One reason that may explain the difference in U.S. students' performance in math with students in other countries is:
a. the U.S. curriculum typically covers four or five topics in a semester or a year, while other countries may cover thirty to forty topics in a semester or a year.
b. the U.S. curriculum more closely adheres to the spirit of the NCTM focal points when compared to countries like Japan and Germany.
c. the U.S. curriculum covers 30 to 40 topics in a semester or a year, while other countries may cover four or five topics.
d. the U.S. students appear to have an advantage over children in Asia or Europe when it comes to the accuracy of counting.
C
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A child learns to ride a bike. Having learned to ride a bike, he finds he is able to ride a scooter with no trouble at all, whereas before he learned to ride a bike, he couldn't ride a scooter. This is an example of
a. high-road transfer. b. low-road transfer. c. general transfer. d. identical elements.
A rubric consists of a scale based on predetermined criteria and serves two important functions. Teachers can see what is central to excellent performance and scoring guidelines support analysis of students' work. What performance standard below supports this function?
a) Hearing students' descriptions of strategies. b) Observe what mathematical practices the students are demonstrating. c) Incorporated multiple strategies and representations. d) Willing to take risks in problem solving.
Preschoolers should be protected from learning about death since this may cause serious emotional trauma
Indicate whether the statement is true or false
While taking notes in class, instead of trying to write everything a professor says, students should
A) write only the first few words of each sentence the professor states. B) share the note-taking responsibility with a classmate. C) listen first, think about what the professor means, then paraphrase the idea. D) listen carefully, but rely on any notes posted on the professor's Web page.