Deck 13: The Teacher of Mathematics in the School Community

Question 1

According to the author in Chapter 13, one of the most common difficulties withteaching mathematics is that many teachers feel which of the following?

A)Teachers feel that parents and administrators do not support their work.
B)Teachers feel that textbooks lack enough detail to be helpful.
C)Teachers feel isolated in their workplace.
D)Teachers feel that students are too often misplaced in their classes.
E)Teachers feel pressure to meet the demands of the department chair.

Answer 1

Teachers feel isolated in their workplace.

Question 2

Which of the following members of the school community has the potential to be thestrongest ally and source of support to the classroom teacher?

A)The department chair.
B)The principal.
C)Members of the school board.
D)Parents.
E)Powerful community members.

Answer 2

Parents.

Question 3

Select the most accurate statement about the assistance that members of the schoolcommunity can provide the classroom teacher.

A)Parents have the highest potential to help to a teacher because they know theirchildren like no one else can.
B)Department chairs have the highest potential to help teachers because of theirknowledge of the course of study and what is expected of teachers.
C)School principals have the highest potential to help teachers because they have thestrongest knowledge of rules and procedures in the building.
D)Members of the school board have the highest potential to help teachers becausethey can change policies to meet the needs of the teacher.e only.
E)Guidance counselors have the highest potential to help teachers because they caninterpret files of student work and share historical dat

Answer 3

Parents have the highest potential to help to a teacher because they know theirchildren like no one else can.

Question 4

Which of these is NOT recommended in Chapter 13 as a useful way to communicatewith parents of secondary or middle school students?

A)Send home a regular newsletter of class events.
B)Put on an evening program for parents and provide them with hands-onmathematics activities.
C)Make regular phone calls or emails to parents to provide them with updates onstudent progress.
D)Conduct a model lesson with parents so that they can experience the use ofmanipulatives or calculators.
E)Send daily notes home with students, updating parents on the objective for the dayand the required homework assignment.

Question 5

Which statement best describes the telephone communication that should take placebetween a teacher and the parent of a student?

A)Phone calls from teachers to parents of students should be kept to an absoluteminimum, respecting the time that parents have.
B)A phone call from a teacher to a parent should take place as a "last resort" whentalking to the student and sending a note home have not worked.
C)It is generally considered inappropriate to call parents of secondary and middleschool students since the students are mature enough to be responsible for theirown difficulties with a class.
D)Parents generally appreciate teacher phone calls, and teachers should not hesitateto touch base with parents by calling them.
E)A teacher should wait until the grades of a student are being affected by a problemin school before involving the parents directly by phone.

Question 6

Portfolios can be used as a tool for communication with parents for which of thefollowing reasons?

A)A portfolio provides concrete evidence of student work and achievement.
B)A portfolio contains all of the work that a student has done and allows the parentto get a sense of everything that has been covered in a class.
C)A portfolio does not contain any numerical scores or grades, so it is easier for theteacher to use in describing progress.
D)A portfolio represents a "snapshot" of what the student can do at a given time.
E)A portfolio is often undesirable because parents prefer to be given a percentageaverage for their children's grades.

Question 7

How can parents best become directly involved in student homework.assignments?

A)Ask parents to sit down with their children and assist with their homework everyevening, if possible.
B)Give students assignments requiring that they go home and collect some type ofdata from parents.
C)Assign regular homework lessons that require parents to sign the bottom of theworksheet to verify that they helped the student.
D)Once per week or so, ask parents to determine the homework assignment for theirchild, as they know the student better than the teacher.
E)Have students ask their parents, on a regular basis, to re-explain classroomproblem examples from a notebook in their own words.

Question 8

Parents can become directly involved in the teaching of mathematics.Select thestatement that represents the most appropriate way to involve parents in the classroom.

A)Ask a parent to "guest teach" a mathematics lesson on the topic of the day, onceevery week or two.
B)Invite parents to speak to the class about the use of mathematics in their careers.
C)Ask for parent volunteers to assist with the grading of quizzes and homeworkpapers.
D)Ask parents to tutor students in your class who have been absent.
E)Create a schedule so that a parent is present in your classroom on a regular basisto show support for your work.

Question 9

Which of the following is NOT a recommendation for involving parents in theeducational process?

