Please describe one of the stages of development of mathematical thinking about length according to Barrett and his colleagues
What will be an ideal response?
According to Barrett and colleagues, the levels of development of mathematical thinking about length are as follows:
a. Level One: the students used wild guessing, often without a unit
b. Level Two: the students use lines, dots on hash marks to divide up a linear space, but the lines weren't necessarily equally apart. The may count has marks or lines even though they represent uneven lengths.
c. Level Three: These students use a conceptual ruler in their mind to divide up a line into roughly equal segments. They can find a perimeter of many sides.
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Which of these is least true about cheating?
A. Cheating will save you time. B. Cheating snowballs. C. Cheating can end your academic career. D. Cheating is wrong.
Robert continues to improve in spelling because he has been receiving happy-face stickers when his scores on spelling quizzes improve. Of the following, which is the best description of the happy-face stickers?
a. They are positive reinforcers. b. They are negative reinforcers. c. They are conditioned stimuli. d. They are forms of response cost.
Principals and personnel officers are sometimes wary of prospective teachers with excellent grades and high test scores
Indicate whether the statement is true or false
The collection and analysis of non-written products, like charts and illustrations, is important because:
a. Some students do not read and write well enough to reveal what they have learned through written products b. Gardner's theory of multiple intelligences states that the best test of what we know is the challenge to represent it visually c. When children grow up, they will need to be able to read charts and graphs d. Essays take too long to correct – and several different types of answers could be correct