Deck 9: Mathematics Instruction

Question 1

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

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.

Answer 1

C

Question 2

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

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

Answer 2

B

Question 3

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

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.

Answer 3

B

Question 4

Why is explicit instruction considered to be one of the most effective methods to teach math to students with disabilities?

A) It provides clear demonstrations and models for solving problems, and extensive practice opportunities of the newly learned skills and strategies
B) It teaches understanding of mathematical concepts.
C) It enhances concept or skill development.
D) It allows for informational feedback to be provided to students.

Question 5

Choose an example of a remedial mathematics program from the list below:

A) direct instruction math.
B) project math.
C) cooperative learning.
D) corrective mathematics.

Question 6

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?

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 7

What is so advantageous about Cawley's interactive unit model?

A) It requires other subject matter to be incorporated into programming.
B) It provides flexibility for teachers when planning for students.
C) There is no teacher preparation required, thus minimizing student workload.
D) There are only five ways that a student can respond to a question or situation.

Question 8

Which of the following is not an example of an alternative delivery system?

A) Computers
B) Cooperative learning
C) Peer tutors
D) Math through children's literature

Question 9

Disadvantages of standardized diagnostic measures are:

A) they do not contain subtests directly related to mathematics.
B) target skills are not measured in enough detail.
C) their diagnostic usefulness is limited when only using devised scores.
D) they do not allow for informal, teacher constructed measures.

Question 10

In recommending mathematical standards, groups such as NCTM advocate:

A) That they are meant to provide guidance on instructional environments, actions, and activities that are needed to realize student goals.
B) That these areas should be researched in more detail.
C) They should be followed as closely as possible in order to efficiently teach students with disabilities.
D) That such measures be implemented on a national basis.

Question 11

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

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 12

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

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

Question 13

According to the text, which form of assessment is most useful for measuring mathematics ability and diagnosing mathematical difficulties?

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

Question 14

Math instruction should focus on:

A) standards that are too low and easy to attain.
B) conceptual understanding, procedural fluency, and the automatic recall of facts.
C) goals and objectives that define academic proficiency.
D) the new technological trend.

Question 15

Which of the following may be considered when trying to identify whether students are choosing to use mathematical procedures, principles, and facts with providing cues on tests?

A) Interviews
B) Journals
C) Portfolios
D) Task analysis

Question 16

The most frequent employed approach to teaching math is:

A) basal textbooks.
B) discovery based learning.
C) didactic theory.
D) cooperative learning.

Question 17

Which of the following is not a reason for evaluating mathematics?

A) Determination of eligibility for services
B) Measuring applicability of new standards
C) Choosing the most suitable placement
D) Evaluating program effectiveness

Question 18

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

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

Question 19

Why are the recommendations of groups such as the National Council of Teachers of Mathematics (NCTM) important?

A) They split math into a number of skill areas.
B) They bought technological resources such as calculators into the fray.
C) They help to spell out needed changes in mathematical education and shape reform efforts.
D) The groups recommended testing should be used as an adequate form of measurement.

Question 20

Which method involves the grouping of students to achieve a particular goal?

A) Cooperative learning
B) Cognitively demanding instructional approach
C) Direct instruction math
D) Project math

Question 21

Which of the following is not a computational skill?

A) Measurement
B) Precomputational skills
C) Subtraction
D) Multiplication

Question 22

Describe three components of effective mathematics instruction.

Question 23

Discuss the following statement: "Problem solving is important yet difficult to teach."

Question 24

Briefly explain why it is important for students to be proficient in mathematics.

Question 25

Which statement is false about corrective mathematics?

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 26

"Count-bys" in multiplication and division promote:

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

Question 27

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

Question 28

Identify four advantages of curriculum-based measures.

Question 29

What is the purpose for using technology during math instruction?

A) To teach content areas
B) To teach personally relevant activities
C) To promote an atmosphere of participation
D) To prepare for using mathematics

Question 30

The problem-solving process includes all the following except:

A) carrying out the solution by completing planned computations.
B) integrating the problem information to create a structural representation.
C) randomly using operations to use in solving the problem.
D) translating the problem in order to determine what it is saying.