What was the major reason, stated in Chapter 4, for the curriculum Standards documents to include the challenge of making mathematics accessible to all students?
a) Minority students were being discriminated against.
b) The world had moved into an information age.
c) The U.S. and other countries jointly made the decision.
d) There was a discrepancy in achievement tests.
e) Universities wanted more consistency in student background.
Question 2...Which of the following represents a Pythagorean Triple?
a) 2-3-4.
b) 3-4-7.
c) 5-12-13.
d) 7-21-23.
e) 9-15-16.
Question 3...What, if any, difference does there tend to be between the NCTM or Common Core State Standards and state curricular models?
a) There is generally little, if any, difference between these documents.
b) State models provide specifics for each grade level and the Standards do not necessarily do so.
c) State models are organized by strands and the Standards are organized by grade cluster.
d) State models give classroom vignettes and the Standards do not.
e) State models give specific activities for each grade level and the Standards give the resources from which they are taken.
Question 4...The type of research that deals with gathering numerical data and analyzing it is called which of the following?
a) Formative research.
b) Qualitative research.
c) Quantitative research.
d) Questionnaire research.
e) Descriptive research.
Question 5...Besides the outline of mathematical topics, what do the content and process NCTM Standards include?
a) Specific questions to assess the topics.
b) Resources listed for each concept.
c) Formal objectives for each topic.
d) Illustration of major concepts through classroom vignettes.
e) Activities listed for each concept.
Question 6...What term does the National Council of Teachers of Mathematics use for the attitudinal side of teaching mathematics?
a) Mathematical view.
b) Mathematical concern.
c) Mathematical attention.
d) Mathematical disposition.
e) Mathematical overview.
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