Te s t B a n k , C h a p t e r 2

J o h n C . Ya n g | 1

Chapter 2: Helping Children Learn Mathematics with Understanding

Possible Questions for Assessment and Evaluation
1.

The text mentions many different ways in which our students are
different. Explain five ways in which students are different and what
can you as a teacher do about it.

Answer: Should mention five of the following: cognitive, physical,

social,
culture, family structure, background experiences, interests,
motivation,
learning style.
Sec Ref: How Can We Support the Diverse Learners in Our Classrooms?
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2.
All of the following are ways in which the text mentions that students
are different,
except:
A.
B.
C.
D.
E.

physical development
culture
motivation level
learning style
teacher

Answer: E
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3.

T or F Most of the students we teach will be similar in terms of their

learning styles, interests, and levels of motivation.
Answer: F
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4.

T or F Creating a positive learning environment and establishing clear

expectations are two strategies for supporting all students without
having to individualize instruction.
Answer: T
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5.

Explain each of the following strategies for supporting all students

without having to individualize instruction for each one:

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Positive learning environment Avoid negative experiences Establish clear expectations Treating all students equitably Help students retain mathematical knowledge Answer: Answers vary.
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6.
Which of the following are things you should do to create a positive
learning
environment?
A.
B.
C.
D.
E.

establish a safe and comfortable classroom arrangement

establish a classroom atmosphere that is intellectually stimulating
establish a classroom where all students receive As on tests
all of the above
both A and B

Answer: E
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7.

T or F According to data from the NAEP, primary-grade children

become progressively more positive as they move into middle and high
school.
Answer: F
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8.

As a classroom teacher, discuss five strategies that you could employ

to alleviate childrens math anxieties.

Answer: Should include the following: emphasize mathematical

meaning
and understanding, model problem-solving strategies, show a positive
attitude toward mathematics, provide interesting mathematical
experiences,
show a positive attitude toward students at all times, encourage
students
to tell the teacher how they feel about mathematics, and be careful not
to overemphasize speed tests or drills.
Sec Ref: How Can We Support the Diverse Learners in Our Classrooms?
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2009 John Wiley & Sons

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9.

Miss Collins regularly talks with her students about math topics she
finds useful and math activities she enjoys. Which of the following
strategies for supporting diverse learners does this illustrate?
A.
B.
C.
D.
E.

Treating all students equitably.

Establishing clear expectations.
Avoiding negative experiences that increase anxiety.
Creating a positive learning environment.
None of the above

Answer: C
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10.

The text suggests that one strategy to help teachers establish clear
expectations is to come up with a class motto. Given that, what motto
would you choose for your classroom and why?
Answer: Answers vary.
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11.

T or F The idea of equity means that all students should be taught and
treated in the exact same ways.
Answer: F
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12.

T or F Repetition and meaningful learning are two ways in which

teachers can help students retain mathematical knowledge.
Answer: T
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13.

Explain three ways in which teachers can help students retain their
mathematical knowledge and skills.

Answer: Answer should include three of the following: meaningful

learning,
manner in which a concept was learned, establishing connections, and
repetition.
Sec Ref: How Can We Support the Diverse Learners in Our Classrooms?
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2009 John Wiley & Sons

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14.

T or F Helping children understand that confusion and frustration are a

natural part of the learning process, will help set a positive learning
environment in the classroom.
Answer: T
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15.

What is the difference between procedural knowledge and conceptual

knowledge? Why are both necessary?

Answer: Procedure - rules and steps; conceptual - understanding,

meaning,
connections. Children must not only learn how to do something, but
also
understand why.
Sec Ref: How Can We Help Children Acquire Both Procedural
Knowledge
and Conceptual Knowledge?
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16.

T or F Conceptual knowledge is more important than procedural

knowledge in regards to helping students understand mathematics.

Answer: F
Sec Ref: How Can We Help Children Acquire Both Procedural
Knowledge
and Conceptual Knowledge?
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17.

T or F A second-grade teacher spends his time teaching students the

steps involved in adding two two-digit numbers. He tells a colleague
that he is teaching his students conceptual knowledge.

Answer: F
Sec Ref: How Can We Help Children Acquire Both Procedural
Knowledge
and Conceptual Knowledge?
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18. A student who has procedural knowledge without conceptual
knowledge will have
difficulty:
A. knowing when to use it.
B. remembering how to do it.
C. applying it in new situations.
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D. judging if results are reasonable.

