Deck 8: Teaching and Learning

Question 1

Which of these represents a logical flow in The Learning Cycle?

A)Standards, Assessing, Teaching.
B)Teaching, Reflection, Assessing.
C)Planning, Assessing, Teaching.
D)Standards, Planning Teaching.
E)Assessing, Planning, Standards.

Answer 1

Standards, Planning Teaching.

Question 2

In what year did the National Council of Teachers of Mathematics release the second edition of the Professional Standards for Teaching Mathematics document, entitled Mathematics Teaching Today?

A)1989.
B)1995.
C)2000.
D)2007.
E)2014.

Answer 2

2007.

Question 3

Which of the following is NOT listed in Mathematics Teaching Today as being an influence on the teaching-activity cycle?

A)Supervision process.
B)Professional development.
C)Community support.
D)School culture.
E)Teaching experience.

Answer 3

Teaching experience.

Question 4

Which of the following is NOT one of the main sections of the Mathematics Teachin Today document?

A)Standards for the Teaching and Learning of Mathematics.
B)Standards for the Observation, Supervision, and Improvement of Mathematics Teaching.
C)Standards for the Use of Technology and Manipulatives in Teaching Mathematics.
D)Standards for the Education and Continued Professional Growth of Teachers of Mathematics.
E)All of these form the four main sections of the document.

Question 5

Which section of the Mathematics Teaching Today deals with how a teacher conducts a class and analyzes student progress?

A)Standards for the Support and Development of Teachers and Teaching.
B)Standards for the Observation, Supervision, and Improvement of Mathematics Teaching.
C)Standards for the Teaching and Learning of Mathematics.
D)Standards for the Continued Professional Growth of Teachers of Mathematics.
E)Standards for the Use of Technology and Manipulatives in Teaching Mathematics.

Question 6

Which section of Mathematics Teaching Today presents a vision of how administrators should be involved in the process of developing teaching practices?

A)Standards for the Support and Development of Teachers and Teaching.
B)Standards for the Observation, Supervision, and Improvement of Mathematics Teaching.
C)Standards for the Teaching and Learning of Mathematics.
D)Standards for the Continued Professional Growth of Teachers of Mathematics.
E)Standards for the Use of Technology and Manipulatives in Teaching Mathematics.

Question 7

Which section of Mathematics Teaching Today is directed at those who provide professional development for practicing teachers?

A)Standards for the Support and Development of Teachers and Teaching.
B)Standards for the Observation, Supervision, and Improvement of Mathematics Teaching.
C)Standards for the Teaching and Learning of Mathematics.
D)Standards for the Continued Professional Growth of Teachers of Mathematics.
E)Standards for the Use of Technology and Manipulatives in Teaching Mathematics.

Question 8

The first two Standards for Teaching and Learning Mathematics are referred to as which of the following?

A)The Learning Standards.
B)The Knowledge Standards.
C)The Content Standards.
D)The Reflection Standards.
E)The Planning Standards.

Question 9

The "knowledge" described in the first two Standards for Teaching and Learning Mathematics refers to which of the following?

A)Administrators' knowledge of how mathematics teachers function.
B)Mathematics teachers' knowledge of the content they teach.
C)Mathematics teachers' knowledge of the students they teach.
D)Administrators' knowledge of mathematics teachers and the students they teach.
E)Mathematics teachers' knowledge of the content and the students they teach.

Question 10

What does Principles to Actions (2014)include that extends the discussion of effective teaching practices beyond the Standards for Teaching and Learning Mathematics?

A)The Tools for Enhancing Discourse.
B)Classroom Teaching Standards.
C)The Teacher's Role in Discourse.
D)The Teaching and Learning Principle.
E)The Analysis for Teaching and Learning.

Question 11

What should effective mathematics teachers do, according to the teaching and learning principle?

A)View mathematical topics through the eyes of their students and create meaningful lessons.
B)Be competent in the use of technology.
C)Encourage students to select their own paths in the tracking system.
D)Allow parents to provide input in designing mathematics courses.
E)Prepare teachers to organize instruction around the district's curriculum and textbooks.

Question 12

Which of the following is included in Standard 3: Worthwhile Mathematical Tasks in the Standards for Teaching and Learning Mathematics?

