Mathematics Teaching Strategies MCQs
Mathematics Teaching Strategies MCQs
Welcome to the Mathematics Teaching Strategies section on MCQss.com. Here, you will find a wide range of MCQs designed to enhance your mathematics teaching strategies and approaches, enabling you to engage students, foster conceptual understanding, and promote problem-solving skills in mathematics education.
Teaching mathematics requires a deep understanding of both the subject matter and effective instructional methods. The MCQs provided in this section cover various teaching strategies, including inquiry-based learning, hands-on activities, problem-solving approaches, differentiation techniques, and the use of technology in mathematics instruction.
Whether you are a mathematics teacher, educator, or aspiring educator, the Mathematics Teaching Strategies MCQs offer a platform to enhance your teaching effectiveness and inspire your students' love for mathematics. Explore these MCQs, apply the strategies in your classroom, and witness the positive impact on student learning and achievement.
Join us in exploring the MCQs on Mathematics Teaching Strategies and unlock your potential to become a more effective mathematics educator.
1: The use of symbols, including numeric, algebraic, statistical and geometric is called abstract instruction.
A. True
B. False
2: Knowing the number of objects in a set is called _____.
A. Cardinality
B. Modality
C. Ordinaility
D. Degree
3: Manipulating objects to represent numerals and operations is called learned helplessness.
A. True
B. False
4: The ability to understand numbers, numeric relationships, and how to use numeric information to solve mathematic problems is called _____.
A. Number sense
B. Numeration
C. Fluency
D. Operations
5: Use procedural strategies accurately and know how to make sense of numerical and quantitative situations is called _____powerful students.
A. Numerically
B. Analytically
C. Algebraically
D. Chronologically
6: Teacher uses _____ representations such as tally marks, dots, picture and so forth is called representational instruction.
A. Visual
B. Audible
C. Verbal
D. None of these
7: Breaking a task into smaller manageable parts or steps, teaching steps as separate objectives, and then combining all steps to complete the entire task is called _____.
A. Task analysis
B. Behavior analysis
C. Education analysis
D. None of these
8: Ability to perceive and understand accurately what you see is called ______ perception.
A. Visual
B. Audio
C. Code
D. Verbal
9: Kita has difficulty remembering the definitions of mathematical terms. A strategy most likely to help her is:
A. Self-regulation
B. Peer tutoring
C. A mnemonic device
D. An advance organizer
10: Mr. Robinson’s general education classroom is comprised primarily of students who are culturally diverse and some of them have learning disabilities. He does not believe that the problems in the textbook are relevant to their lives. In order to engage his students more effectively, Mr. Robinson should consider:
A. Focusing solely on the textbook problems to expose them to new ideas
B. Allowing students to solve problems independently without teacher direction
C. Writing math problems that are culturally relevant and authentic
D. Allowing students to create their own problem-solving strategies
11: The first step in developing mathematics instruction is to:
A. Write the short-term lesson objectives
B. Sequence the skills
C. Determine prerequisites
D. Select a teaching procedure
12: Maria refuses to attempt to solve math problems in class. She cries and says, “I can’t do it.” Maria may be experiencing problems related to:
A. Memory difficulties
B. Attention problems
C. Language
D. Learned helplessness
13: Researchers have found that the more effective approach for teaching mathematics to students with high-incidence disabilities is:
A. Implicit instruction
B. Discovery learning
C. Social interaction
D. Explicit instruction
14: Selective attention can affect a student’s math performance.
A. True
B. False
15: A disadvantage of a scripted lesson plan in mathematics is too much emphasis is placed on devising additional examples.
A. True
B. False
16: Keywords but not pegwords can be used to teach mathematics.
A. True
B. False
17: Graphic representation is not an appropriate strategy to help students solve word problems.
A. True
B. False
18: The conversion of words into math symbols is an example of how language can affect mathematical performance.
A. True
B. False
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Mathematics Teaching Strategies MCQs
