Gordon Biddle, Early Childhood Education Instructor Resource
Chapter 13: Mathematics, Science, and Technology
Test Bank
1. __________ believed that children construct their knowledge of the world through their
actions and their senses.
2. __________ believed that knowledge is constructed by groups and cultures collectively.
3. Being active in creating one’s own understanding of the world around one is the theory of
4. The steps used by scientists to create and further knowledge are called
5. Grouping objects and people based on characteristics is called
6. Putting in order by weight, amount, size, or other related characteristics and going from
smallest amount to largest amount or vice versa is called
7. Putting objects, people, or sensations in some sort of repeated order is called
8. The awareness and knowledge that each individual number in a counting sequence refers to
one object is called
9. Calculating the quantity or amount of something is called
10. The study of the properties and relationships of two- and three-dimensional shapes is called
11. The study of living beings and their environments and life cycles is called
12. The study of matter and energy is called
13. The science of substances and their combinations is called
14. ____________ should be used as a tool to aid children and allow them to learn at their own
pace.
15. Research has shown that there are _________ differences in mathematic and scientific
knowledge and skills.
16. Technology can be used successfully with young children beginning at age
17. Early exposure to technology and media may not be helpful for skill development if exposure
happens before the age of
18. Some researchers have found very basic understanding of __________ in children as early as
five months old.
19. ____________ begins to emerge in children as young as 3 months old.
20. What mathematics skill cannot be “pushed” onto young children any earlier than second or
third grade?
21. Educational videos and TV programs do not seem to enhance skill development if exposure
happens before age 2.
22. Television and media exposure should be limited to only 2 hours a day.
23. Some researchers have found very basic understanding of number sense as early as 5 months
old.
24. Math skills should not be taught until around the age of three.
25. Preschool children can understand the study of geometry.
26. Teachers do not need to use the proper terminology when referring to math and science
concepts because the children are too young to understand them.
27. Early childhood teachers should push the skill of understanding fractions.
28. Data collection is another skill that is too difficult for young children to grasp.
29. Teachers’ attitudes toward mathematics and science may impact their students’ attitudes.
30. Technology can be used successfully with young children from age two years to eight years.
31. Explore ways teachers can instill a love of learning in mathematical, scientific, and
technology concepts.
32. Share ways teachers can maximize children’s capabilities in the areas of mathematics,
science, and technology concepts.
33. Compare and contrast the views of Piaget and Vygotsky with regard to constructivism.
Gordon Biddle, Early Childhood Education Instructor Resource
34. Discuss how early exposure to technology and media can be helpful or not for young
children.
35. Clarify how teachers can teach number concepts to young children.
36. Explain ways that children can be involved in data collection.
37. Explain how teachers can help children better understand the concepts of health and
nutrition.
38. Explore suggestions on how teachers’ attitudes and beliefs can be changed.
39. List the three most important factors that influence children’s experiences with technology.
40. Explore ways that young children with special needs can utilize and benefit from technology
in their classroom.