Question 1

One of the statements below represents a method for developing the Reasoning and proof process standard.

Accepted Answer

A) Select meaningful mathematical tasks. 
B) Give students opportunities to share ideas so others can understand. 
C) Emphasize how mathematics is connected to students prior knowledge. 
D) Create opportunities for students to evaluate conjectures. 
A) Select meaningful mathematical tasks. 
B) Give students opportunities to share ideas so others can understand. 
C) Emphasize how mathematics is connected to students prior knowledge. 
D) Create opportunities for students to evaluate conjectures. D

Question 2

The National Assessment of Educational Progress

Accepted Answer

A) Consists of data collected by individual school districts so they may assess their teachers. 
B) Reported in 2013 that less than half of all fourth- and eighth-graders performed on a standardized mathematics test at the desirable levels of "proficient" or "advanced." 
C) Showed dramatic decreases in U.S.mathematics scores over the last 30 years. 
D) Produced results in 2009 that indicated U.S.students would likely reach the goal required by No Child Left Behind legislation that all students perform at or above a proficient level by 2014. 
A) Consists of data collected by individual school districts so they may assess their teachers. 
B) Reported in 2013 that less than half of all fourth- and eighth-graders performed on a standardized mathematics test at the desirable levels of "proficient" or "advanced." 
C) Showed dramatic decreases in U.S.mathematics scores over the last 30 years. 
D) Produced results in 2009 that indicated U.S.students would likely reach the goal required by No Child Left Behind legislation that all students perform at or above a proficient level by 2014. B

Question 3

Which of the following can be said to be true about the learning principle?

Accepted Answer

A) As long as students have their basic facts and procedures memorized,they do not have to understand how the mathematics works. 
B) Due to technology,it is no longer necessary for students to practice computational skills. 
C) Learning is strongly enhanced when students are encouraged to make and test their own mathematical conjectures. 
D) To build confidence,students should be taught to focus on their own mathematical ideas and not the thinking of others. 
A) As long as students have their basic facts and procedures memorized,they do not have to understand how the mathematics works. 
B) Due to technology,it is no longer necessary for students to practice computational skills. 
C) Learning is strongly enhanced when students are encouraged to make and test their own mathematical conjectures. 
D) To build confidence,students should be taught to focus on their own mathematical ideas and not the thinking of others. C

Question 4

What are the main tenets of the Curriculum principle in the NCTM Principles to Action?

Accepted Answer

The tenets of the Curriculum Principle i

Question 5

What are examples of effective assessmenttechniques that will guide your understanding ofstudent knowledge?

Accepted Answer

A) Meaningful instructional tasks and practice. 
B) Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium. 
C) Feedback,on-going observation and continuous data gathering. 
D) Grade-level content standards and the standards for mathematical practice. 
A) Meaningful instructional tasks and practice. 
B) Partnership for Assessment of Readiness for College and Careers and Smarter Balanced Assessment Consortium. 
C) Feedback,on-going observation and continuous data gathering. 
D) Grade-level content standards and the standards for mathematical practice.

Question 6

The six Principles and Standards for School Mathematics articulate high-quality mathematics education.What statement below represents the equity principle?

Accepted Answer

A) Mathematics today requires not only computation skills,but also the ability to think and reason. 
B) Calculators and computers should be seen as essential tools for doing and learning mathematics. 
C) Coherence speaks to the importance of building instruction around big ideas. 
D) The message of high expectations for all is intertwined with every other principle. 
A) Mathematics today requires not only computation skills,but also the ability to think and reason. 
B) Calculators and computers should be seen as essential tools for doing and learning mathematics. 
C) Coherence speaks to the importance of building instruction around big ideas. 
D) The message of high expectations for all is intertwined with every other principle.

Question 7

What are two ways that learning progressions can inform instructional planning?

