Exam 14: Developing an Understanding of Mathematics in All Learners

As cognitive and metacognitive challenges increase, the need for concrete representation, direct instruction, scaffolding, and task analysis conversely decrease.

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Question 1

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What kinds of information can we gather on a student's mathematical abilities from formal assessments?

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Question 2

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Formal assessments can provide a range of information on a student's mathematical abilities. This can include their understanding of mathematical concepts, their problem-solving skills, their ability to apply mathematical knowledge to real-world situations, their computational skills, and their ability to reason and communicate mathematically. Formal assessments can also provide insight into a student's mathematical reasoning, their ability to think critically and analytically, and their overall mathematical proficiency. Additionally, formal assessments can help identify areas of strength and areas for improvement, as well as inform instructional decisions and interventions to support the student's mathematical development. Overall, formal assessments can provide a comprehensive understanding of a student's mathematical abilities and inform targeted instruction to support their growth and success in mathematics.

Math vocabulary like "certain" or "impossible" are associated with:

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Question 3

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Teachers need to show students how we use data analysis and probability in our everyday lives so:

(Multiple Choice)

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Question 4

Many diverse learners need "hands on" math so they can see, hold, and move objects in order to grasp skills and concepts.

(True/False)

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Question 5

It is estimated that between 20 and 25 percent of all elementary students struggle with learning mathematics.

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Question 6

Success in algebra requires students to be able to do all of the following, EXCEPT:

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Question 7

Explain how teaching a math concept to a nonverbal student could help a teacher arrive at creative ways to teach the same concept to all students in the classroom. Give at least two examples to illustrate your answer.

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Question 8

Which of the following is NOT helpful in promoting math communication in the classroom?

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Question 9

________________ has become the number one priority for math curriculum in both general and special education.

(Multiple Choice)

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Question 10

Concrete instructional techniques that include using real clocks to teach time-telling, real coins to teach money skills, constructing grids that students can actually walk on, or constructing a 'Gallon Man' to teach units of capacity are useful in teaching students concepts of:

(Multiple Choice)

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Question 11

The current emphasis in mathematical education is now on the development of math literacy and conceptual knowledge.

(True/False)

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Question 12

In mathematical communication, a student must be able to connect English words with symbols in order to develop math literacy.

(True/False)

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Question 13

All of the following programs and techniques can help support students as they learn about numbers and operations, EXCEPT:

(Multiple Choice)

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Question 14

While grading John's addition and subtraction homework assignments and quizzes, the teacher notices that whenever John begins with an addition problem, he continues to perform addition on all of the problems, including those that are subtraction problems. Likewise, if the first question is a subtraction problem, John performs subtraction on all of the problems. The teacher has performed a(n)__________ of John's work.

(Multiple Choice)

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Question 15

In order to foster generalization of concepts and skill application, it is best to teach math through:

(Multiple Choice)

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Question 16

The standards-based reform movement in mathematics education has made teaching students _____________ a priority.

(Multiple Choice)

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Question 17

Most students will need concrete experiences and at least some direct instruction to build a strong foundation in measurement.

(True/False)

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Question 18

A study on early math skills of children concluded all of the following, EXCEPT:

(Multiple Choice)

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Question 19

All of the following can occur when students have math anxiety, EXCEPT:

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Question 20

Showing 1 - 20 of 58

As cognitive and metacognitive challenges increase, the need for concrete representation, direct instruction, scaffolding, and task analysis conversely decrease.

What kinds of information can we gather on a student's mathematical abilities from formal assessments?

Math vocabulary like "certain" or "impossible" are associated with:

Teachers need to show students how we use data analysis and probability in our everyday lives so:

Many diverse learners need "hands on" math so they can see, hold, and move objects in order to grasp skills and concepts.

It is estimated that between 20 and 25 percent of all elementary students struggle with learning mathematics.

Success in algebra requires students to be able to do all of the following, EXCEPT:

Explain how teaching a math concept to a nonverbal student could help a teacher arrive at creative ways to teach the same concept to all students in the classroom. Give at least two examples to illustrate your answer.

Which of the following is NOT helpful in promoting math communication in the classroom?

________________ has become the number one priority for math curriculum in both general and special education.

Concrete instructional techniques that include using real clocks to teach time-telling, real coins to teach money skills, constructing grids that students can actually walk on, or constructing a 'Gallon Man' to teach units of capacity are useful in teaching students concepts of:

The current emphasis in mathematical education is now on the development of math literacy and conceptual knowledge.

