Students on a math test performed well on a set of computational problems but were not able to solve word problems in which the same computational skills were required. Of the following, the most likely reason for this fact is:
a. students hadn't sufficiently rehearsed the computations to the point where they were automatic.
b. the teacher failed to provide enough drill and practice with the computational problems.
c. the algorithms for the computations were not encoded in the students' long-term memories.
d. the practice context and the problem-solving context were not similar enough to allow transfer to occur.
d
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Motivating operations:
a. Will evoke the target behavior every single time b. May never evoke the target behavior c. Should evoke the target behavior, but may not consistently do so d. Evoke the target behavior even if not first successful at doing so
According to research cited in the text,
a. behavior indicates the presence of bias b. bias always influences behavior c. behavior may change our attitudes d. there is no relationship between bias and behavior
Comparisons of school conditions in most high-poverty and most low-poverty schools show all of the following EXCEPT one. Which one is INCORRECT?
A. Class sizes are greater in high-poverty schools. B. Health and safety risks are higher in high-poverty schools. C. Expectations of student success are fairly equal in both settings. D. Teachers are better prepared in low-poverty schools. E. Most high poverty schools lack sufficient funding for up-to-date books and other instruction materials.
Rigorous testing mandates at the district, state, and national levels often have a huge impact on how teachers teach and assess. In light of this mandated testing, teachers should:
a. Administer formal assessments throughout the year b. Avoid administering formal assessments throughout the year c. Make students compete on practice tests d. Ignore it and teach as though there were no testing mandates