Description
Book SynopsisThe 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.
Table of ContentsForeword 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)