A)A description of criteria a district can use when selecting appropriate textbook and resource materials.
B)A description of how a district can go about selecting appropriate activities for lessons.
C)A description of how a teacher can go about selecting appropriate.textbook and resource materials.
D)A description of criteria a teacher can use when selecting appropriate activities for lessons.
E)A description of how a school can go about selecting appropriate textbook and resource materials.

Question 13

Which of the following is NOT considered one of the four levels of cognitive demand?

A)Memorization With Connections.
B)Doing Mathematics.
C)Reflecting On Mathematics.
D)Memorization.
E)Procedures Without Connections.

Question 14

Which of the following most accurately describes the purpose of a mira?

A)The mira allows one to see the translation of the picture in its window.
B)The mira allows one to see the reflection of the picture in its window.
C)The mira allows one to see an enlargement of the picture in its window.
D)The mira allows one to see a reduction of the picture in its window.
E)The mira allows one to see a rotation of the picture in its window.

Question 15

Which of the following is NOT an advantage of using the mira to explore a function such as absolute value?

A)Students can explore more and different examples than are possible with a graphing calculator.
B)Students can appreciate the role of reflection in an algebraic context.
C)Students get a visual image of how the absolute value function is generated from the related linear functions.
D)The stage is set for students to graph absolute value functions by starting with their linear parent.
E)Students can appreciate geometric and algebraic connections.

Question 16

In Chapter 8, there is an example of a hands-on investigation that uses a mira to explore how absolute value functions are related to linear functions.Which of the following is NOT discussed as a reason for choosing this investigation?

A)To give the students a considerably richer experience than using a table of values to sketch functions by hand.
B)To address the needs of the visual learner.
C)To allow students to make significant connections to previous learning.
D)To use geometry in an algebraic context.instructor use only.
E)To make the activity more appealing by using hands-on materials.

Question 17

Which mathematics instructional program principle calls for mathematics instruction that helps students to enter a problem "through multiple entry pints, including the use of different representations and tools"?

A)The teaching and learning principle.
B)The equity principle.
C)The curriculum principle.
D)The assessment principle.
E)The professionalism principle.

Question 18

Which of the following is NOT generally used to measure the strength of a classroom task?

A)Alignment with relevant content standards.
B)Use of multiple representations.
C)Ease of implementation of the task.
D)Encouragement of an inquiry approach.
E)Connections to previous knowledge.

Question 19

Which of the following is the name of a popular website that can be used to find sample tasks that align with each of the Common Core State Standards for Mathematics?

A)Illuminations.
B)Illustrative Mathematics.
C)The Math Forum.
D)Problem-Attic.
E)Learner.org.

Question 20

Which of the following statements is NOT a part of Standard 4: Learning Environment from the Mathematics Teaching Today?

A)Promote a climate that allows students to take risks.
B)Encourage students to work together, not just independently
C)Allow for records of student progress to be displayed.
D)Encourage students to raise questions.
E)Make use of technology.

Question 21

Bulletin boards are recommended for what purpose?

A)Utilitarian purposes.
B)Showcasing student work.
C)Publishing a "Problem of the Week".
D)Promoting understanding through interactive problems.
E)All of these.

Question 22

Which of the following is recommended for seating arrangements of desks in a mathematics classroom that emphasize cooperative learning?

A)Desks should be arranged apart from one another but put together when necessary.
B)Desks should be arranged in pairs so that each student always has a partner.
C)Desks should be arranged in groups of four so that students always have a team to work with.
D)Desks should be arranged together but moved apart when necessary.
E)Desks should never be moved after a seating arrangement has been established.

Question 23

Which of the following is NOT a benefit of having desks situated in straight rows and moved into groups as needed?

A)Students are able to sit by themselves for some teacher-led lessons.
B)The arrangement is conducive to good classroom management.
C)Individual desks in straight rows send out a positive message about the nature of a mathematics class.
D)The classroom is prone to fewer discipline issues.
E)Students are less likely to copy off of one another in testing situations.

Question 24

According to the author in Chapter 8, teachers who want students to actively participate and share ideas should do which of the following?

