Kyle has low self-efficacy for math problems. How would you help to build his sense of efficacy?
What will be an ideal response?
Teachers can improve students' efficacy by teaching students specific strategies, helping students to set short-term goals, providing support, monitoring student anxiety, and exposing students to positive models.
Page: 436.
You might also like to view...
Which of the following might be considered the most accurate description of what it means to "do," to "teach," and to "learn" mathematics?
a) Mathematics is all about memorizing rules and procedures. b) Mathematics primarily involves students learning to manipulate symbols, such as numbers and variables. c) Mathematics is a process with very little content to be learned. d) Mathematics is a verb – something that one does – as well as a large body of content to be learned. e) Mathematics only exists inasmuch as it connects to other subjects, such as biology or social studies.
Mrs. Orozco wants to learn how to conduct class discussions effectively in her literature class. She should do all of the following EXCEPT:
a. allow students time to think before asking for responses. b. ask students to defend their positions. c. direct student comments and questions back to the teacher. d. judge the reactions of students in the classroom when a student finishes speaking.
What are the place-value tasks that underlie the algorithmic procedures for computation?
a. rounding b. estimation c. consolidating d. regrouping and renaming
Although between-class ability grouping is commonly used in many schools, research suggests:
a) parents prefer within-class ability grouping. b) high-track students become isolated from the other students due to low numbers of high achievers. c) instruction is less effective and damaging effects have been noted for students in low track classes. d) there is greater opportunity for students to be truant in between class ability groupings.