The language of mathematics education : an expanded glossary of key terms and concepts in mathematics teaching and learning / by Shannon W. Dingman, Laura B. Kent, Kim K. McComas, and Cynthia C. Orona .

Format:

Book

Author/Creator:

Dingman, Shannon W., 1977- author.

Series:

Mnemosyne, Supplements; volume429.

Mnemosyne, Supplements; volume429

Language:

English

Subjects (All):

Mathematics--Study and teaching--Terminology.

Mathematics.

Mathematics--Terminology.

Physical Description:

1 online resource (138 pages).

Place of Publication:

Leiden Boston : Brill | Sense, 2019.

Summary:

The Language of Mathematics Education: An Expanded Glossary of Key Terms and Concepts in Mathematics Teaching and Learning offers mathematics teachers, mathematics education professionals and students a valuable resource in which common terms are defined and expounded upon in short essay format. The shared vocabulary and terminology relating to mathematics teaching and learning, and used by mathematics educators is an essential component of work conducted in the field. The authors provide an overview of more than 100 terms commonly used in mathematics teaching and learning. Each term is defined and is followed by a short overview of the concept under discussion that includes several bibliographic references the reader can use for further investigation. In addition to terms specific to the domain of mathematics education, select key terms common across all fields of education (e.g., curriculum, epistemology, metacognition) are included. The goal for this book is to serve as a resource for those entering the field as they navigate the language and terminology of mathematics education and as an asset for more established professionals who wish to gain additional insights into these ideas.

Contents:

Foreword / Barbara J. Reis

Preface and Introduction

Abstract Thinking

Action Research

Active Mathematics Teaching and Learning

Additive Reasoning

Algebraic Reasoning

Algorithm

Assessment in Mathematics

/ Formative Assessment

/ Summative Assessment

/ Progressive Assessment

Basic (Number) Facts

Beliefs/Attitudes

Cognitive Demand

Cognitive Science

Cognitively Guided Instruction (CGI)

Common Core State Standards for Mathematics (CCSSM)

Computer Algebra Systems (CAS)

Concept Image

Conceptual Knowledge

Conjecture

Constructivist Theory of Learning

Cooperative Learning

Council for the Accreditation of Educator Preparation (CAEP)

Counting

Covariational Reasoning

Curricular Reasoning

Curriculum

Curriculum Alignment

Curriculum Coherence

Curriculum Knowledge

Decentering

Deductive Reasoning

Design Research in Education

Didactic

Differentiated Instruction

Direct Modeling

Discourse

Discovery Learning

Dynamic Geometry Software (DGS)

Educational Technology

Epistemology

Equity

Error Patterns

Ethnomathematics

Fidelity of Implementation

Flipped Classroom

Functions-Based Approach to Teaching Algebra

Geometric Reasoning

High-Stakes Testing

Inductive Reasoning

Instructional Strategies and Techniques

/ Direct Instruction/Lecture Method

/ Inquiry Based Instruction/Active Learning

/ Three-Act Tasks

/ Launch-Explore-Summarize

/ 5 Practices

/ Flipped Classroom Approach

Learning Trajectory

Lesson Study

Longitudinal Study

Manipulatives

Math Anxiety

Math Wars

Mathematical Identity

Mathematical Knowledge for Teaching (MKT)

Mathematical Literacy

Mathematical Modeling

Mathematics Skills

Meaningful Learning

Mental Discipline

Mental Math

Metacognition

Misconceptions

Model-Eliciting Activities (MEA’s)

Multiple Embodiment

Multiplicative Reasoning

National Assessment of Educational Progress (NAEP)

NCTM Standards

New Math

Non-Anticipatory

Number Sense/Numeracy

Numerical Estimation

Pedagogical Content Knowledge (PCK)

Performance Based Assessments

Prior Knowledge

Problem Based Learning (PrBL)

Problem Solving Heuristics

Problem Structure

Procedural Knowledge

Productive Struggle

Professional Development (PD)

Professional Organizations in Mathematics Education

/ National Council of Teachers of Mathematics (NCTM)

/ National Council of Supervisors of Mathematics (NCSM)

/ Association of Mathematics Teacher Educators (AMTE)

/ Psychology of Mathematics Education (PME)

/ American Educational Research Association (AERA)

/ International Commission on Mathematical Instruction (ICMI)

/ Research Council on Mathematics Learning (RCML)

/ Mathematical Association of America (MAA)

/ American Mathematical Society (AMS)

Program for International Student Assessment (PISA)

Project Based Learning (PBL)

Proportional Reasoning

Quantitative Literacy (QL)

Quantitative Reasoning (QR)

Radical Constructivism

Reification

Relational Thinking

Representational Fluency

Representations

Response to Intervention (RtI)

Responsive Teaching

Rigor

Rote Learning

Scaffolding

Sense-Making

Situated Learning (Cognition)

Social Constructivism

Socio-Cultural Learning Theory (SCLT)

Sociomathematical Norms

Spatial Thinking

Strands of Mathematical Proficiency

Subitizing

Task Analysis

Teacher Noticing

Technological and Pedagogical Content Knowledge (TPACK)

Trends in Mathematics and Science Study (TIMMS)

Van Hiele Levels of Geometric Thinking

Zone of Proximal Development (ZPD).

Notes:

Includes bibliographical references.

Description based on print version record and CIP data provided by publisher; resource not viewed.

ISBN:

90-04-41265-4

OCLC:

1114972232

Publisher Number:

10.1163/9789004412651 DOI