A)Participate themselves and listen to student responses.
B)Model a willingness to listen to student responses and value interactions.
C)Share their ideas and insights with the students.
D)Value interactions by interacting with all students.
E)Listen to student responses and value correct solutions.

Question 25

Which of the following refers to expectations for the way that students should behave and interact in a community of learners?

A)Behavioral Standards.
B)Classroom Norms.
C)Situational Expectations.
D)Classroom Communities.
E)Behavioral Guidelines.

Question 26

The exchange of ideas in the mathematics classroom is referred to in Mathematics Teaching Today as which of the following?

A)Interaction.
B)Environment.
C)Discourse.
D)Knowledge.
E)Reflection.

Question 27

Standard 5 of the Standards for Teaching and Learning is entitled Discourse.Which of the following is NOT one of the stated roles for the teacher in the document?

A)Listening carefully to students' ideas.
B)Allowing students to decide what ideas to pursue in depth.
C)Posing deep questions.
D)Deciding when it is best to add to a discussion.
E)Asking clarifying follow-up questions.

Question 28

Which of these describes the appropriate order of events in a classroom that can effectively promote discourse?

A)Monitoring, Selecting, Sequencing, Connecting, Anticipating.
B)Anticipating, Selecting, Sequencing, Monitoring, Connecting.
C)Connecting, Anticipating, Selecting, Monitoring, Sequencing.
D)Anticipating, Monitoring, Selecting, Sequencing, Connecting.
E)Monitoring, Anticipating, Connecting, Selecting, Sequencing.

Question 29

Which of the following is described in Chapter 8 as the most effective means of promoting discourse in the mathematics classroom?

A)Having effective classroom rules.
B)Using effective heterogeneous grouping.
C)Using effective homogeneous grouping.
D)Employing effective questioning techniques.
E)Utilizing effective assessment strategies.

Question 30

Which of the following is a question that would be most appropriately asked during the problem solving process (as opposed to before or after the problem has been solved)?

A)Will this always work?
B)What information is needed to solve this problem?
C)Can we think of another way that we might have solved this problem?
D)What did you learn today from solving this problem?
E)What other problems have we solved that are like this one?

Question 31

What does it mean if a question is considered "closed?"

A)Only one group of students has been selected to respond to the question.
B)The time has run out for the group to respond to the question.
C)A response will be accepted only after additional explanation.
D)The question is more of a statement; no response is needed.
E)The question has only one expected and correct response.

Question 32

Which type of question rarely leads to an in-depth discussion because it does not generally invite speculation or differences in reasoning?r use only.

A)An open question.
B)A closed question.
C)An application level question.
D)An analysis level question.
E)A concept level question.

Question 33

What does it mean if a question is considered "open-ended?"

A)Anyone in the class can respond to the question.
B)The students are given an extended response time to the question.
C)The response includes an answer or answers along with all possible explanations.
D)A response will be accepted only after additional explanation.
E)There is not always necessarily one, correct response.

Question 34

Which of the following is NOT one of the six Facets of Understanding, according to Wiggins and McTighe?

A)Understanding.
B)Perspective.
C)Concept.
D)Empathy.
E)Interpretation.

Question 35

Which of the following is NOT considered a purpose for asking questions in a classroom?

A)Helping students work together.
B)Helping students to learn to reason mathematically.
C)Helping students to learn to conjecture.
D)Helping students to make connections.
E)Helping students to acknowledge a correct answer.

Question 36

According to the authors of Principles to Actions (NCTM, 2014), which of the following is NOT considered a category that can be used to classify questions?

A)Gathering information.
B)Verifying solutions.
C)Encouraging reflection and justification.
D)Probing thinking.
E)Making mathematics visible.

Question 37

Which of the following is an example of a poorly worded question?

A)"What is meant by the term 'similar'?"
B)"Can you explain the pattern that is emerging in the table?"
C)"What are some other ways that the figure might be transformed?"
D)"How did you reach your conclusion?"
E)"Does everyone understand the homework now?"

Question 38

Which of the following is the name for a teaching strategy that can be used to elicit questions from students?

A)Question cards.
B)Random inquiries.
C)Discourse boosters.ahier 2020.For instructor use only.
D)Open questioning.
E)Fluency charts.

