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 forma...
Saved in:
| Main Author: | |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
Leiden ; Boston :
Brill Sense,
[2019]
|
| Series: | The language of education: key terms and concepts in teaching and learning ;
volume 1 |
| Subjects: | |
| Online Access: | DE-862 DE-863 |
| 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"-- |
| Physical Description: | 1 online resource (xiii, 126 pages) |
| Bibliography: | Includes bibliographical references. |
| ISBN: | 9789004412651 9004412654 |
Staff View
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| 100 | 1 | |a Dingman, Shannon W., |d 1977- |e author. |0 http://id.loc.gov/authorities/names/no2011091406 | |
| 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 Sense, |c [2019] | |
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| 504 | |a Includes bibliographical references. | ||
| 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. | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on October 04, 2019). | |
| 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). |
| 650 | 0 | |a Mathematics |x Study and teaching |v Terminology. | |
| 650 | 0 | |a Mathematics |v Terminology. |0 http://id.loc.gov/authorities/subjects/sh85082168 | |
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| author | Dingman, Shannon W., 1977- |
| author_GND | http://id.loc.gov/authorities/names/no2011091406 |
| author_additional | 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). |
| author_facet | Dingman, Shannon W., 1977- |
| author_role | aut |
| author_sort | Dingman, Shannon W., 1977- |
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| callnumber-label | QA11 |
| callnumber-raw | QA11.2 .D564 2019 |
| callnumber-search | QA11.2 .D564 2019 |
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| callnumber-subject | QA - Mathematics |
| collection | ZDB-4-EDU |
| contents | Foreword / |
| ctrlnum | (OCoLC)1114972232 |
| dewey-full | 510.71 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 510 - Mathematics |
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| dewey-tens | 510 - Mathematics |
| discipline | Mathematik |
| format | Electronic eBook |
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| genre | Dictionary https://id.nlm.nih.gov/mesh/D016437 dictionaries. aat Dictionaries fast Terminology fast Dictionaries. lcgft http://id.loc.gov/authorities/genreForms/gf2014026086 Dictionnaires. rvmgf |
| genre_facet | Dictionary dictionaries. Dictionaries Terminology Dictionaries. Dictionnaires. |
| id | ZDB-4-EDU-on1114972232 |
| illustrated | Illustrated |
| indexdate | 2025-03-18T14:31:25Z |
| institution | BVB |
| isbn | 9789004412651 9004412654 |
| language | English |
| lccn | 2019030727 |
| oclc_num | 1114972232 |
| open_access_boolean | |
| owner | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-862 DE-BY-FWS DE-863 DE-BY-FWS |
| physical | 1 online resource (xiii, 126 pages) |
| psigel | ZDB-4-EDU FWS_PDA_EDU ZDB-4-EDU |
| publishDate | 2019 |
| publishDateSearch | 2019 |
| publishDateSort | 2019 |
| publisher | Brill Sense, |
| record_format | marc |
| series2 | The language of education: key terms and concepts in teaching and learning ; |
| spelling | Dingman, Shannon W., 1977- author. http://id.loc.gov/authorities/names/no2011091406 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. Leiden ; Boston : Brill Sense, [2019] 1 online resource (xiii, 126 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier The language of education: key terms and concepts in teaching and learning ; volume 1 Includes bibliographical references. "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"-- Provided by publisher. Online resource; title from digital title page (viewed on October 04, 2019). 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). Mathematics Study and teaching Terminology. Mathematics Terminology. http://id.loc.gov/authorities/subjects/sh85082168 Mathématiques Étude et enseignement Terminologie. Mathematics fast Mathematics Study and teaching fast Dictionary https://id.nlm.nih.gov/mesh/D016437 dictionaries. aat Dictionaries fast Terminology fast Dictionaries. lcgft http://id.loc.gov/authorities/genreForms/gf2014026086 Dictionnaires. rvmgf has work: The language of mathematics education (Text) https://id.oclc.org/worldcat/entity/E39PCFPBkCH9jMmc8Kj7dwmYWC https://id.oclc.org/worldcat/ontology/hasWork Print version: Dingman, Shannon W., 1977- Language of mathematics education. Leiden ; Boston : Brill Sense, 2019 9789004409385 (DLC) 2019030726 |
| spellingShingle | Dingman, Shannon W., 1977- The language of mathematics education : an expanded glossary of key terms and concepts in mathematics teaching and learning / Foreword / Mathematics Study and teaching Terminology. Mathematics Terminology. http://id.loc.gov/authorities/subjects/sh85082168 Mathématiques Étude et enseignement Terminologie. Mathematics fast Mathematics Study and teaching fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85082168 https://id.nlm.nih.gov/mesh/D016437 http://id.loc.gov/authorities/genreForms/gf2014026086 |
| title | The language of mathematics education : an expanded glossary of key terms and concepts in mathematics teaching and learning / |
| title_alt | Foreword / |
| title_auth | The language of mathematics education : an expanded glossary of key terms and concepts in mathematics teaching and learning / |
| title_exact_search | The language of mathematics education : an expanded glossary of key terms and concepts in mathematics teaching and learning / |
| title_full | 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. |
| title_fullStr | 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. |
| title_full_unstemmed | 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. |
| title_short | The language of mathematics education : |
| title_sort | language of mathematics education an expanded glossary of key terms and concepts in mathematics teaching and learning |
| title_sub | an expanded glossary of key terms and concepts in mathematics teaching and learning / |
| topic | Mathematics Study and teaching Terminology. Mathematics Terminology. http://id.loc.gov/authorities/subjects/sh85082168 Mathématiques Étude et enseignement Terminologie. Mathematics fast Mathematics Study and teaching fast |
| topic_facet | Mathematics Study and teaching Terminology. Mathematics Terminology. Mathématiques Étude et enseignement Terminologie. Mathematics Mathematics Study and teaching Dictionary dictionaries. Dictionaries Terminology Dictionaries. Dictionnaires. |
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