Question

passage 3: drill practice for mathematical literacy
there is currently a long debate among scholars and teachers about the best way to teach math to students: the drill and test, memorization and repeated practice, or drills, or through to create the situated math students. in the which, tasks, there is problem solving based instruction in which students find a mathematical concept and apply it to a real - world issue, then going into more depth with the concept to solve the problem.
arguments are strong on both sides, but it is clear that drill and practice are the essential building blocks for a student to achieve mathematical literacy
with problem - solving based instruction, students may be thrown into a complex problem and be expected to have enough math knowledge to apply it to the situation. without repeated practice, a student can become overwhelmed by the complexity of the task itself.
additionally, students can waste valuable time computing answers to simple problems, such as multiplication or division, and make little to no progress on solving the more complex problem because they are fed up doing calculations. for example, if students are using the long - division method to do a division problem instead of using their division facts, they may fall behind the others doing the problem who already know their facts. many just give up at this point. when students have drill and practice with, for example, multiplication and division facts, they are quick and accurate in doing them. it frees up mental space to focus their efforts on complex problems.
also, having ample practice time is crucial for students to have trouble grasping mathematical concepts. the same students who need the structure and routine of doing exercises found in drills. in problem - based instruction, students can get lost and cannot
in passage 3, how effectively does the author develop the argument that drill and practice are essential building blocks for mathematical literacy?
the author thoroughly supports the argument by explaining the ways in which drill and practice supports students in their future endeavors with more challenging collegiate mathematical studies.
the author fails to provide convincing evidence in the analysis of data from research studies that compare the performance of students who have used drill and practice with results from students using other learning methods.
the author unsuccessfully attempts to engage the reader by presenting vignettes and anecdotes that share students’ real - world classroom experiences and their feelings about their mathematical abilities.
the author successfully responds to counterclaims by comparing the positive effects that drill and practice methods have on students with the possible shortcomings of the problem - based instruction approach.

Explanation:

To determine the correct answer, we analyze each option:

• The first option claims the author supports the argument by explaining future collegiate benefits, but the passage focuses on current learning (e.g., mental space, avoiding giving up) rather than future collegiate studies.
• The second option says the author fails to provide convincing evidence from research studies, but the passage uses examples (e.g., students using division methods vs. knowing facts) rather than research data, so this misrepresents the author's approach.
• The third option claims the author uses vignettes/anecdotes to engage readers, but the passage's examples are about learning processes, not student experiences/feelings.
• The fourth option: The passage addresses counterclaims (e.g., problem - based instruction's issues like students getting lost) and compares drill and practice's positive effects (e.g., quick/accurate, freeing mental space) with problem - based instruction's shortcomings. This matches how the author develops the argument.

Answer:

The author successfully responds to counterclaims by comparing the positive effects that drill and practice methods have on students with the possible shortcomings of the problem - based instruction approach.