A)Organize a Family Math Night in which parents can experience mathematicalactivities.
B)Make a phone call to parents before a major problem arises to keep theminformed.
C)Encourage parents to show their children how to do homework problems so thatstudents do not become frustrated with mathematics.
D)Involve parents in homework assignments by asking them to provide data thatstudents can use in problem solving.
E)Use a portfolio approach to assessment so that parents are provided with morethan a numerical score indicating their children's achievements.

Question 10

Which of the following is NOT an appropriate hint for teachers to give parents forhelping their children?

A)Sympathize with your child by letting him/her know that you were never verygood in math classes either.
B)Do not attempt to simply "show" your child how to do a mathematics problem.
C)Encourage your child to ask questions in class about a difficult problem and comeback and explain it to you.
D)Encourage your child to work with other students in the class on homeworkproblems.
E)Encourage your child to participate in class discussions.

Question 11

Parents have been sent home a sheet of ideas on how to help their children in amathematics class.Choose the best statement about helping secondary and middle school students in a mathematics class.

A)Students should be encouraged to work on homework assignments on their own.
B)Students should raise their hands in class when they are certain that they arecorrect because contributing incorrect answers erodes confidence.
C)Students at this age should be responsible for their own work and rarely need totake papers home to show parents.
D)Students should expect their parents to know enough about mathematics at theselevels to be able to show them how to do assignments.
E)Students should occasionally hear their parents say that a problem or concept isdifficult for them as parents to understand as well.

Question 12

In a book entitled Family Math, the authors suggested which of the followingrecommendations for parents?

A)Obtain a copy of your child's math textbook and keep it at home for reference.
B)Call the teacher once every week or so to check up on your child's progress.
C)Vary the location of your child's workspace at home.
D)Communicate to your child that you are confident that he or she will succeed.
E)Admit your lack of confidence in mathematics and let your child know that you"were never good at math in school either."

Question 13

An analogy can be made to compare the assessment of a student's progress inmathematics and the assessment of a teacher's performance.Which of the following is the best analogy?

A)Student assessment often includes tests and quizzes, and teachers should also berequired to answer written questions about the school's policies and curriculum.
B)Student assessment should include a variety of evidence, and a teacher'sassessment should be based on a variety of indicators as well.
C)Students are expected to turn in homework assignments on-time, and teachersshould be assessed on their ability to complete committee work on-time as well.
D)Students often receive grades of A, B, or C, and the performance of a teachershould also be rated on an A, B, C type of scale.
E)Students are often assessed without the use of observations, and similarly, ateacher can demonstrate the ability to teach effectively by submitting writtendocuments without any observation being necessary.

Question 14

Many performance indicators can serve as evidence of the effectiveness of a teacher.Select the indicator that is NOT recommended when evaluating a mathematicsteacher's performance.

A)Letters written by parents in support of teaching performance.
B)An examination of lesson plans and grade books.
C)Willingness of the teacher to become involved in activities such as advising a clubor coaching.
D)Evidence of the establishment of a positive classroom environment.
E)Classroom observation notes from administrator visits.

Question 15

Which of the following is NOT one of the five competencies measured by the edTPAperformance assessment?

A)Instruction.
B)Assessment.
C)Planning.
D)Collaboration.
E)Academic Language.

Question 16

Which of the following is one of the three NCTM Standards that address the Processof Teacher Observation, Supervision, and Improvement?

A)The Continuous Improvement Cycle.
B)The Principal as a Participant in Evaluation.
C)Teacher Mathematical Knowledge.
D)Implementation of Effective Mathematical Discourse.
E)Teacher Implementation of Important Mathematics.

Question 17

Which of the six NCTM Standards for the Observation, Supervision, andImprovement of Mathematics Teaching includes the collection of information aboutteaching, professional growth, and the improvement of the teaching-and-learningprocess?

A)Teacher Mathematical Knowledge.
B)The Principal as a Participant in Evaluation.
C)Implementation of Effective Mathematical Discourse.
D)The Continuous Improvement Cycle.
E)Teacher Implementation of Important Mathematics.

Question 18

The constructivist model applies to the evaluation of teachers as well as being atheory of teaching and learning.Which of these best represents an administratorusing the constructivist approach?

