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Math Vocabularies > Terms, Vocab, Resources 1 > Flashcards

Terms, Vocab, Resources 1 Flashcards

1
Q

National Council of Teahers of Mathematics, NCTM

A

World largest mathematics education organization

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2
Q

Common Core State Standards, CCSS

A

Specify mathematic content

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3
Q

National Assessment of Educational Progress, NAEP

A

Data on students performance in mathematics

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4
Q

Trends in International Mathematics and Science Study, TIMSS

A

Mathematics studies performed on an internatoinal scale comparing different countries

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5
Q

No Child Left Behind, NCLB

A

Presses for a higher level of achievement, more testing, and increased teacher accountability

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6
Q

Professional Satandards for Teaching Mathematics, PSTM

A

Articulates a vision of teaching math based on the expection described in CES

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7
Q

Cirriculum and Evaluation Standards, CES

A

Sifnificant Math achievement is a viion for all students, not just a few.

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8
Q

Assessment Standard for School Mathematics, ASSM

A

Focuses on the importance of integrated assessment with instructionand indicates the key role that assessment plays in implementing change

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9
Q

Cirriculum Focal Point, CFP

A

Math taught at each level needs to focus, go into depth, and explicitly show connections.

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10
Q

Problem Solving standard

A

Describes peoblem solving through which students develop mathematical ideas.

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11
Q

The Reasoning and Proof standard

A

Emphasizes the logical thinking that helps us decide if and why our answers make sense.

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12
Q

The Communication standard

A

Points to the importanceof being able t talk about, write about, describe, and explain mathematical ideas.

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13
Q

The Connection stabdard

A

It is important to connect within mathematical ideas and mathematics should be connectedto real world and other disciplines.

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14
Q

The Representation standards

A

Emphasizes the use of symbols, charts, graphs, manipulatives, and diagrams as powerful methods of expressing mathematical ideas and relationships.

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15
Q

Learning Trajectories

A

The selection of topics at particular grades that refflects rigorous mathematics and learning progressions.

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16
Q

Persistence

A

The ability to stave off frustration and demonstrate persistence

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17
Q

Positive Attitude

A

Positive attitute towards math

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18
Q

Readiness for Change

A

Demostrate a readiness for change, even for changes so radical that it may cause desequilibrium

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19
Q

Reflection Disposition

A

Making time to be self-concious and reflective.

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20
Q

Doing Mthematics

A

It means generating strategies for solving problems, applying those approaches, seeing if they lead to solutions, and checking to see whether your answer makes sense.

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21
Q

Mathematics

A

The science of concepts and processes that have a pattern of regularity and logical order.

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22
Q

Explicit

A

The focus on students’ applying their prior knowledge, testing ideas, making connections and comparison, and making conjectures

23
Q

Productive Struggle

A

A way of engagement in productive that struggle helps students learn mathematics

24
Q

Constructivism

A

Rooted in John Piaget’s work, developed in 1930s, it is the notion that learners are not blank slates but rather creators(constructors) of their own learning.

25
Assimilation
Occurs when a new concept 'fits' with prior knowledge and the new information expands an existing network
26
Accomodation
Takes place when the new concept does not 'fit' with the existing network (causing what Piaget called disequilibrium) so the brain revamps or replaces the existing schema
27
Reflective Thought
The effort required to connect new knowledge to old knowledge
28
Sociocultural Theory
Mental processes exist between and among people in social learning sttings, and that from these social settings the learner mones ideas into his/her own psychological realm
29
Zone of Proximal Development, ZPD
Refers to range of knowledge that may be out of reach for a person to learn on his/her own, but is accessible if the learner has support from peers or more knowledgeable others
30
Semiotic Mediation
the mechanism by which individual beliefs, attitdudes, and goals are simultaneously affect sociocultural practices and institutions
31
Scaffolding
Based on the idea that a task otherwise outside os a students ZDP can become accessible if it is carefully structured
32
Tools
Any object, picture, or drawing that represents the concept or onto which the relationship for the concept can be impossed
33
Manipulatives
Physical objects that students and teachers can use to illustrate and discover math concepts, whether made specifically for math
34
Conceptual Understnading
Knowledge about relationships or foundational ideas of a topic
35
Procedural Fluency
Knowledge and use of rules and procedures used in carrying out math processes and also the symbolism used to represent math
36
Strategic Competence
Using different designs, trying different approachesto solving a given problem
37
Adaptive Reasoning
The capacity to reflect on your work, evaluate it, and then adapt, as needed.
38
Productive Disposition
it having a 'can do' attitude towards math problems phased
39
Teaching for Problem Solving
Teaching a skill so that a student can later solve a problem
40
Teaching About Problem Solving
Teaching studenta how to problem solve, which can include the process or strategies for solving a problem.
41
Teachinf Through Problem Solving
Students learn mathematics through real context, problems, situations and models
42
Problem
A task or activity for which a student have no perception or memorized rules or method, nor is there a perception by student that there is a 'specifi correct' solution method
43
Proceduralize Problem Solving
Avoid taking the problem solving from the student by offering startegies.
44
Concepts
Building on Ideas students already posess
45
Procedures
Teaching through problem solving where students determine the approach to computing the problem.
46
Cognitively Demanding
Involves higher-level thinking
47
Low-cognitive demand
Involving facts, following known procedures, and solving routine problems
48
Multiple Entry
A task having various degrees of challenge within it or it can be approached from a varity of ways
49
Multiple Exit Points
Various ways that students can demonstrate understanding of the lerning goals
50
Initiation-response-feedback, IRF
Does not lead to classroom discussion that encourage all students to think
51
Funneling
Continuos probing of students in orderto get them to a particular answer
52
Focusing
Pattern which uses probing questions to negotiate a classroom discussion and help students understand the math
53
Metacognition
concious monitoring and regulation of your own thought process

Math Vocabularies (2 decks)

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