Assessing Students with Special Needs Chapter 14

The written language of mathematics is composed of

• abstract and concrete representations

• numerals and symbols

• arithmetic, algebra, and geometry

• problem solving units

Mathematics includes arithmetic computation as well as

• problem solving

• geometry and measurement

• reading and interpreting tables, charts, and graphs

• all of the above

In some ways, the distinction between computation and problem solving in mathematics is analogous to that between

• decoding and comprehension in reading

• speaking and listening

• mathematical algorithms and divergent thinking

• addition and division

A formal test designed to provide an in-depth assessment of computational skills is the

• KeyMath–III

• SDMT-4

• DTAS

• TOMA–3

Which measure is a norm-referenced test that evaluates attitude toward mathematics, math vocabulary, computation, and story problems?

• KeyMath–III

• SDMT-4

• DTAS

• TOMA–3

Which statement about the SDMT-4 is false?

• The SDMT-4 is a norm-referenced test.

• A Progress Indicator score may be obtained.

• Two levels of the test are available.

• All questions are multiple choice.

The most frequent type of computational error made by students with achievement problems is a(n)

• incorrect operation

• incorrect number fact

• incorrect algorithm

• random error

The measure that uses error analysis procedures to detect slips and mistakes in setting up the problem is

• SDMT-4

• KeyMath–III

• DTAS

• TOMA–3

Which of the following scores is most likely to indicate a problem area in mathematics?

• A Total Math Quotient of 72 on the TOMA–3

• SDMT-4 PI of + on the Subtraction Facts subtest

• A scaled score of 11 on a TOMA–3 subtest

• A stanine 4 Total Score on the SDMT-4

Traditional mathematics measures tend to focus on all of the following except

• measurement skills

• attitude toward mathematics

• problem solving skills

• computational skills