TEST BANK
Elementary and Middle School Mathematics: Teaching Developmentally
11th Edition
by John Van de Walle, Karen Karp
LU
XE
LI
BR
AR
Y
, TABLE OF CONTENT
PART I: Teaching Mathematics Developmentally: Big Ideas and Research-Based
Practices
Teaching to Build Confident and Competent Mathematics Learners
Exploring What It Means to Know and Do Mathematics
Teaching Problem-based Mathematics
Planning in the Problem-Based Classroom
Creating Assessments for Learning
Teaching Mathematics Equitably to All Students
PART II: Teaching Mathematics Developmentally: Concepts and Procedures in PreK-8
LU
Developing Early Number Concepts and Number Sense
Developing Meanings for the Operations
Developing Basic Fact Fluency
Developing Whole-Number Place-Value Concepts
Developing Strategies for Addition and Subtraction Computation
XE
Developing Strategies for Multiplication and Division Computation
Algebraic Thinking
Developing Fraction Concepts
Developing Fraction Operations
Developing Decimal and Percent Concepts and Decimal Computation
LI
Ratios and Proportional Reasoning
Developing Measurement Concepts
Developing Geometric Thinking and Geometric Concepts
BR
Developing Concepts of Data and Statistics
Exploring Concepts of Probability
Developing Concepts of Exponents, Negative Numbers, and Real Numbers
APPENDICES
Standards for Mathematical Practice
AR
NCTM Mathematics Teaching Practices from Principles to Actions
Guide to Blackline Masters
Activities at a Glance
Y
, All Chapters Included
ASDFGHJKL
All Answers Included
Chapter 1 Developing Confident and Competent Mathematics
Learners
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1: Summarize the factors that influence the teaching of mathematics
[Q1]
LU
Many factors influence how mathematics is taught in a school system and which mathematics is
covered. What are some of the most influential factors?
1. Research on how students learn mathematics [correct]
2. The size and wealth of the school system
XE
3. The students’ geographic location
4. Teacher’s opinions of students
[Feedback for Correct Answer 1]
Research in mathematics education on how students learn informs how mathematics should be
taught. Mathematics instruction is evolving and transforming through expert knowledge about
LI
how students learn and how to design effective mathematics instruction
[Feedback for Answer Choice 2]
The size and wealth of a school should not influence how mathematics is taught at that school.
BR
[Feedback for Answer Choice 3]
Geographic locations should not influence how mathematics is taught in that school.
[Feedback for Answer Choice 4]
Teacher’s opinions of students should not inform how mathematics is taught in the classroom.
Teachers should be using data and assessments to inform how their students are taught.
AR
[Q2]
Which of the following would be a strengths-based approach comment to a student?
1. The problems we are doing today are easy.
2. You picked up that concept really quickly. [correct]
Y
3. I think you need more practice with adding.
4. You can try harder next time with the task.
[Feedback for Answer Choice 1]
While you may think this statement might set students up for success, if students struggle with
the “easy” problems they may feel worse about themselves.
QAWSERTYHUJIK
, ASDFGHJKL
[Feedback for Correct Answer 2]
This is an asset-based statement as it focuses on the strengths of the student, they got a
concept, rather than focusing on what they did not get or understand.
[Feedback for Answer Choice 3]
This statement could negatively affect students’ confidence in mathematics, especially if they
have been practicing with addition and are not having success.
[Feedback for Answer Choice 4]
This statement could negatively affect students’ confidence in mathematics, especially if they
LU
have been working hard on the task and are not having success.
[Q3]
Which statement describes a catalyst for change in mathematics education?
1. Developing a love of math in students.
XE
2. STEM jobs take twice as long to fill as other jobs.
3. U.S. student performance in national and international studies. [correct]
4. Preparing students for jobs that do not currently exist.
[Feedback for Answer Choice 1]
LI
While we want student to develop a love of mathematics, and we should work to create spaces
in our classrooms that foster this, it is not a driving force in what changes mathematics
education.
[Feedback for Answer Choice 2]
BR
While we want students to be successful in mathematics and pursue S TEM careers, especially
as there is a need for STEM majors, it is not a major influence in mathematics education.
[Feedback for Correct Answer 3]
One factor in mathematics education is the public or political pressure for change in
mathematics education due largely to information about student performance in national and
international studies. These large-scale comparisons of student performance continue to make
AR
headlines, provoke public opinion, and pressure legislatures to call for tougher standards
backed by testing.
[Feedback for Answer Choice 4]
We are preparing students for a global society and the jobs they take may not even exist yet,
but this is not a driving force in changing mathematics education.
Y
Learning Outcome 1.2: Describe the importance of content standards, process standards, and
standards of mathematical practice.
[Q1]
The six Principles and Standards for School Mathematics articulate high-quality mathematics
education. Which of the following statements represents the equity principle?