In mathematical communication, a student must be able to connect English words with symbols in order to develop math literacy.

All of the following programs and techniques can help support students as they learn about numbers and operations, EXCEPT:

In order to foster generalization of concepts and skill application, it is best to teach math through:

The standards-based reform movement in mathematics education has made teaching students _____________ a priority.

Most students will need concrete experiences and at least some direct instruction to build a strong foundation in measurement.

A study on early math skills of children concluded all of the following, EXCEPT:

All of the following can occur when students have math anxiety, EXCEPT:

Teaching in Today Apos S Inclusive Classrooms Your Journey Begins

Introducing Universal Design for Learning

Policies Pracclusive Education

Diversity in the Classroom Learners With High Incidence Disabilities

Diversity in the Classroom Students With Low Incidence Disabilities

Learners With Gifts and Talents Learners Who Are Curners at Risk

Collaboration and Cooperative Teaching Tools for Teaching All Learners

Designing Learning That Works for All Students

Assessing and Evaluating Learner Progress

Selecting Instructional Strategies for Teaching All Learners

Selecting Behavioral Supports for All Learners

Assistive Technologies and Innovative Learning Tools

Creating Literacy Rich Environments for All Learners

Teaching Critical Content in Science and Social Studies to All Learners

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Exam 14: Developing an Understanding of Mathematics in All Learners

As cognitive and metacognitive challenges increase, the need for concrete representation, direct instruction, scaffolding, and task analysis conversely decrease.

What kinds of information can we gather on a student's mathematical abilities from formal assessments?

Math vocabulary like "certain" or "impossible" are associated with:​

Teachers need to show students how we use data analysis and probability in our everyday lives so:​

Many diverse learners need "hands on" math so they can see, hold, and move objects in order to grasp skills and concepts.

It is estimated that between 20 and 25 percent of all elementary students struggle with learning mathematics.

Success in algebra requires students to be able to do all of the following, EXCEPT:

Explain how teaching a math concept to a nonverbal student could help a teacher arrive at creative ways to teach the same concept to all students in the classroom. Give at least two examples to illustrate your answer.

Which of the following is NOT helpful in promoting math communication in the classroom?​

________________ has become the number one priority for math curriculum in both general and special education.​

Concrete instructional techniques that include using real clocks to teach time-telling, real coins to teach money skills, constructing grids that students can actually walk on, or constructing a 'Gallon Man' to teach units of capacity are useful in teaching students concepts of:​

The current emphasis in mathematical education is now on the development of math literacy and conceptual knowledge.

In mathematical communication, a student must be able to connect English words with symbols in order to develop math literacy.

All of the following programs and techniques can help support students as they learn about numbers and operations, EXCEPT:

In order to foster generalization of concepts and skill application, it is best to teach math through:​

The standards-based reform movement in mathematics education has made teaching students _____________ a priority.​

Most students will need concrete experiences and at least some direct instruction to build a strong foundation in measurement.

A study on early math skills of children concluded all of the following, EXCEPT:

All of the following can occur when students have math anxiety, EXCEPT:

Teaching in Today Apos S Inclusive Classrooms Your Journey Begins

Introducing Universal Design for Learning

Policies Pracclusive Education

Diversity in the Classroom Learners With High Incidence Disabilities

Diversity in the Classroom Students With Low Incidence Disabilities

Learners With Gifts and Talents Learners Who Are Curners at Risk

Collaboration and Cooperative Teaching Tools for Teaching All Learners

Designing Learning That Works for All Students

Assessing and Evaluating Learner Progress

Selecting Instructional Strategies for Teaching All Learners

Selecting Behavioral Supports for All Learners

Assistive Technologies and Innovative Learning Tools

Creating Literacy Rich Environments for All Learners

Teaching Critical Content in Science and Social Studies to All Learners

Filters

Math vocabulary like "certain" or "impossible" are associated with:

Teachers need to show students how we use data analysis and probability in our everyday lives so:

Which of the following is NOT helpful in promoting math communication in the classroom?

________________ has become the number one priority for math curriculum in both general and special education.

Concrete instructional techniques that include using real clocks to teach time-telling, real coins to teach money skills, constructing grids that students can actually walk on, or constructing a 'Gallon Man' to teach units of capacity are useful in teaching students concepts of:

In order to foster generalization of concepts and skill application, it is best to teach math through:

The standards-based reform movement in mathematics education has made teaching students _____________ a priority.