Math Test 1

Front 1

what were the three sets of standards that NCTM published between 1989 and 1995

Back 1

curriculum and evaluation standards, teaching standards, and assessment standards

Front 2

what are the six principles for school mathematics

Back 2

equity, curriculum, teaching, learning, assessment, and technology

Front 3

what is equity?

Back 3

means having high expectations and strong support system for all students

Front 4

what is curriculum?

Back 4

collection of activities that well expressed across grade levels

Front 5

what is teaching?

Back 5

means comprehending what should know and need to learn

Front 6

what is learning?

Back 6

explains that students must learn math through actively engage in hands-on projects and using prior knowledge

Front 7

what is assessment?

Back 7

provide useful information about student's progress

Front 8

what is the geometry standard

Back 8

examine characteristics and properties of 2 and 3 dimensional shapes

Front 9

what is technology?

Back 9

helps enhance student's learning of material

Front 10

what are the five content standards

Back 10

number and operations, algebra, geometry, measurement, and data analysis and probability

Front 11

what is the number and operation standard

Back 11

understand importance of numbers, the ways to represent numbers, and the number system

Front 12

what is the algebra standard

Back 12

understanding patterns, relations, and functions

Front 13

what is measurement standard

Back 13

understanding tools, units, systems, and processes of measurement

Front 14

what is data analysis and probability

Back 14

using correct statistical methods to examine data

Front 15

what are the NTCM process standards

Back 15

problem solving, reasoning and proof, communication, connections, and representation

Front 16

what is the problem solving standard?

Back 16

applying and using a variety of strategies to solve problems

Front 17

what is reasoning and proof

Back 17

developing and evaluating math proofs

Front 18

what is communication

Back 18

organizing math thinking through talking, reading, listening, and representing

Front 19

what is connection

Back 19

understanding how math ideas build on each other

Front 20

what is representation

Back 20

use to organize, record, and communicate ideas

Front 21

trends in international math and science study

Back 21

TIMSS

Front 22

it is a program that has looked at the math and science achievement of children at five different grade levels in more than forty countries in the years 1995, 1999, 2003, and 2007

Back 22

TIMSS

Front 23

what are some of the gender issues related to math achievement

Back 23

1. more boys than girls think they are good at math
2. more girls drop out of math programs
3. girls tend to be less confident in math abilities

Front 24

what does use of technology in math classroom do

Back 24

use continues to increase due to low cost and high functioning

Front 25

list the types of communication in math

Back 25

writing, representing, listening, reading, and talking

Front 26

what is the current focus with math

Back 26

understanding the meanings of operations and how to make reasonable estimates

Front 27

what balance is needed in math education

Back 27

balance between the needs of child, of society, and of the subject in school math

Front 28

according to the textbook, what is the most notable direction in math instruction today?

Back 28

problem solving

Front 29

what is some basic understanding of the nature of math needed for

Back 29

scientific literacy

Front 30

according to NCTM what is problem solving

Back 30

process standard

Front 31

chief language of science and comprises the rules for analyzing scientific ideas and data

Back 31

math

Front 32

what are the two diverse personalities of math

Back 32

logical/practical and creative/ productive

Front 33

what does the principles and standards for school math recommend

Back 33

that all students have access to good and equal math programs that provide support for their learning and responsive to interest, strengths, and prior knowledge

Front 34

what areas in math do boys perform better than girls

Back 34

task in measurement, number and operations, and algebra and function strands

Front 35

what does No Child Left Behind mandate with students with special needs in math

Back 35

that all children complete more rigorous math curriculum to receive diploma

Front 36

what can teachers do to help make learning math more accessible to special needs students

Back 36

modify instruction

Front 37

what do ELL do well/poorly with in math

Back 37

good in computational skills but have difficulty with word problems

Front 38

often referred to as the nation's report card which periodically examines the achievement of US children in nine content areas

Back 38

NAEP

Front 39

described criteria for a quality math curriculum from kindergarten through 12th grade including what children should learn at each level and strategies for teaching the recommended material

Back 39

curriculum and evaluation standard

Front 40

outlined six standards for teaching math, eight standards for evaluation of teaching, six standards for professional development of teachers, and four standards for the support and development of math teachers

Back 40

teaching standards

Front 41

outlines six math assessment standards and then discusses their use for purposes such as montioring children's progress, making instructional decisions, evaluating children's achievement, and assessing programs

Back 41

assessment standards

Front 42

statements reflecting basic precepts that are fundamental to a high- quality math education

Back 42

principles

Front 43

what four grade level ranges does the principles and standards discuss

Back 43

grade bands

Front 44

cluster the grade levels into four groups: prekindergarten-2, 3-5, 6-8, and 9-12

Back 44

grade bands

Front 45

describes more specifically what children should know in relation to each content standard within each grade band

Back 45

learner expectations

Front 46

highlight critical topics that should be the focus of instruction in certain grades and are the most important topics in each grade level

Back 46

curriculum focal points

Front 47

what does NCLB madate every teacher be

Back 47

highly qualified in each subject he or she teaches

Front 48

greek philosopher who came up with the socratic method

Back 48

socrates

Front 49

questioning technique to stimulate a person to probe his or her own thinking and understanding

Back 49

socratic method

Front 50

found guilty of corrupting youth and interfering with the religion of athens and drank hemlock