A)The teacher teaches a lesson, then the principal points-out the flaws in the lesson,and the teacher has to select and justify one of a series of suggestions provided bythe principal.
B)The teacher is videotaped, analyzes the lesson, and submits a report to theprincipal without an "in person" observation.
C)The teacher teaches a lesson; the principal shares what was observed, and theteacher analyzes the class and suggests ways to improve the lesson.
D)The teacher is never observed at all, as the constructivist approach does not makeit necessary to use any type of classroom observation.
E)The principal reviews the lesson plan prior to the class and provides the teacherwith feedback, then the teacher uses this input to teach the lesson.

Question 19

Standard 3 - Data Sources for the Observation, Supervision, and Improvement ofMathematics Teaching - lists several pieces of evidence that can be used in evaluating a teacher.Which of the following is included in the list?

A)Lesson plans.
B)Student grades.
C)A single classroom visit.
D)Leadership in a department.
E)Level of implementation of technology.

Question 20

Why is it important for teachers of mathematics to possess a solid understanding ofmathematical content?

A)Research shows that teachers with the best understanding of mathematics alsopossess the most positive dispositions toward mathematics.
B)Research shows a strong correlation between teachers with solid mathematicsbackgrounds and the achievement of their students.
C)Research shows that mathematical content knowledge affects decisions made byteachers.
D)Research shows that there is a correlation between teachers with strong contentknowledge and the use of appropriate questioning techniques.
E)Research shows that teachers with weak mathematical backgrounds tend not tostay in the profession for more than five years.

Question 21

Standard 4 - Teacher Knowledge and Implementation of Important Mathematics -emphasizes the need to recognize the value of which of the following?

A)The use of technology.
B)The implementation of the Standards for Mathematical Practice.
C)The achievement of equity.
D)The role of the student in the classroom.
E)The input of parents in measuring classroom effectiveness.

Question 22

Ideally, an administrator viewing a mathematics lesson should see which of thefollowing in every class observed?

A)Use of cooperative learning.
B)Incorporation of the Standards for Mathematical Practice.
C)Use of technology.
D)Implementation of non-textbook materials.
E)Alternative methods of assessment.

Question 23

Which of the six NCTM Standards for the Observation, Supervision, andImprovement of Mathematics Teaching emphasizes that students communicate mathematical thinking clearly and coherently?

A)Teacher Knowledge and Implementation of Effective Learning Environment andMathematical Discourse.
B)Assessment for Student Understanding of Mathematics.
C)Teachers as Participants in the Observation, Supervision, and ImprovementProcess.
D)Teacher Knowledge and Implementation of Important Mathematics.
E)Data Sources for the Observation, Supervision, and Improvement of MathematicsTeaching.

Question 24

Which of the following is NOT one of the domains measured by the DanielsonFramework?

A)Planning and Preparation.
B)Professional Responsibilities.
C)Use of Tools and Technology.
D)Instruction.
E)Classroom Environment.

Question 25

When evaluating a teacher's performance, which of the following should be a focus ofobservation and data collection?

A)Mathematical content.
B)Mathematical practices.
C)Development of classroom environment.
D)Classroom discourse.
E)All of these.

Question 26

All but one of the following are standards outlining the characteristics that should beobserved when a teacher is evaluated.Which is NOT one of these characteristics?

A)Teacher knowledge of mathematics.
B)Teacher implementation of important mathematics.
C)Teachers as participants in the observation process.
D)Teacher implementation of an effective learning environment.
E)Teacher implementation of effective mathematical discourse.

Question 27

Suppose that Ms.Behm regularly has guest speakers come to her mathematics classso that students can recognize the connection between mathematics and daily living.Which of the NCTM standards is she addressing?

A)Data Sources for the Observation, Supervision, and Improvement of MathematicsTeaching.
B)Teacher Knowledge and Implementation of Important Mathematics.
C)Teacher Knowledge and Implementation of Effective Learning Environment.
D)Teacher Knowledge and Implementation of Mathematical Discourse.
E)Assessment for Student Understanding of Mathematics.

Question 28

When Mr.Johnson designs his mathematics lessons, he also considers the mostappropriate ways to measure student achievement of the objectives.Which of theNCTM standards is he addressing?

A)Data Sources for the Observation, Supervision, and Improvement of MathematicsTeaching.
B)Teacher Knowledge and Implementation of Important Mathematics.
C)Teacher Knowledge and Implementation of Effective Learning Environment.
D)Teacher Knowledge and Implementation of Mathematical Discourse.
E)Assessment for Student Understanding of Mathematics.