Accepted Answer

The learning progressions can inform ins

Question 8

The Standards for Mathematical Practiceare

Accepted Answer

A) A component of the Common Core State Standards that outlines a series of important mathematical processes all students should be able to do regularly. 
B) Important for students to be able to do,but are not actually a part of the Common Core State Standards. 
C) A set of basic computation skills that students should have to enhance their problem-solving ability. 
D) A series of common summative assessments to help teachers better understand their students' individual needs. 
A) A component of the Common Core State Standards that outlines a series of important mathematical processes all students should be able to do regularly. 
B) Important for students to be able to do,but are not actually a part of the Common Core State Standards. 
C) A set of basic computation skills that students should have to enhance their problem-solving ability. 
D) A series of common summative assessments to help teachers better understand their students' individual needs.

Question 9

Identify the statement that completes this statement,"Learning progressions reflect current research and practice and they guide teachers in understanding…"

Accepted Answer

A) The essential big ideas and mathematics concepts for preschool-aged children. 
B) What came before as well as what to expect next. 
C) Progressions that are identical for all students. 
D) What the vision is for the teachers their role in developing curriculum. 
A) The essential big ideas and mathematics concepts for preschool-aged children. 
B) What came before as well as what to expect next. 
C) Progressions that are identical for all students. 
D) What the vision is for the teachers their role in developing curriculum.

Question 10

Which choice reflects two factors that influence the teaching of Mathematics effectively?

Accepted Answer

A) Manipulatives and an overhead projector. 
B) Knowledge of standards and practices. 
C) Internet sites and computer software. 
D) Student records and interviews with experienced teachers. 
A) Manipulatives and an overhead projector. 
B) Knowledge of standards and practices. 
C) Internet sites and computer software. 
D) Student records and interviews with experienced teachers.

Question 11

The mathematical needs in society have changed and are influencing what should be taught in preK-8 mathematics classrooms.What statement below reflects a key factor in the change?

Accepted Answer

A) Teacher accountability through increased use of standardized assessments. 
B) International perspective with ideas on how and what to teach. 
C) Data on the performance of U.S.students in national and international studies. 
D) Research on how students learn mathematics. 
A) Teacher accountability through increased use of standardized assessments. 
B) International perspective with ideas on how and what to teach. 
C) Data on the performance of U.S.students in national and international studies. 
D) Research on how students learn mathematics.

Question 12

What statement best reflects the Connectionsstandard of the Five Process Standardsfrom Principles and Standards for School Mathematics?

Accepted Answer

A) Students should be given opportunities to see how various mathematical ideas relate to one another and to a variety of real-life experiences. 
B) Students should be able to interpret and create various symbolic representations of mathematical ideas. 
C) Students should be able to connect personally to their fellow classmates in order to fully enjoy the learning process. 
D) Students should be able to explain and justify the thought process behind their arguments. 
A) Students should be given opportunities to see how various mathematical ideas relate to one another and to a variety of real-life experiences. 
B) Students should be able to interpret and create various symbolic representations of mathematical ideas. 
C) Students should be able to connect personally to their fellow classmates in order to fully enjoy the learning process. 
D) Students should be able to explain and justify the thought process behind their arguments.

Question 13

Which statement below captures the big idea from one of the Eight Guiding Principles outlines in the NCTM Principles to Action

Accepted Answer

A) Assessments that include ongoing observation and student interaction. 
B) Learning mathematics with understanding is essential. 
C) Look for both horizontal and vertical alignment to build coherence. 
D) Problem solving will target student learning gaps. 
A) Assessments that include ongoing observation and student interaction. 
B) Learning mathematics with understanding is essential. 
C) Look for both horizontal and vertical alignment to build coherence. 
D) Problem solving will target student learning gaps.

Question 14

The following statements represent the "thinking" behind the creation of the Common Core Standards for School Mathematics.Which statement is also true of the NCTM Principle and Standards for School Mathematics?

Accepted Answer

A) Represent the largest shift in mathematics content in the U.S in over 100 years. 
B) A focused set of Mathematics content standards and practices. 
C) Provide a coherent curriculum framework for content across the school year and grades. 
D) Comprised of learning progressions that can inform instruction. 
A) Represent the largest shift in mathematics content in the U.S in over 100 years. 
B) A focused set of Mathematics content standards and practices. 
C) Provide a coherent curriculum framework for content across the school year and grades. 
D) Comprised of learning progressions that can inform instruction.

