

Question 7

Secondary level math courses for students who are unlikely to continue to higher education should:

Accepted Answer

A)  focus on remedial skills only. 
B)  not differ from peers who will attend higher levels of education. 
C)  teach life skills 
D)  be implemented and planned to challenge students as much as possible. 
A)  focus on remedial skills only. 
B)  not differ from peers who will attend higher levels of education. 
C)  teach life skills 
D)  be implemented and planned to challenge students as much as possible.

Question 8

There are several excellent techniques for informal diagnosis of mathematical skills, including error patterns, task analysis, and student verbalization. Which of the following is not an advantage of these methods?

Accepted Answer

A)  They subdivide and expand concepts and skills assessed on more formal measures. 
B)  They are commercially made, which means that no teacher preparation is required. 
C)  They help the teacher determine the focus of instruction 
D)  They help the teacher pinpoint precise difficulties. 
A)  They subdivide and expand concepts and skills assessed on more formal measures. 
B)  They are commercially made, which means that no teacher preparation is required. 
C)  They help the teacher determine the focus of instruction 
D)  They help the teacher pinpoint precise difficulties.

Question 9

"Count-bys" in multiplication and division promote:

Accepted Answer

A)  drill and practice. 
B)  concept and skill. 
C)  procedures and strategies. 
D)  fluency and automaticity. 
A)  drill and practice. 
B)  concept and skill. 
C)  procedures and strategies. 
D)  fluency and automaticity.

Question 10

What activity helps students bridge the gap between precomputational and computational skills?

Accepted Answer

A)  Gaining knowledge of one-to-one correspondence. 
B)  Learning to write numerals from 1 to 10. 
C)  Adding meaning to symbols associated with numbers. 
D)  Increasing content knowledge to the point where the teacher no longer becomes necessary. 
A)  Gaining knowledge of one-to-one correspondence. 
B)  Learning to write numerals from 1 to 10. 
C)  Adding meaning to symbols associated with numbers. 
D)  Increasing content knowledge to the point where the teacher no longer becomes necessary.

Which component of effective instructional practice is useful for teaching basic mathematical skills to student with mild learning disabilities?

Which statement is false about corrective mathematics?

Describe two assessment techniques that attempts to understand student mathematical thinking.

Which form of assessment features student-specific data that can guide instructionally meaningful decisions?

Which of the following is not an advantage of curriculum- based approaches to assessment?

Which approach would students more likely utilize over various mathematical problems?

Secondary level math courses for students who are unlikely to continue to higher education should:

There are several excellent techniques for informal diagnosis of mathematical skills, including error patterns, task analysis, and student verbalization. Which of the following is not an advantage of these methods?

"Count-bys" in multiplication and division promote:

What activity helps students bridge the gap between precomputational and computational skills?

Special Education: an Introduction to Teaching Students With Special Needs 1

Foundations of Effective Instruction

Teaching and Differentiating Instruction in a Multi-Tiered System of Education

Strategies for Classroom Management and Positive Behavior Support

Spoken Language

Reading: Word Recognition

Reading: Comprehension

Written Language

Social Studies

Science

Study Skills

Social Competence and Self-Determination Skills

Applied Academics

Career Development and Transition Across School Levels

Filters

Exam 9: Mathematics Instruction

Which component of effective instructional practice is useful for teaching basic mathematical skills to student with mild learning disabilities?

Which statement is false about corrective mathematics?

Describe two assessment techniques that attempts to understand student mathematical thinking.

Which form of assessment features student-specific data that can guide instructionally meaningful decisions?

Which of the following is not an advantage of curriculum- based approaches to assessment?

Which approach would students more likely utilize over various mathematical problems?

Secondary level math courses for students who are unlikely to continue to higher education should:

There are several excellent techniques for informal diagnosis of mathematical skills, including error patterns, task analysis, and student verbalization. Which of the following is not an advantage of these methods?

"Count-bys" in multiplication and division promote:

What activity helps students bridge the gap between precomputational and computational skills?

Special Education: an Introduction to Teaching Students With Special Needs 1

Foundations of Effective Instruction

Teaching and Differentiating Instruction in a Multi-Tiered System of Education

Strategies for Classroom Management and Positive Behavior Support

Spoken Language

Reading: Word Recognition

Reading: Comprehension

Written Language

Social Studies

Science

Study Skills

Social Competence and Self-Determination Skills

Applied Academics

Career Development and Transition Across School Levels

Filters