The Language of Mathematics Education

Erscheinungsjahr 2019
ISBN: 978-90-04-40938-5
Verlag: Koninklijke Brill BV

Buch, Englisch, 126 Seiten, Format (B × H): 155 mm x 234 mm, Gewicht: 212 g

Reihe: Brill

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.

Autoren/Hrsg.

Dingman, Shannon W.

Kent, Laura B.

McComas, Kim K.

Orona, Cynthia C.

Fachgebiete

• Mathematik | Informatik Mathematik Mathematik Allgemein
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

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)

Über Autor(innen)

Shannon W. Dingman, Ph.D. (2007), University of Missouri, is an Associate Professor of Mathematics Education in the Department of Mathematical Sciences at the University of Arkansas. His research agenda centers on the role of mathematics curriculum materials in mathematics teaching.

Laura B. Kent, Ph.D. (1996), University of Wisconsin, is an Associate Professor of Mathematics Education in the Department of Curriculum & Instruction at the University of Arkansas. Her research interests focus on student thinking and mathematics classroom based professional development.

Kim K. McComas, Ph.D. (2011), University of Arkansas, is an Assistant Clinical Professor of Mathematics Education in the Department of Curriculum & Instruction at the University of Arkansas. Her interests include a problem based approach to teaching mathematics.

Cynthia C. Orona, Ph.D. (2013), Oklahoma State University, is an Assistant Professor of Mathematics and STEM Education in the Department of Curriculum & Instruction at the University of Arkansas. Her research interests are pre-service elementary mathematics teachers and STEM curriculum.