Question 39

Research suggests which of the following about mathematics textbooks?

A)They tend to include more concepts per sentence but fewer per paragraph than books from other content areas.
B)They tend to include fewer concepts per sentence but more per paragraph than books from other content areas.
C)They tend to include about the same number of concepts per sentence and per paragraph than books from other content areas.
D)They tend to include more concepts per sentence and more concepts per paragraph than books from other content areas.
E)They tend to include fewer concepts per sentence and fewer per paragraph than books from other content areas.

Question 40

The use of graphic organizers in the mathematics classroom can be used to develop which of the following?

A)Visual awareness.
B)Literacy skills.
C)Contextual understanding.
D)Representational modeling.
E)Quantitative reasoning.

Question 41

Through emphasizing reading and writing about mathematics, which of the following is an effect on student learning?

A)Students can learn to read a textbook.
B)Students can learn to design a graphic organizer.
C)Students can learn to ask questions of one another.
D)Students can begin to rely less on the teacher.
E)All of these are possible effects.

Question 42

According to John Goodlad's research in 1984, how much class time typically involves students talking?

A)60%.
B)50%.
C)40%.
D)30%.
E)20%.

Question 43

Which of the following terms refers to the process of having several students in the classroom sharing their thinking at the same time?uctor use only.

A)Cooperative interaction.
B)Simultaneous interaction.
C)Student talk.
D)Instantaneous Communication.
E)Group Communication.

Question 44

Research supports that cooperative learning enhances what three areas for a student?

A)Academic achievement, social goals, and psychological goals.
B)Academic achievement, physical achievement, and social goals.
C)Social goals, psychological goals, and spiritual development.
D)Academic achievement, physical achievement, and psychological goals.
E)Academic achievement, spiritual development, and physical achievement

Question 45

In a cooperative learning environment, the work is done as a team, but in the end, each student is required to demonstrate an understanding of the concepts through an interview, a written test, or some other means.What term describes this concept?

A)Group task assessment.
B)Individual assessment.
C)Individual accountability.
D)Group accountability.
E)Task demonstration.

Question 46

Research conducted with middle school students showed that those who used structured cooperative learning activities resulted in which of the following?

A)Higher levels of willingness to work together.
B)Higher achievement scores.
C)Increased levels of cultural awareness.
D)Decreases in bullying behavior.
E)All of these.

Question 47

Which of the following is NOT an example of an effective cooperative learning strategy, as described in Chapter 8?

A)Providing specific roles.
B)Using a corners strategy.
C)Asking the students to work together in a group.
D)Using a think-pair-share strategy.
E)Using numbered heads as a strategy.

Question 48

In a cooperative learning environment, what is the preferred method of selecting learning teams and the length of time they should stay together?

A)Student-selected and at least 4-6 weeks.
B)Randomly-selected and at least 2-4 weeks.
C)Randomly-selected and at least 4-6 weeks.
D)Teacher-selected and at least 2-4 weeks.
E)Teacher-selected and at least 4-6 weeks.

Question 49

The last two Standards in Mathematics Teaching Today focus on which area?

A)Reflection.
B)Assessment.
C)Teaching.
D)Learning.
E)Engagement.

Question 50

Which of the following refers to the ability to look back on a lesson or teaching episode and analyze it from every angle, thinking about what worked and what didn't?

A)Analysis.
B)Synthesis.
C)Cooperative memory.
D)Reflection.
E)Recollection.

Question 51

Discuss the Learning Cycle and why it is important to consider learning as a process
using this model.

Question 52

Describe the criteria upon which teachers select appropriate tasks for lessons.Include a
discussion of the four levels of cognitive demand that should be considered when making
a task selection.

Question 53

List and discuss at least three specific strategies that a teacher can use to create a positive
learning environment in a mathematics classroom.

Question 54

Describe several things that a teacher can do to orchestrate discourse in the mathematics
classroom.Also, describe the students' role in the generation of discourse.

Question 55

Explain the underlying principles of cooperative learning, including simultaneous
interaction and individual accountability.Then, list some of the research findings from classrooms that use cooperative learning and discuss some of the practical strategies (structures)and implications in implementing this teaching method.