1. Mathematics instruction includes tasks that develop students’ ability to think and reason.
QAWSERTYHUJIK
Elementary and Middle School Mathematics: Teaching Developmentally
11th Edition
by John Van de Walle, Karen Karp
LU
XE
LI
BR
AR
Y
, TABLE OF CONTENT
PART I: Teaching Mathematics Developmentally: Big Ideas and Research-Based
Practices
Teaching to Build Confident and Competent Mathematics Learners
Exploring What It Means to Know and Do Mathematics
Teaching Problem-based Mathematics
Planning in the Problem-Based Classroom
Creating Assessments for Learning
Teaching Mathematics Equitably to All Students
PART II: Teaching Mathematics Developmentally: Concepts and Procedures in PreK-8
LU
Developing Early Number Concepts and Number Sense
Developing Meanings for the Operations
Developing Basic Fact Fluency
Developing Whole-Number Place-Value Concepts
Developing Strategies for Addition and Subtraction Computation
XE
Developing Strategies for Multiplication and Division Computation
Algebraic Thinking
Developing Fraction Concepts
Developing Fraction Operations
Developing Decimal and Percent Concepts and Decimal Computation
LI
Ratios and Proportional Reasoning
Developing Measurement Concepts
Developing Geometric Thinking and Geometric Concepts
BR
Developing Concepts of Data and Statistics
Exploring Concepts of Probability
Developing Concepts of Exponents, Negative Numbers, and Real Numbers
APPENDICES
Standards for Mathematical Practice
AR
NCTM Mathematics Teaching Practices from Principles to Actions
Guide to Blackline Masters
Activities at a Glance
Y
, All Chapters Included
ASDFGHJKL
All Answers Included
Chapter 1 Developing Confident and Competent Mathematics
Learners
Chapter 1 Learning Outcome Quizzes
Learning Outcome 1.1: Summarize the factors that influence the teaching of mathematics
[Q1]
LU
Many factors influence how mathematics is taught in a school system and which mathematics is
covered. What are some of the most influential factors?
1. Research on how students learn mathematics [correct]
2. The size and wealth of the school system
XE
3. The students’ geographic location
4. Teacher’s opinions of students
[Feedback for Correct Answer 1]
Research in mathematics education on how students learn informs how mathematics should be
taught. Mathematics instruction is evolving and transforming through expert knowledge about
LI
how students learn and how to design effective mathematics instruction
[Feedback for Answer Choice 2]
The size and wealth of a school should not influence how mathematics is taught at that school.
BR
[Feedback for Answer Choice 3]
Geographic locations should not influence how mathematics is taught in that school.
[Feedback for Answer Choice 4]
Teacher’s opinions of students should not inform how mathematics is taught in the classroom.
Teachers should be using data and assessments to inform how their students are taught.
AR
[Q2]
Which of the following would be a strengths-based approach comment to a student?
1. The problems we are doing today are easy.
2. You picked up that concept really quickly. [correct]
Y
3. I think you need more practice with adding.
4. You can try harder next time with the task.
[Feedback for Answer Choice 1]
While you may think this statement might set students up for success, if students struggle with
the “easy” problems they may feel worse about themselves.
QAWSERTYHUJIK
, ASDFGHJKL
[Feedback for Correct Answer 2]
This is an asset-based statement as it focuses on the strengths of the student, they got a
concept, rather than focusing on what they did not get or understand.
[Feedback for Answer Choice 3]
This statement could negatively affect students’ confidence in mathematics, especially if they
have been practicing with addition and are not having success.
[Feedback for Answer Choice 4]
This statement could negatively affect students’ confidence in mathematics, especially if they
LU
have been working hard on the task and are not having success.
[Q3]
Which statement describes a catalyst for change in mathematics education?
1. Developing a love of math in students.
XE
2. STEM jobs take twice as long to fill as other jobs.
3. U.S. student performance in national and international studies. [correct]
4. Preparing students for jobs that do not currently exist.
[Feedback for Answer Choice 1]
LI
While we want student to develop a love of mathematics, and we should work to create spaces
in our classrooms that foster this, it is not a driving force in what changes mathematics
education.
[Feedback for Answer Choice 2]
BR
While we want students to be successful in mathematics and pursue S TEM careers, especially
as there is a need for STEM majors, it is not a major influence in mathematics education.
[Feedback for Correct Answer 3]
One factor in mathematics education is the public or political pressure for change in
mathematics education due largely to information about student performance in national and
international studies. These large-scale comparisons of student performance continue to make
AR
headlines, provoke public opinion, and pressure legislatures to call for tougher standards
backed by testing.
[Feedback for Answer Choice 4]
We are preparing students for a global society and the jobs they take may not even exist yet,
but this is not a driving force in changing mathematics education.
Y
Learning Outcome 1.2: Describe the importance of content standards, process standards, and
standards of mathematical practice.
[Q1]
The six Principles and Standards for School Mathematics articulate high-quality mathematics
education. Which of the following statements represents the equity principle?
1. Mathematics instruction includes tasks that develop students’ ability to think and reason.
QAWSERTYHUJIK
