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330 MATH MIDTERM QUESTIONS AND ANSWERS WITH SOLUTIONS 2024
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330 MATH MIDTERM QUESTIONS AND ANSWERS WITH SOLUTIONS 2024
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330 MATH MIDTERM QUESTIONS ANDANSWERS WITH SOLUTIONS 2024
characteristics of effective math teacher - ANSWER You will need to have knowledge of mathematics; a
profound, flexible, and adaptive knowledge. You will need to have persistence and learn methods and
strategies to help you manage the anticipated barriers for your students. A positive attitude toward
mathematics. Demonstrate a readiness for change and have a reflective disposition.
sources of change in mathematics education - ANSWER the national and international studies which
compare the teaching and achieving of the United States with other countries, curriculum documents
and textbooks, and a changing world economy.
6 principles fundamental to high quality math education - ANSWER Equity, Curriculum, Teaching,
Learning, Assessment, Technology
equity - ANSWER high expectations for all students
curriculum - ANSWER must be coherent, focused on important mathematics and well articulated across
the grades.
importance of building instruction around "big ideas". students msut be helpoed to see that math is an
integrated while not a collection of lisolated bits and pieces.
teaching - ANSWER understanding of what students know and need to learn and then challenging and
supporting them to learn it well
learning - ANSWER students must learn math with understanding actively building new knowledge from
experience and prior knowledge
assessment - ANSWER should support the learning of important math and furnish useful information to
both teacher and students. should be done to and for students to guide and enhance their learning
technology - ANSWER influences the math that is taught and enhances students learning.
, common core standards - ANSWER "document that articulates an overview of critical areas for each
grade from kindergarten through grade 8 to provide a coherent curriculum built around big ideas."... This
document specifies the mathematics content to be taught at certain grade levels which was built upon
"research on what is known about the development of students' understanding of mathematics over
time."... This development is the learning progressions, learning trajectories, teaching-learning paths of
students. "It is these learning progressions that help teachers know what came before as well as what to
expect next." includes Standards for Mathematical Practices
Standards for Mathematical Practices - ANSWER These are "processes and proficiencies" with
longstanding importance in mathematics education
6 major components of math in classroom - ANSWER ● Creating an environment that offers all students
an equal opportunity to learn
● Focusing on a balance of conceptual understanding and procedural fluency
● Ensuring active student engagement in the NCTM process standards (problem solving, reasoning,
communication, connections, and representations)
● Using technology to enhance understanding
● Incorporating multiple assessments aligned with instructional goals and mathematical practices
● Helping students recognize the power of sound reasoning and mathematical integrity.
national assessment for educational progress (naep) - ANSWER In one of the "most recent assessments,
2009, it showed that less than half of all fourth- and eighth-graders performed on a standardized
mathematics test at the desirable levels of 'proficient' or 'advanced'... There are encouraging gains in the
NAEP scores over the last 30 years due to important shifts to Standards-based instruction."
international mathematics and science study (TIMSS) - ANSWER compares the teaching and achievement
of the United States with other countries. US 4th and 8th graders were above the international average.
These same grade levels were significantly outperformed by a number of other countries or parts of
countries. Original report found US math curriculum was a mile wide and an inch deep, meaning it was
found to be unfocused, pursuing many more topics than other countries while engaging in a great deal
of repetition. On the 2007 Trends in International Mathematics and Science Study (TIMSS), "89%
videotaped US lessons consisted of low-level content" and the "99.5% reverted to showing students how
to solve the problems.... Other countries incorporated a variety of methods, but they frequently used a
problem-solving approach with an emphasis on conceptual understanding and students engaged in
problem-solving. Teaching in the higher achieving countries more closely resembles the
recommendations of the NCTM standards than does the teaching in the US
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