E. all of the above.
Answer: E
Sec Ref: How Can We Help Children Acquire Both Procedural
Knowledge
and Conceptual Knowledge?
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19.

Suppose you were teaching students how to add 27 + 48. What

procedural and conceptual knowledge would you have to teach in
order for students to understand how to add 27 + 48?
Answer: Procedural - add ones first, then tens; conceptual - when you

have
10 of something, you need to regroup
Sec Ref: How Can We Help Children Acquire Both Procedural
Knowledge
and Conceptual Knowledge?
Page Ref: 20
20.

Compare and contrast behaviorism and constructivism.

Answer: Both have to do with our understandings of learning;

behaviorism
focuses on what can be observed, whereas constructivism focuses on
how
students think.
Sec Ref: How Do Children Learn Mathematics?
Page Ref: 21
21.

A teacher reasons that since multiplication can be interpreted as

repeated addition, students must first be taught addition. Which of the
following theories best describes her understanding of how students
learn?
A. Behaviorism
B. Constructivism
Answer: A
Sec Ref: How Do Children Learn Mathematics?
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22.

Behaviorism has some drawbacks. One of them is that it tends to not

focus on learning and understanding but rules and procedures. If you

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were to teach from a behaviorist perspective, how would you defend

your choice?
Answer: Should include the following: provides instructional
guidelines,
allows for short-term progress, and lends itself well to the current focus
on accountability.
Sec Ref: How Do Children Learn Mathematics?
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23.

Explain the three basic tenets of constructivism.

Answer: Should include the following: knowledge is not passively
received, but actively created or invented; students create (construct)

new
knowledge by reflecting on their physical and mental actions; learning
reflects a social process in which children engage in dialogue and
discussion
with themselves as well as with others.
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24.

T or F Suppose you walked into Mrs. Andrews classroom and saw that
she was showing students the rules and procedures for multiplying two
fractions. After the lesson, she gives students lots of practice problems
using the rules and procedures. This is an example of constructivist
teaching.
Answer: F
Sec Ref: How Do Children Learn Mathematics?
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25.

A teacher who believes it is important to identify and teach focused

learning outcomes sees learning from a ________ view.
A. Behaviorist
B. Constructivist
Answer: A
Sec Ref: How Do Children Learn Mathematics?
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26

A teacher who believes that learners take new information, interpret it,
and connect it to what they already know sees learning from a ________
view.

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2009 John Wiley & Sons

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A. Behaviorist
B. Constructivist
Answer: B
Sec Ref: How Do Children Learn Mathematics?
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27. Compare Piagets levels of thinking with Bruners levels of
developmental learning.
Answer: Should include the idea that they both deal with how children
learn
and that they both go from simple thinking (abstract) to complex
(abstract)
thinking.
Sec Ref: How Do Children Learn Mathematics?
Page Ref: 23
28.

Explain what is meant by the zone of proximal development.

Answer: Should include the idea that tasks should be within childrens
ability to learn - if its too complex, they may not be able to learn it.
Sec Ref: How Do Children Learn Mathematics?
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29. In your own words, explain the following four recommendations for
mathematics
instruction:
Teach to the developmental characteristics of students Actively involve students Move learning from concrete to abstract Use communication to encourage understanding Answer: Should include the following ideas: children are at different
stages of development, therefore, instruction should be adapted to
meet the needs of those stages; students should be doing math and
not just listening; models and manipulatives should be used, but
instruction shouldnt stop there - it should progress to abstract and
symbolic ideas; students should be encouraged to talk about and
discuss the mathematics they are learning.
Sec Ref: How Can We Help Children Make Sense of Mathematics?
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30.

T or F Children from low SES backgrounds tend to favor problem

solving in mathematics as opposed to rote memorization.

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Answer: F
Sec Ref: Cultural Connections
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31.

To help students from low SES backgrounds be successful in

mathematics, Lubienski suggests the following:

A. push for meaningful learning

B. students should learn what was intended from the problems
presented in the curriculum
C. analyze achievement data to identify areas for remediation
D. teachers of students from low SES backgrounds must advocate for
those students
E. all of the above
Answer: E
Sec Ref: Cultural Connections
Page Ref: 31

To a c c o m p a n y H e l p i n g C h i l d r e n L e a r n M a t h 9 e , R e y s e t a l .
2009 John Wiley & Sons