Question 29

At the suggestion of her principal, Ms.Krausz frequently has her mathematics lessonsvideotaped and then analyzes the tapes and discusses her teaching strategies withothers in the mathematics department.Which of the NCTM standards is beingaddressed?

A)Data Sources for the Observation, Supervision, and Improvement of MathematicsTeaching.
B)Teacher Knowledge and Implementation of Important Mathematics.
C)Teacher Knowledge and Implementation of Effective Learning Environment.
D)Teachers as Participants in the Observation, Supervision, and ImprovementProcess.
E)Assessment for Student Understanding of Mathematics.

Question 30

Many school districts use a "one-size-fits-all" teacher supervision and evaluationprocess.According to the author in Chapter 13, which of the following is LEASTlikely to be included in a district's teacher evaluation criteria?

A)Teacher attitudes.
B)Lesson planning.
C)Classroom teaching.
D)Classroom management.
E)Professionalism.

Question 31

With regards to the evaluation of mathematics teaching, which statement is the mostaccurate?

A)Most school districts have adopted the NCTM Standards as their teacher evaluation criteria.
B)Some school districts rely on one or two classroom observations as the basis of teacher evaluation.
C)Most school districts do not use lesson planning as a criteria for evaluating a teacher.
D)Some school districts use classroom management as their only criteria for evaluating teaching performances.
E)School districts generally use a different tool and set of criteria for evaluating secondary teachers than they use for elementary teachers.ers.

Question 32

Which one of the following is LEAST likely to be the responsibility of themathematics department in a secondary or middle school?

A)Supervising or coaching members of the department.
B)Proposing changes in the curriculum.
C)Selecting textbooks.
D)Managing a departmental budget.
E)Selecting standardized tests to be administered to students.

Question 33

Teachers of mathematics in a department are expected to do which of the following?

A)To be responsible for student learning.
B)To be accountable to parents.
C)To be accountable to the community.
D)To be responsible for helping one another.
E)All of these.

Question 34

Research on teaching indicates that teacher behaviors are driven by the interaction ofwhich three factors?

A)Dispositions, goals, and beliefs.
B)Goals, knowledge, and efficacy.
C)Knowledge, beliefs, and goals.
D)Beliefs, dispositions, and knowledge.
E)Efficacy, beliefs, and knowledge.

Question 35

Which of the following would be most likely to change a person's teachingbehaviors?

A)Attending a professional development program that challenge the teacher'sbeliefs.
B)Reading several articles that present alternative teaching strategies.
C)Discussing the teaching profession with others to compare strategies.
D)Being told by an administrator that a change is needed.
E)Conducting a student survey to determine the needs of the class.

Question 36

Suppose that a group of teachers are at a workshop presentation and are upset forbeing required to attend.Which of the following is most likely to be causing theirnegative feelings?

A)The teachers do not value ongoing professional development.
B)The timing of the workshop is inconvenient.
C)The topic of the workshop is not relevant to their needs.
D)The teachers resent being told what to do by an administrator.
E)The teachers would rather be in class with their students.

Question 37

Which of the following is "essential in many, if not most, professions"?

A)Annual reviews.
B)Collaboration with colleagues.
C)Advanced college degrees.
D)Service to the community.
E)Professional development that is "done to" the employee.

Question 38

Which of the following would NOT be considered a primary benefit of belonging to aprofessional teaching organization?

A)Receiving regular newsletters of events.
B)Receiving a significant tax deduction.
C)Receiving a journal with teaching ideas.
D)Attending conferences or meetings on teaching.
E)Sharing teaching ideas with others.

Question 39

Besides offering teachers the opportunity to attend workshops and presentations, whatis another important benefit of attending a professional mathematics teachers'conference?

A)Most conferences are free-of-charge to members.
B)Teachers are generally paid to attend conferences.
C)Conference presenters usually discuss theoretical and philosophical perspectivesfor making teachers think about their profession.
D)Attendance at conferences is required by most schools.
E)Teachers can visit exhibits at a conference and pick up samples of the latest textsand materials.

Question 40

Which of the following journals is published by the National Council of Teachers ofMathematics?

A)The Calculator.
B)Mathematics and You.
C)Mathematics Teacher: Teaching and Learning.
D)Teaching Problem Solving.
E)Educational Leadership.

