Deck 3: Mathematics for Every Child

Question 1

Ethnomathematics refers to: ​

A)making sure that different ethnic groups are treated fairly in learning mathematics.
B)the same idea as multiculturalism, but just more closely related to mathematics.
C)the study of the interaction between mathematics and human culture.
D)mathematics from different ethnic groups from around the world.

Answer 1

the study of the interaction between mathematics and human culture.

Question 2

Gifted and talented students are: ​

A)almost as likely as the general student population to drop out of school.
B)the segment of the student population that teachers do not have to be concerned about because they will always succeed.
C)funded at the same rate as underachieving students in the wake of the No Child Left Behind legislation.
D)supposed to achieve at a level set for all children in mathematics.

Answer 2

almost as likely as the general student population to drop out of school.

Question 3

One key reason that culturally and linguistically diverse students have difficulty in math classes is that: ​

A)they do not understand technical mathematical terms.
B)they are usually behind in mathematics compared to American students.
C)they do not understand the conversations of other children when working in groups.
D)they do not have someone who can translate for them.

Answer 3

they do not understand technical mathematical terms.

Question 4

If a teacher has a culturally and linguistically diverse student in her class, she can ease the student's transition by speaking: ​

A)using colloquialisms so that the child gets used to them.
B)using simplistic vocabulary.
C)louder than usual.
D)while using extralinguistic clues such as facial expressions.

Question 5

Research showed that in the past, gender played a significant role in learning mathematics for the following reasons, except for :

A)Teachers tended to call on boys more than girls in class discussions.
B)Parents tended to attribute boys' achievement to natural talent.
C)Teachers tended to praise girls more frequently than boys in class discussion.
D)Girls in middle school downplayed their interest in mathematics in part because of the negative effects of boys' derogatory remarks about girls' mathematical capabilities.

Question 6

Learning modalities refers to all of the following except for : ​

A)aesthetically.
B)kinesthetically.
C)visually.
D)auditorially.

Question 7

Multiculturalism in mathematics is best exemplified by all of the following except for :

A)using posters and holidays from different countries to teach mathematics.
B)using materials from many cultures to explain mathematical concepts.
C)using real-life problems from natural cultural settings.
D)storytelling to create interest in mathematical ideas.

Question 8

Typical characteristics of cognitive disabilities include all of the following except for : ​

A)memory deficits.
B)perceptual difficulties.
C)short attention span.
D)lack of motivation.

Question 9

Differentiated instruction may take place with all of the following except for : ​

A)whole class.
B)small groups.
C)individual students.
D)parental assistance at home.

Question 10

A student who can perform extremely well in gymnastics is exhibiting Gardner's intelligence called:

A)logical-mathematical.
B)spatial.
C)bodily-kinesthetic.
D)musical.

Question 11

Typical characteristics of academic disabilities include all of the following except for : ​

A)poor reading skills.
B)poor self-concept.
C)math reasoning difficulties.
D)listening comprehension problems.

Question 12

Which of the following is NOT a characteristic of the Response to Intervention (RtI)program? ​

A)Students remain in the same tier for the entire school year.
B)Students require frequent assessment in the RtI program.
C)RtI is a means for responding to students' individual needs.
D)RtI provides appropriate assistance to students.

Question 13

For many children with learning and cognitive disabilities, their difficulty comes from the fact that: ​

A)their processing time is slower than other children.
B)they lack the mathematical background needed to succeed.
C)they don't have the motivation to succeed.
D)they lack the parental support needed to succeed.

Question 14

Equity in mathematics learning includes working with all types of students except for :

A)students with disabilities.
B)gifted and talented students.
C)culturally and linguistically diverse students.
D)students who lack parental interest.

Question 15

A culturally and linguistically diverse student who engages in basic dialogue and responds using simple sentences is at which stage of language acquisition? ​

A)silent/receptive stage
B)early productive stage
C)speech emergence stage
D)intermediate fluency stage

Question 16

Research has shown that boys are: ​

A)known risk-takers when it comes to nonroutine mathematical tasks.
B)as able as girls when it comes to spatial sense.
C)better overall in mathematics than girls.
D)not praised for their natural talent in mathematics by parents.

Question 17

Children with social-emotional disabilities exhibit all of the following except for : ​

A)lack of motivation
B)short attention span.
C)inadequate social skills.
D)hyperactivity.

Question 18

A student who can see how to redesign spaces to flow more logically is exhibiting Gardner's intelligence called:

A)logical-mathematical.
B)interpersonal.
C)naturalist.
D)spatial.

Question 19

Technological equity refers to: ​

A)requiring schools to provide all students with the proper technological equipment.
B)making sure males and females have equal access to technological equipment.
C)making sure all students have equitable and appropriate opportunities to succeed in mathematics with respect to technology.
D)requiring everyone to have technological equipment at home before making assignments that require that equipment.

Question 20

Which of the following is NOT a typical characteristic of gifted and talented students? ​

A)They are industrious and persevering.
B)They are self-directed and perceptive.
C)They do not tolerate ambiguity.
D)They have high energy and are enthusiastic.

Question 21

Discuss some of the difficulties culturally and linguistically diverse students face in mathematics classrooms and what teachers can do to support them and help them succeed.

Question 22

In Response to Intervention (RtI), the categories for placing students are called: ​

A)tiers.
B)levels.
C)stages.
D)degrees.

Question 23

Many teachers feel ill-equipped to teach gifted and talented students. Discuss at least two of the unique challenges associated with teaching this group of learners, and give some possible solutions for these challenges.

Question 24

When teaching culturally and linguistically diverse (CLD)students, the teacher should include all of the following except: ​

A)allowing sufficient processing time.
B)enunciating clearly.
C)calling on CLD students more frequently than other students.
D)using facial expressions, gestures, and other visual cues.

Question 25

Teachers of culturally and linguistically diverse students should be sure to use: ​

A)slang.
B)precise mathematics terms.
C)passive voice.
D)pronouns.

Question 26

Describe a classroom that exemplifies mathematics learning for all students.

Question 27

All of the following are helpful accommodations for culturally and linguistically diverse learners except for : ​

A)vocabulary lists.
B)test reviews.
C)materials in their native language.
D)writing in print on the board.

Question 28

To help culturally and linguistically diverse students feel welcome in the mathematics classroom, the teacher should do all of the following except: ​

A)tell ethnic jokes.
B)learn how to correctly pronounce all first and last names.
C)learn some phrases in the students' native tongue.
D)learn some facts about the students' ethnic/cultural background.

Question 29

Mathematics materials that will foster multiculturalism may be drawn from all of the following except:

A)math history.
B)culturally relevant settings.
C)realistic ethnic settings.
D)holidays.

Question 30

Give three concrete examples of how you can help children with disabilities in your future mathematics classroom.

Question 31

Compare multiculturalism and ethnomathematics. Give at least two characteristics of each to help you explain the differences.

Question 32

Explain why equity is so important to today's teachers.

Question 33

What can a teacher do to make sure that gender challenges or barriers are kept to a minimum when it comes to teaching mathematics?

Question 34

The only mathematics area in which young boys show a higher natural ability than young girls is:

A)computation.
B)memorization.
C)spatial sense.
D)there is no gender difference in natural ability.

Question 35

In which RtI tier will a student most likely be given needed assistance in a room outside the classroom? ​

A)Tier 1
B)Tier 2
C)Tier 3
D)Tiers 1, 2, and 3

Question 36

Give some reasons why you think that girls have a lower interest in mathematics than boys at every grade level and why their interest declines every year from grade 7 through high school.

Question 37

Explain some of the problems associated with attaining technological equity in elementary mathematics classrooms.