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1. Research has demonstrated that virtually all young children have the capability to learn and become competent in
mathematics.
a. True
b. False
2. Young children use numbers to solve everyday problems by constructing number meanings through real-world
experiences and the use of physical materials.
a. True
b. False
3. Gardner has shown that spatial intelligence is associated with art and linguistic intelligence but not logical-
mathematical intelligence.
a. True
b. False
4. It is best for children to understand basic math concepts before they use computer software dealing with the
concepts.
a. True
b. False
5. Problem solving and reasoning are the heart of mathematics.
a. True
b. False
6. If you ask a young child, “How many chairs are there in the room?” and the child gives an incorrect answer, an
appropriate response would be, “No, that’s wrong, go back and count them again and I’ll tell you when you have the
correct number.”
a. True
b. False
7. It is important that the teacher make clear to a child that there is only one way to solve a problem and that he must
work until he finds it, no matter how long it takes.
a. True
b. False
8. The ability to predict is an example of logical-mathematical intelligence.
a. True
b. False
9. Number sense and counting both mean the same thing.
a. True
b. False
10. A child who understands that there are the same number of pennies in two rows of six each, even though the
pennies in one row are spread farther apart than those in the other, has a grasp of the concept called conservation.
a. True
b. False
11. Cooking is another multiple intelligence identified by Howard Gardner.
a. True
b. False
12. Concept development is fostered by solving problems and constructing knowledge by making mistakes.
a. True
b. False
13. Spatial sense is the students’ awareness of themselves in relation to the people and objects around them.
a. True
b. False
14. All but which of the following is true when planning math learning experiences for young children?
a. Math learning experiences should focus on memorizing basic math rules, such as by using times tables or flash
cards
b. Math learning experiences should involve the child's real-world experiences
c. Math learning experiences should build on what the child already knows
d. Math learning experiences should be hands-on
15. All but which of the following are considered best practices for math learning in the early childhood education
classroom?
a. Math should be incorporated into other content areas, such as language, science, or dramatic play
b. Math learning is best accomplished through focused lessons on counting, mathematical operations, or
memorization
c. Teachers should consider the developmental stage of the children in the classroom when planning math
learning
d. Math experiences that allow children to relate math concepts to themselves are likely to be most effective
16. You are setting up a math center in your classroom. All but which of the following should be true of the center when
you are finished?
a. There should be a variety of hands-on materials for children to practice math with, such as aluminum washers,
craft sticks, or counting blocks
b. The center should be in a quiet area of the classrooms
c. There should be both analog and digital clocks for children to practice time-telling skills with
d. The activities in the center should be open-ended or self-correcting
17. When planning math experiences for young children, all but which of the following is true?
a. Math experiences can occur both inside the classroom and in outdoor areas
b. Math experiences should incorporate skills such as spatial recognition, texture recognition, and seriation as
well as counting, adding, and subtracting
c. Math is embedded in many other content areas. It is the task of the teacher to recognize these relationships in
creating math experiences
d. Incorporating math into areas of the curriculum such as art or dramatic play is likely to be confusing to young
children
18. You are evaluating math learning software for your classroom. The software you choose should have all but which
of the following characteristics?
a. Extensive drill and practice activities
b. Activities or exercises that build on what children already know
c. Open-ended activities
d. Activities that allow two children to work together
19. Which of the following is not true of math learning for children with disabilities?
a. Some cognitive disabilities impact math learning, but children with these disabilities can have effective math
learning experiences with appropriate accommodations or modifications
b. Children with cognitive disabilities are incapable of math learning
c. Children with physical disabilities may need modified materials but are otherwise fully capable of math
learning
d. Children with disabilities may need quieter or distraction-free spaces in which to have their math experiences
20. Which of the following is the appropriate strategy for building partnerships with families around math learning?
a. Provide parents with a list of software packages that are appropriate for their children
b. Encourage parents to do drill or flash card practice with their children
c. Suggest ways in which parents can use household or family experiences such as cooking or folding laundry to
foster math learning
d. Encourage parents to purchase math workbooks for their children
21. All but which of the following are appropriate responses to a child who is becoming frustrated because he cannot
arrive at the correct answer in a math exercise?
a. Reassure that child that everyone makes mistakes and it is OK not to get everything on the first or even
second try
b. Help the child break the exercise or problem down into smaller parts, drawing on what he already knows
c. Tell the child that not everyone is good at math
d. Encourage the child to work with a friend to solve the problem or exercise
22. Researchers believe that a child starts learning to classify and seriate objects as early as:
a. infancy b. toddler years
c. three to five years of age d. six to eight years of age
23. You are telling the story of “The Little Engine That Could” to some children, and you have them all join in saying, “I
think-I-can, I-think-I-can.” This is an example of children participating in:
a. visual patterning b. auditory patterning
c. spatial relationships d. tactile patterning
