The language of mathematics education : an expanded glossary of key terms and concepts in mathematics teaching and learning /
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...
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| Language: | English |
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Leiden ; Boston :
BRILL,
[2019]
Leiden ; Boston : Brill Sense, [2019] Leiden Boston : Brill | Sense, 2019 |
| Series: | Mnemosyne, Supplements;
volume429 |
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| 100 | 1 | |a Dingman, Shannon W., |d 1977- |e author | |
| 245 | 1 | 4 | |a The language of mathematics education : |b an expanded glossary of key terms and concepts in mathematics teaching and learning / |c by Shannon W. Dingman, Laura B. Kent, Kim K. McComas, and Cynthia C. Orona |
| 264 | 1 | |a Leiden ; |a Boston : |b BRILL, |c [2019] | |
| 264 | 1 | |a Leiden ; |a Boston : |b Brill Sense, |c [2019] | |
| 264 | 1 | |a Leiden Boston : |b Brill | Sense, |c 2019 | |
| 264 | 4 | |c ©2019 | |
| 300 | |a 1 online resource (138 pages) | ||
| 300 | |a 1 online resource (xiii, 126 pages) | ||
| 300 | |a 1 online resource | ||
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| 490 | 0 | |a The Language of Education : Key Terms and Concepts in Teaching and Learning, |x 2666-0121 ; |v Volume 1 | |
| 490 | 0 | |a The language of education: key terms and concepts in teaching and learning ; |v volume 1 | |
| 490 | 1 | |a Mnemosyne, Supplements; |v volume429 | |
| 504 | |a Includes bibliographical references | ||
| 505 | 0 | 0 | |t Foreword / |r Barbara J. Reis -- Preface and Introduction -- Abstract Thinking -- Action Research -- Active Mathematics Teaching and Learning -- Additive Reasoning -- Algebraic Reasoning -- Algorithm -- Assessment in Mathematics -- / |r Formative Assessment -- / |r Summative Assessment -- / |r 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 -- / |r Direct Instruction/Lecture Method -- / |r Inquiry Based Instruction/Active Learning -- / |r Three-Act Tasks -- / |r Launch-Explore-Summarize -- / |r 5 Practices -- / |r 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 -- / |r National Council of Teachers of Mathematics (NCTM) -- / |r National Council of Supervisors of Mathematics (NCSM) -- / |r Association of Mathematics Teacher Educators (AMTE) -- / |r Psychology of Mathematics Education (PME) -- / |r American Educational Research Association (AERA) -- / |r International Commission on Mathematical Instruction (ICMI) -- / |r Research Council on Mathematics Learning (RCML) -- / |r Mathematical Association of America (MAA) -- / |r 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) |
| 505 | 0 | 0 | |t Foreword / |r Barbara J. Reis -- Preface and Introduction -- Abstract Thinking -- Action Research -- Active Mathematics Teaching and Learning -- Additive Reasoning -- Algebraic Reasoning -- Algorithm -- Assessment in Mathematics -- / |r Formative Assessment -- / |r Summative Assessment -- / |r 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 -- / |r Direct Instruction/Lecture Method -- / |r Inquiry Based Instruction/Active Learning -- / |r Three-Act Tasks -- / |r Launch-Explore-Summarize -- / |r 5 Practices -- / |r 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 -- / |r National Council of Teachers of Mathematics (NCTM) -- / |r National Council of Supervisors of Mathematics (NCSM) -- / |r Association of Mathematics Teacher Educators (AMTE) -- / |r Psychology of Mathematics Education (PME) -- / |r American Educational Research Association (AERA) -- / |r International Commission on Mathematical Instruction (ICMI) -- / |r Research Council on Mathematics Learning (RCML) -- / |r Mathematical Association of America (MAA) -- / |r 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) |
| 505 | 0 | 0 | |t Foreword / |r Barbara J. Reis -- Preface and Introduction -- Abstract Thinking -- Action Research -- Active Mathematics Teaching and Learning -- Additive Reasoning -- Algebraic Reasoning -- Algorithm -- Assessment in Mathematics -- / |r Formative Assessment -- / |r Summative Assessment -- / |r 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 -- / |r Direct Instruction/Lecture Method -- / |r Inquiry Based Instruction/Active Learning -- / |r Three-Act Tasks -- / |r Launch-Explore-Summarize -- / |r 5 Practices -- / |r 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 -- / |r National Council of Teachers of Mathematics (NCTM) -- / |r National Council of Supervisors of Mathematics (NCSM) -- / |r Association of Mathematics Teacher Educators (AMTE) -- / |r Psychology of Mathematics Education (PME) -- / |r American Educational Research Association (AERA) -- / |r International Commission on Mathematical Instruction (ICMI) -- / |r Research Council on Mathematics Learning (RCML) -- / |r Mathematical Association of America (MAA) -- / |r 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) |
| 506 | |a Access restricted by licensing agreement | ||
| 520 | |a 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 | ||
| 520 | |a "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"-- |c Provided by publisher | ||
| 520 | |a "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"-- |c Provided by publisher | ||
| 533 | |a Electronic reproduction |b Ann Arbor, MI |n Available via World Wide Web. | ||
| 588 | |a Description based on online resource; title from digital title page (viewed on October 04, 2019) | ||
| 588 | |a Description based on print version record and CIP data provided by publisher; resource not viewed | ||
| 588 | |a Description based on print version record | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on October 04, 2019) | |
| 590 | |a Access is available to the Yale community | ||
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| 776 | 0 | 8 | |i Print version: |a Dingman, Shannon W., 1977- |t The language of mathematics education |d Leiden ; Boston : Brill Sense, 2019 |z 9789004409385 |w (DLC) 2019030726 |
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