Deck 6: Teaching Mathematics Equitably to All Children

Question 1

To provide an educational environment that ensures equity for boys and girls a teacher must do what of the following?

A)Nurture traits of resilience.
B)Give students leadership in their own learning.
C)Opportunities to act out or model mathematical situations.
D)Give students choices.

Answer 1

Opportunities to act out or model mathematical situations.

Question 2

Teachers must provide a successful mathematics instruction for all students and address the needs of students' learning disabilities.All but one of the statements below is appropriate strategy for students with identified learning disabilities.

A)Emphasize practice and summary.
B)Provide clarity.
C)Make content relevant.
D)Identify and remove potential barriers.

Answer 2

Make content relevant.

Question 3

How we do mathematics is culturally determined.For example in the United States recording each step is valued.Three of the questions below address culturally relevant instruction EXCEPT:

A)Will you use progress monitoring to inform the level of student needs?
B)Will you require students to show steps disregarding the way they learned?
C)Will you ask students to elaborate on how they did it?
D)Will you have students show other students their way?

Answer 3

Will you use progress monitoring to inform the level of student needs?

Question 4

The teacher plays an important role in establishing a positive classroom environment.A major role is establishing and distributing power.Three of the statements below demonstrate teacher power; identify the one that is about student power.

A)Telling whether answers are right or wrong.
B)Demonstrating processes for solving problems.
C)Determining who will solve which problems.
D)Justifying the correctness of solutions.

Question 5

Identify the statement below that best represents students who are mathematically gifted.

A)A student with a need for praise and approval to learn mathematics.
B)A student with interest in mathematics but not motivated to learn.
C)A student with a passion for mathematics even though they have to work hard to learn.
D)A student with strong literacy skills.

Question 6

Teachers may be guilty of setting lower expectations for students when they suggest that the group is too unruly to work together or they don't have the reading skills to do problem solving.What "gap" does this represent?

A)Achievement gap.
B)Expectation gap.
C)Behavior gap.
D)Instructional gap.

Question 7

There are research proven strategies that can support students in tier 2.Identify the targeted instruction below that models the strategy,uses self-instructive prompts for student to use through the model.

A)Concrete,Semi-Concrete,Abstract.
B)Think-Alouds.
C)Peer-Assisted Learning.
D)Explicit Instruction.

Question 8

What statement below is an example of an accommodation?

A)Break task into smaller components.
B)Write directions in larger font.
C)Scaffold task for accessibility.
D)Utilize another task that addresses the same content.

Question 9

Students with identified learning disabilities have specific challenges with perceptual and cognitive processing.Three of the statements below relate to the support needed related to the environment.Identify the one that is about clarity,not environment.

A)Adapt delivery mode-materials,images and examples.
B)Centralize attention- face student.
C)Avoid confusion- word directions carefully and specifically.
D)Create smooth transitions.

Question 10

Common features across RTI tiers include all of the following.Identify the statement that is related to instructions.

A)Prompts,cues and environmental arrangements.
B)Research-based practices.
C)Strategies and measures that are specific to the context of the school,classroom,and student needs.
D)Decisions that are based on data.

Question 11

Complete this statement,"To make mathematics instruction more culturally relevant,teachers should.."

A)Simplify the mathematics into isolated sets of skills.
B)Incorporate students' identities.
C)Ignore students' background knowledge,as it's frequently irrelevant to the math.
D)Assign leadership positions only to those students they believe to be the most capable.

Question 12

There are stumbling blocks for some students as they are developing conceptual and procedural mathematical knowledge and practices.Identify the statement below that might be a student that is struggling with organizational skills and the ability to self-regulate.

A)Loses count of objects.
B)Not sure of the meaning of the equal sign.
C)Writes computations in a random way and hard to follow.
D)Mechanically applies algorithms.

Question 13

One of the statements below is strategy that should be employed with gifted students to accelerate mathematics content.

A)Curriculum compacting.
B)Independent Computer enrichment.
C)Providing more of the same content.
D)Partnering with struggling students.

Question 14

There are four basic categories for adapting mathematics content for gifted students.Identify the category that a greater depth is pursued through connecting mathematics to other subject areas.

A)Novelty
B)Enrichment
C)Acceleration
D)Sophistication

Question 15

Some gender-specific issues that continue to be present in the classroom include which of the following?

A)Teacher interactions that convey gender bias.
B)Female teachers with math anxiety positively influencing female math achievement.
C)Male students being afraid of looking "too smart" in front of females.
D)Biological differences that result in lower female success in mathematics classes.

Question 16

Three of the reflective questions focus on content relevant culturally responsive mathematics instruction.Which one is about valuing students' identities?

A)Are connections made between mathematics topics?
B)Does the content include a balance of procedures and concepts?
C)Are individual student approaches presented and showcased?
D)In what way is prior knowledge elicited/reviewed so that all students can participate?

Question 17

When facilitating engagement for English language learners (ELLs)in mathematics activities and discussion teachers should include what method?

A)Build background on prior knowledge.
B)Include family connections to create supportive partnerships for student learning.
C)Discourage the use of native languages during instruction.
D)Avoid references to the students' native language and culture.

Question 18

The goal of equity is to offer all students access to important mathematics during the regular mathematics instruction in the classroom.Which group listed below would need a modification versus an accommodation?

A)Students who identified from different backgrounds.
B)Students who are mathematically gifted.
C)Students who are unmotivated.
D)Students who are English language learners.

Question 19

What statement below is the best description of what is meant by the term RTI ?

A)A model that meets the needs of struggling students by referring them into the special education system as soon as they begin to fail.
B)A multi-tiered student support model that focuses on prevention,providing students with support before they begin to fail.
C)A system of maintaining order and discipline within the classroom to ensure better chances of success for all.
D)A support system of instructional strategies that is effective only for the students who struggle the most.

Question 20

The NCTM position statement on Access and Equity in Mathematics states that we should hold true which statement below?

A)Students' backgrounds are not as important as the type of learners they are.
B)All students should have varied levels of performance assigned to them based on their race,ethnicity,gender and socioeconomic status and linguistic background.
C)All students should be held to high levels of performance regardless of race,ethnicity,gender and socioeconomic status and linguistic background.
D)Students need to have the belief that they are capable of learning mathematics at a high level.