Back 50

socrates

Front 51

student of socrates

Back 51

plato

Front 52

what was plato remember for

Back 52

coming up with idealism

Front 53

encouraged confrontation and logical reorganization of thinking

Back 53

idealism

Front 54

considered an idealist theorist

Back 54

plato

Front 55

students of plato and a greek philosopher and biologist

Back 55

aristotle

Front 56

what did Aristotle believe

Back 56

knowledge acquired through the senses and experiences using our senses

Front 57

prevailing learning theory of 19th century

Back 57

faculty psychology

Front 58

what was math suppose to be taught with faculty psychology

Back 58

rote and drill

Front 59

predominant theory in 20th century

Back 59

behaviorism

Front 60

use the stimulus-response process

Back 60

behaviorism

Front 61

russian psychologist

Back 61

pavlov

Front 62

what did pavlov come up with

Back 62

classical conditioning by experimenting with dogs and saliva and the stimulus of food

Front 63

what did thorndike come up with

Back 63

operant conditioning

Front 64

what did skinner do

Back 64

refined operant conditioning by using pigeons and rats

Front 65

neo-behaviorist

Back 65

gagne

Front 66

what did gagne do

Back 66

came up with task analysis

Front 67

what is task analysis

Back 67

learning goal broken into part to see if they have per-requisite knowledge

Front 68

who is the person we based the behavioral objectives on

Back 68

gagne

Front 69

what is constructivism

Back 69

student centered approach, student construct their own knowledge, inquiry is most important element

Front 70

father of constructivism

Back 70

piaget

Front 71

what are the four stages of intellectual development that piaget came up with

Back 71

sensorimotor, preoperational, concrete operational, formal operational

Front 72

where develop object permanency

Back 72

pre-operational

Front 73

what did bruner come up with

Back 73

levels of representations

Front 74

what are the levels of representation

Back 74

enactive phase, iconic phase, and symbolic phase

Front 75

what did zoltan dienes do

Back 75

introduct the idea of place value

Front 76

what are the four principles of math learning dienes came up with

Back 76

dynamic, perceptual variability, mathematical variability, constructivity

Front 77

what are the five different modes in which math concept could be represented

Back 77

pictures, written symbols, oral language, real-world situations, manipulative models

Front 78

knowledge used to represent the rules, ideas, and procedures used to perform a task

Back 78

procedural knowledge

Front 79

understanding the information in more depth

Back 79

conceptual knowledge

Front 80

what are majority of children at elementary stage

Back 80

concrete operational

Front 81

list principles related to how children learn

Back 81

begin with concrete representation, developing understanding, encourage communication, making connections, take time to motivate, provide opportunities for practice

Front 82

what are some myths about learning math

Back 82

some kids can't learn math, boys learn math better than girls, american children have less math ability than asian children, math learning disabilities are common, poor children can't learn math

Front 83

refers to asking children to represent a concept in more than one mode

Back 83

translation

Front 84

what helps to enhance motivation

Back 84

variety in activities

Front 85

what three things does teaching math require you to think

Back 85

how children learn, the teaching process, and what to teach

Front 86

what are the three-phase process of the teaching act

Back 86

preteaching activities, process of teaching, post teaching activities

Front 87

what are the two types of planning need to teach math

Back 87

unit and lesson plannin

Front 88

what are the four types of model for teaching math

Back 88

developmental, diagnostic, translation, and investigative

Front 89

places assessing children's current level of math understanding at the core of the teaching process

Back 89

diagnositc model

Front 90

results from building or recognizing relationships between or within representations

Back 90

translation model

Front 91

focuses on experimentation as well as inquiry

Back 91

investigative model

Front 92

what was Gardner known for

Back 92

mutliple intelligences

Front 93

list the several different types of problems

Back 93

process, translational, application, puzzles

Front 94

uses available knowledge and employs certain strategies to devise a solution

Back 94

process problem

Front 95

includes one to two step problems typically found in textbooks and based on data

Back 95

translational problem

Front 96

solve these problems using computations and where you have to collect the data

Back 96

application problems

Front 97

processes likes visualization, analysis, conjecturing, and testing are involved in solving these types of problems

Back 97

puzzles

Front 98

what are polya's four steps for problem solving

Back 98

understand the problem, devise a plan, carry out a plan, and look back

Front 99

what are the two types of math problems

Back 99

routine and non-routine problems

Front 100

problems for which the problem solver has a readily available method for solving

Back 100

routine problems

Front 101

problems for which the problem solver does not have a readily available method for finding a solution

Back 101

non-routine

Front 102

what is understanding the problem in polya's step

Back 102

involves providing time for students to identify the goal and re-read to become familiar

Front 103

what is devise the plan in polya's step

Back 103

coming up with strategies that help solve problem and testing those strategies

Front 104

what is carrying out plan in polya's step

Back 104

where select solution processes and write the solution in details without erasing mistakes

Front 105

what is look back in polya's step

Back 105

to make sure question was answered, reflect on the solution process and think of other strategies

Front 106

what are the components of problem solving instructional program

Back 106

selecting appropriated material, identifying sources of problems, clarifying teacher's role, organizing instruction, changing the difficulty of problem

Front 107

list the different strategies to solving problems

Back 107

modeling the situation, drawing a picture, constructing a table, finding a pattern, solving simpler problem, guessing and checking, working backwards, considering all possibilities, logical reasoning, changing your point of view, writing open sentences

Front 108

what are instructional processes students value when engaged in problem solving

Back 108

time to complete problem, freedom to choose solution strategy, recieve personal attention, understanding the teacher