Chapter 11 Test Items
Chapter 11 Multiple-choice Items
1. These are currently redirecting the curriculum description for what students should know and be able to do in
mathematics.
A) NCTM Standards for Mathematics
B) Common Core State Standards for Mathematics
C) Principles and Standards for School Mathematics
D) AMTE Standards for Mathematics
2. The so-called “math wars” reflect a conflict among educators concerning what activity?
A) how much technology should be used
B) when students should use technologies
C) how much math teachers should learn
D) how students should learn math skills
3. While these tools are usually used more at the elementary level, researchers report that they can also improve
high school students’ attitudes toward mathematics.
A) virtual manipulatives
B) graphing calculators
C) calculator-based labs
D) computer-based tutoring
4. Without this technology tool, it is difficult, if not impossible, for students to move from the symbolic realm of
f(x) = x2 – 3 to the equivalent graphical rendering on an x-y coordinate to its accompanying numerical
representation.
A) virtual manipulative
B) mathematical simulation
C) graphing calculator
D) geometry software
5. These programs allow users to create and manipulate geometric constructions.
A) calculator-based laboratory (CBL)
B) computer algebra system (CAS)
C) dynamic geometry virtual manipulatives
D) interactive or dynamic geometry software
6. Maple is an example of these tools, which can be either software or devices with software that help carry out
complex numeric calculations involved in higher-level math problems.
A) data loggers
B) calculator-based laboratory (CBL)
C) computer algebra system (CAS)
D) graphing calculators
7. This is one of the most popular examples of the interactive geometry programs.
A) Geometer’s Sketchpad
B) Cognitive Tutor
C) Fathom
D) Maple
8. This is a comprehensive package designed for schools to help them analyze and represent statistical data in a
wide range of forms and help teachers implement data-driven curricula.
A) Geometer’s Sketchpad
B) Cognitive Tutor
C) Fathom
D) Maple
9. This software is often used to facilitate activities such as planning a fund-raising activity or analyzing data from
students’ counts of colors in a bag of M&Ms or other candies.
A) graphing calculators
B) counting software
C) probeware
D) spreadsheets
10. Technology can play an important and integral role in this kind of science instruction, because it can help
students engage in real-world investigations and communicate findings.
A) logico-mathematical
B) inquiry-oriented
C) teacher-focused
D) student-focused
11. This problem could have a profound impact on America’s economic competitiveness and security.
A) small numbers of females in STEM areas
B) poor performance by females in STEM areas
C) lack of federal funding for STEM education
D) lack of state and local funding for STEM education
12. Though virtual schools propose that these can be effective, some science organizations object to them as poor
substitutes for “the real thing.”
A) virtual manipulatives
B) distance education courses
C) distance mentors
D) virtual science labs
13. These can be ideal tools for collecting data during scientific inquiry activities; they allow data to be collected,
downloaded, and stored for later manipulation in a spreadsheet.
A) calculator-based labs (CBL)
B) computer algebra systems (CAS)
C) global positioning systems (GPS)
D) dynamic geometry software (DGS)
14. These are visualization tools that allow students to see representations of data and phenomena that may be
difficult to observe directly.
A) manipulatives
B) spreadsheets
C) simulations
D) modelers
Chapter 11 Short-Answer Items
1. This mathematics education organization stresses in its standards the importance of technology in learning
mathematics.
2. These technology tools are replicas of real manipulatives that are accessed via the Internet and can be
manipulated through a keyboard or other input device.
3. These are advanced calculators that can make graphs of equations and perform calculation functions involved in
higher-level math and science problems.
4. This is another common term for calculator-based labs, which can link either calculators or computers to
scientific data–gathering instruments, such as thermometers or pH meters.
5. This software, a component in many software productivity suites, has long been considered a powerful means of
supporting mathematical problem-solving exercises.
6. These are devices that record data over time with sensors.
7. This science organization has funded the creation of digital libraries for science topics, as well as an online
portal to education and research on learning in STEM topics.
8. These can help students see and work with models of both macroscopic phenomena, such as the phases of the
moon, or microscopic phenomena, such parts of cells.
9. This kind of software allows students to analyze factors in an image of a land mass by removing or adding
attributes and looking for connections among attributes.
10. Classroom teachers can have scientists interact with students in their classroom via email, blogs, or by
participating in these, which are live video broadcasts of an event sent over the Internet.
11. Science-oriented curriculum, camps, and national competitions that focus on this topic have all become part of
an increasingly popular strategy for getting students interested in engineering principles and careers.
12. When a teacher sets up a set of questions for students to complete in an online survey format on the Poll
Everywhere (PE) website, it makes students cellphones into these.
13. This organization has an Internet site at which teachers and students can download a wide variety of current,
useful publications in science and science education free of charge.
14. The Internet has made it possible for teachers and students to get time to use these remote devices to carry out
various investigations.
Chapter 11 Essay Items
1. Discuss which science organizations object to the use of virtual or simulated labs and the nature of their
objections. Discuss how proponents of these labs respond to these objections.
2. Discuss some of the strategies and resources that math and science educators can use to increase their
proficiency as technology-using teachers
Chapter 11 Test Item Answer Key
Chapter 11 Multiple-choice Items
Chapter 11 Short-Answer Items
Chapter 11 Essay Items
