Describe the two stages of multiplication instruction
What will be an ideal response?
The beginning stage of multiplication instruction involves presenting strategies designed to establish conceptual understanding of multiplication. During the beginning stage, a procedure for solving simple multiplication problems with concrete or semi-concrete objects to represent the members in each group is presented. The advanced stage involves teaching students to work multi-digit problems in which students rely on mental computation rather than on representations of concrete objects.
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Studying worked examples is considered to be a beneficial problem-solving technique (often called a heuristic) because
a. practice makes perfect. b. it helps students form general problem-solving schemata. c. it eliminates making mistakes on the actual problems. d. it helps students acquire problem-solving routines that can be run off automatically.
Characteristics of the anticipatory stage of socialization is best described by
a. Reality shock; earlier experiences collide with new experiences b. Choosing the occupation; acquiring information about how others view the role c. Encounter stage issues largely resolved; role making emphasized d. None of the above
The positive psychosocial outcome of the teenage years is a sense of:
a) identity. b) generativity. c) initiative. d) integrity.
A fellow teacher says to you, "I never believe my students have learned anything until I see their behavior change for the better." Without knowing anything else about this teacher, you can guess that he or she agrees with the __________ perspective of learning
a. behaviorist b. social cognitive c. cognitive d. Piagetian