Chapter 4 Quiz

Which option is not considered a type of mathematics activity?

• an exercise where a person has already solved a similar problem or been taught a solution method
• a problem where a person initially does not know what direction to take to solve it
• developing a mathematical model that arises from a real context
• passive transmission of knowledge from teacher to student

How many proficiency strands are there in the Australian Curriculum: Mathematics?

• two
• three
• four
• five

Which option describes the student mathematical action of ‘understanding’?

• choosing and carrying out appropriate procedures, flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily
• making choices, interpreting, formulating, modelling and investigating problem situations and communicating solutions effectively
• building robust knowledge of adaptable and transferable mathematical concepts, and making connections between related concepts
• analysing, proving, evaluating, explaining, inferring, justifying and generalising

Which of the following describes the student mathematical action of ‘reasoning’?

• choosing and carrying out appropriate procedures, flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily
• making choices, interpreting, formulating, modelling and investigating problem situations and communicating solutions effectively
• building robust knowledge of adaptable and transferable mathematical concepts, and making connections between related concepts
• analysing, proving, evaluating, explaining, inferring, justifying and generalising

Which option describes the student mathematical action of ‘fluency’?

• choosing and carrying out appropriate procedures, flexibly, accurately, efficiently and appropriately, and recalling factual knowledge and concepts readily
• making choices, interpreting, formulating, modelling and investigating problem situations and communicating solutions effectively
• building robust knowledge of adaptable and transferable mathematical concepts, and making connections between related concepts
• analysing, proving, evaluating, explaining, inferring, justifying and generalising 

Which statement is not related to understanding and fluency?

• understanding and fluency are connected with the mathematics activity of exercise
• it is important to involve processes for thinking mathematically
• once a technique is learnt, it is important to consolidate learning through practice
• understanding means knowing the ‘how’ as well as the ‘why’

Which statement is not related to problem solving and reasoning?

• problem solving involves all problem situations including open investigations and mathematical models
• reasoning involves the processes for undertaking mathematical thinking
• the more unfamiliar or the less fluent we are, the more we need to reason
• we need to know how to follow a procedure

Which option does not describe specialising when solving a problem?

• specific examples are tried to gain a sense of what we are trying to do to solve a problem
• it is an important part of the problem-solving process as it helps us to begin the problem
• it is where we come up with mathematical ideas called conjectures
• it is a part of the process of mathematical thinking in which data is collected and specific examples are tried

Which option describes generalising when solving a problem?

• to identify patterns and make conjectures as part of the mathematical thinking process
• to try simple examples before solving the problem
• to follow the general procedure to answer a mathematical exercise
• to break a problem into manageable parts

Which statement is not related to justifying when solving a problem?

• by identifying and explaining the underlying pattern in a solution, we can be certain that the answer will hold in every case
• justifying is the process of proving your conjecture for all cases
• mathematical proof begins with justifying conjectures
• we know the solution is correct because we can recognise a pattern