Answers At The End Of PDF

Test Bank for Learning Mathematics in

Elementary and Middle School:

A Learner-Centered Approach Sixth Edition George S. Cathcart, Yvonne M. Pothier, James H. Vance, and Nadine S. Bezuk Prepared by Rachelle Feiler Answers At The End Of PDF 1 / 4

78 Test Bank Chapter 1

Teaching Mathematics: Influences and Directions

1.In 2000, the National Council of Teachers of Mathematics

• published the Principles and Standards for School Mathematics.
• decided that computation skills were no longer important.
• emphasized skills needed for survival in a nontechnical age.
• emphasized the Back-to-Basics movement.

2.The 2010 Common Core State Standards

• describe the mathematical content and practices that should be developed in all

students.

• were developed to help students in the United States compete in the global

economy.

• have been adopted by most, but not all, states.
• All of the above are correct.

3.Near the end of the 20 th century, large-scale national and international studies showed that children in the United States did not perform well compared to children in some other countries. Which of the following statements is true of more recent testing results?

• Students in the United States performed worse on the 2011 TIMSS than in 1995.
• More than 50% of students in the United States received scores of proficient or

advanced on the NAEP in 1011.

• Students in the United States made gains on the 2011 TIMSS, but were still

outperformed by students in several other participating countries.

• 2003 PISA test scores showed that students in the U.S. performed higher than

average for most OECD countries.

4.Ms. Latimer is teaching her class about geometric shapes. They are working in groups to describe patterns in the shapes of squares, rectangles, rhombuses and trapezoids. They are writing down their findings and will report out to the class. The students will be working to meet which of the following Common Core Standards for Mathematical Practice?(Mark all that apply.)

• make sense of problems and persevere in solving them
• look for and express regularity in repeated reasoning
• construct viable arguments and critique the reasoning of others
• reason abstractly and quantitatively 2 / 4

79

• Ms. Latimer’s lesson is designed to meet objectives in which of the following Common

Core Mathematics Content Standards? (Mark all that apply.)

• operations and algebraic thinking
• geometry
• ratios and proportional relationships
• numbers and operations

• Which of the following are true statements about the use of calculators? (Mark all that

apply.)

• It is a bad idea because students will not learn how to calculate answers.
• Some tests allow and even encourage calculator use.
• Calculators allow students to concentrate on problem solving rather than

computation.

• Using a calculator is a good strategy for some students with special needs.

• Girls tend to enroll in fewer higher-level math classes than boys in high school and

college. The reason for this might be the following:

• Girls are less capable of learning math than boys.
• Boys work harder at math.
• Teachers and parents have higher expectations for boys in math.
• Boys perform better than girls on math assessments.

• The National Research Council has clarified the term “21

st -century skills” by identifying three domains of competence, including the Cognitive Domain. Which of the following competencies are part of the Cognitive Domain? (Mark all that apply.)

• reasoning and argumentation
• initiative
• critical thinking
• innovation

• Which of the following might be included in a multirepresentational approach to

representing mathematical ideas?

• written symbols
• spoken language
• concrete objects
• all of the above

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• Which of the following statements describes connections between mathematics and other

school subjects?

• Literature and mathematics should be taught separately from each other; they

involve different skills.

• Time used for math during a history lesson takes away from important

instructional goals in social studies.

• Art can’t help with learning about the math standards.
• Science can provide a context for solving problems.

• According to the American Association for the Advancement of Science (AAAS),

mathematics plays a central role in modern culture. Some basic understanding of the nature of mathematics is needed for

• scientific literacy.
• the language of mathematics.
• the vast quantities of information in the world.
• the pool of scientists, mathematicians, and engineers for our nation.

• What is the great equalizer in the success of all children in learning mathematics?
• Improving spatial abilities is the key factor.
• More interaction with girls on high-cognitive-level mathematics activities is the

key factor.

• Modifying instructional experiences to best meet children’s needs is the key

factor.

• Rote memorization of basic facts and procedures is the key factor.

• What can teachers do to make learning mathematics more accessible to children with

special needs?

• Provide passive learning experiences.
• Focus on irrelevant details.
• Attribute learning successes and failures to external factors.
• Pose meaningful problems in familiar situations.

• There are five content standards for School Mathematics in the NCTM Standards. How

many process standards are there?

• ten
• six
• five
• eight
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