Question 41

According to the author in Chapter 13, teachers can rethink their lessons and readilyexplore what other educators are doing in only an hour or two per month by usingwhich of the following sources?

A)Professional resource books.
B)Professional journals.
C)Mathematics textbooks.
D)The Internet.
E)Speaking on the phone with a colleague.

Question 42

What is often a primary benefit of a teacher taking a course at a college or universityas a professional growth activity?

A)Once a teacher has invested money in a class, it becomes a commitment and apriority.
B)College instructors are generally much more effective than presenters atworkshops or in-service offerings.
C)Most of the lessons and ideas presented on the Internet are poorly constructed, andthey do not serve as exemplary materials.
D)Assignments in college courses are much more relevant to teachers than ideaspresented at conferences.
E)Taking a college course is usually less expensive than paying the fees to attend aworkshop or conference.

Question 43

Which of the following is a common professional development activity in thebusiness world but much less common in education?

A)Attending conferences.
B)Visiting other workplaces.2020.For instructor use only.
C)Meeting with colleagues.
D)Reading publications.
E)Taking advanced coursework.

Question 44

Which of the following is NOT recommended in Chapter 13 as a means for fosteringprofessional growth?

A)Exploring ideas on the Internet.
B)Taking time weekly to revisit lesson plans used in previous years.
C)Having a mentor teacher.
D)Attending a conference.
E)Visiting another school.

Question 45

How often is a Professional Development Plan (PDP)generally prepared by ateacher?

A)Once per semester.
B)Once per year.
C)Once every two years.
D)Each time that a teacher's class is observed.
E)Once every three years, until a teacher is tenured.

Question 46

Which of the following would ordinarily NOT be found on a ProfessionalDevelopment Plan?

A)A listing of a teacher's strengths.
B)A listing of a teacher's challenges.
C)A listing of the teacher's professional development activities from the previousyear.
D)A description of activities planned to address concerns.
E)Comments made by an administrator on the degree to which the plan wasimplemented.

Question 47

The Professional Development Plan is essentially a contract between which of thefollowing?

A)The teacher and an administrator.
B)The department chair and the school board.
C)The principal and the school district.
D)The teacher and the department chair.
E)The teacher and the school district.

Question 48

Which of the following would be the LEAST likely to be found on a ProfessionalDevelopment Plan?

A)The teacher intends to spend more time grading papers.
B)The teacher intends to attend an NCTM conference.
C)The teacher intends to run extensive Internet searches.
D)The teacher intends to join the state council of mathematics teachers.
E)The teacher intends to observe another teacher in the building.

Question 49

Which of the following is the most influential in terms of whether students developpositive attitudes toward mathematics or develop mathematics anxiety?

A)The textbook.
B)The curriculum.
C)The teacher.
D)The student's class schedule.
E)The nature of assessment.

Question 50

Current wisdom about the teaching profession is that which of the following is true?

A)The pre-service methods experience is the heart of learning to become amathematics teacher.
B)The student teaching experience is the heart of learning to become a mathematicsteacher.
C)A teacher needs one full year of teaching experience to develop confidence in theclassroom.
D)The process of developing into a "good teacher" is a lifelong endeavor, requiringongoing professional development.
E)None of these.

Question 51

Discuss at least three concrete examples of what teachers can do to gain the positive support of parents of their students.Describe specifically what the teacher needs to do for each example.

Question 52

In Chapter 13, a handout entitled "Hints For Helping Your Child In Algebra" was provided.List and describe five of these hints that were provided to parents for assisting their children in the mathematics course.

Question 53

List and briefly describe at least six pieces of evidence that can be collected to determine the effectiveness of a mathematics teacher.

Question 54

The NCTM published six Standards for the Observation, Supervision, and Improvement of Mathematics Teaching in 2007 to assist school districts in developing a policy for assessing teaching quality.Discuss the standards, not necessarily by listing each one, but by describing the spirit and intent of the set of standards and its implications for mathematics teaching.

Question 55

A model was presented in Chapter 13 to describe the three interacting factors that determine a teacher's actions in the classroom.Sketch a diagram of this model and describe what it means by providing a specific example.

Question 56

Teachers have numerous opportunities for professional growth to address concerns expressed on a Professional Development Plan.Discuss several of the options that teachers have for enhancing their ongoing professional development.nly.