Question 15

As a practicing or prospective teacher each face the challenge of teaching mathematics from a problem solving perspective.This often requires some to confront personal beliefs about;

Accepted Answer

A) Teaching conceptual understanding and procedural fluency. 
B) Allowing all students an equal opportunity to learn. 
C) How technology can enhance student understanding. 
D) What is means to do mathematics 
A) Teaching conceptual understanding and procedural fluency. 
B) Allowing all students an equal opportunity to learn. 
C) How technology can enhance student understanding. 
D) What is means to do mathematics

One of the statements below represents a method for developing the Reasoning and proof process standard.

The National Assessment of Educational Progress

Which of the following can be said to be true about the learning principle?

What are the main tenets of the Curriculum principle in the NCTM Principles to Action?

What are examples of effective assessmenttechniques that will guide your understanding ofstudent knowledge?

The six Principles and Standards for School Mathematics articulate high-quality mathematics education.What statement below represents the equity principle?

What are two ways that learning progressions can inform instructional planning?

The Standards for Mathematical Practiceare

Identify the statement that completes this statement,"Learning progressions reflect current research and practice and they guide teachers in understanding…"

Which choice reflects two factors that influence the teaching of Mathematics effectively?

The mathematical needs in society have changed and are influencing what should be taught in preK-8 mathematics classrooms.What statement below reflects a key factor in the change?

What statement best reflects the Connectionsstandard of the Five Process Standardsfrom Principles and Standards for School Mathematics?

Which statement below captures the big idea from one of the Eight Guiding Principles outlines in the NCTM Principles to Action

The following statements represent the "thinking" behind the creation of the Common Core Standards for School Mathematics.Which statement is also true of the NCTM Principle and Standards for School Mathematics?

As a practicing or prospective teacher each face the challenge of teaching mathematics from a problem solving perspective.This often requires some to confront personal beliefs about;

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

Developing Concepts of Exponents, integers, and Real Numbers

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Exam 1: Teaching Mathematics in the 21st Century

One of the statements below represents a method for developing the Reasoning and proof process standard.

The National Assessment of Educational Progress

Which of the following can be said to be true about the learning principle?

What are the main tenets of the Curriculum principle in the NCTM Principles to Action?

What are examples of effective assessmenttechniques that will guide your understanding ofstudent knowledge?

The six Principles and Standards for School Mathematics articulate high-quality mathematics education.What statement below represents the equity principle?

What are two ways that learning progressions can inform instructional planning?

The Standards for Mathematical Practiceare

Identify the statement that completes this statement,"Learning progressions reflect current research and practice and they guide teachers in understanding…"

Which choice reflects two factors that influence the teaching of Mathematics effectively?

The mathematical needs in society have changed and are influencing what should be taught in preK-8 mathematics classrooms.What statement below reflects a key factor in the change?

What statement best reflects the Connectionsstandard of the Five Process Standardsfrom Principles and Standards for School Mathematics?

Which statement below captures the big idea from one of the Eight Guiding Principles outlines in the NCTM Principles to Action

The following statements represent the "thinking" behind the creation of the Common Core Standards for School Mathematics.Which statement is also true of the NCTM Principle and Standards for School Mathematics?

As a practicing or prospective teacher each face the challenge of teaching mathematics from a problem solving perspective.This often requires some to confront personal beliefs about;

Exploring What It Means to Know and Do Mathematics

Teaching Through Problem Solving

Planning in the Problem-Based Classroom

Building Assessment Into Instruction

Teaching Mathematics Equitably to All Children

Using Technology Tools to Teach Mathematics

Developing Early Number Concepts and Number Sense

Developing Meanings for the Operations

Helping Students Master the Basic Facts

Developing Whole-Number Place-Value Concepts

Developing Strategies for Addition and Subtraction Computation

Developing Strategies for Multiplication and Division Computation

Algebraic Thinking, equations, and Functions

Developing Fraction Concepts

Developing Strategies for Fraction Computation

Developing Concepts of Fractions and Decimals

Proportional Reasoning

Developing Measurement Concepts

Geometric Thinking and Geometric Concepts

Developing Concepts of Data Analysis

Exploring Concepts of Probability

Developing Concepts of Exponents, integers, and Real Numbers

Filters