1803 Vocabulary Terms

Term Definition

1 2D Shape A flat shape with only width and height.

3D Shape An object with three dimensions: height,
2 width and depth.
5E Model The model of instruction that has engage-
ment,exploration,explanation,elaboration
3 and evaluations.

4 accommodation

assimilation A cognitive process that manage how we ab-

sorb new knowledge and use this informa-
5 tion to our existing ones.
6 cardinality The number of elements in a mathematical set.

centration When the child cannot comprehend the re-

7 verse process mentally.
Classification (Science process skill) To group and sort real objects according to
8 the criteria.
Cognitive constructivism A teaching method which assist students in
understanding new information to existing
9 knowledge.
10 communicating (Science process skill) Giving and receiving information.
11 concept An idea of how something works.
12 conceptual subitizing To recognize the number without counting.
conclusion (Scientific method) To analyze and explain what happened in
13 the experiment.
14 Concrete operational stage The development of a logical thought.
concrete pictorial abstract learning progression Three Instructional approach by Jerome
Brunee, that has been found to be in teach-
15 ing highly effective math concepts.
conservation The capability of holding the original image
16 in mind.
Constructivist method Is based on the belief that humans construct
the own knowledge by taking role in certain
experiences rather than learning from a
17 teacher.
controlling variables (More complex science Being able to identify variables that can af-
18 process skill) fect an experimental outcome.
data Information gathered throughout an experi-
19 ment.
20 disequilibrium A loss or lack of information.
21 equilibrium The way you understand the information.

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 1803 Vocabulary Terms
22 estimation To approximate what the value is.
Formal Operations Stage When children start to solve problems logi-
23 cally and systematically.
24 hypothesis (Scientific method) Educated guess.
hypothesizing (More complex science process Statement about the relationship between
25 skill) two variables.
26 inferring (science process skill) To make conclusions.
27 informal experience Self directed experience.
inquiry-based learning (IBL) Is something all of us experience in our lives
by asking asking question and attempt to
28 make sense of our world
learning cycle Learning cycle consists of five stages: En-
29 gage,explore,explain,extend and evaluate.

30 logical grouping
measuring Sample used for quantitative comparison of
31 properties.
measuring (science process skill) To determine the quantity by numbers,
32 counting, distance, etc.
more knowledgeable other Someone who has a better understanding or
33 a higher ability level than the learner.
naturalistic experience A learning style referrers to an individual's
approach to learning based on three things:
their strengths, weaknesses, and prefer-
34 ences.
observing (science process skill) To collect information by using the five
35 senses.
one to one correspondence understanding a concept of one group that
has an equal number of things as the other
36 group
perceptual subitizing Recognizing a number without using a math-
37 ematical process.
38 predicting (science process skill) Deciding in advance what might occur.
pre-operational stage The childs language and speech goes
39 through a quick growth.

40 Principles of School Mathematics

process skill Students are allowed to gain information
41 through concrete experience.
rational counting The ability to assign a number to each ob-
42 ject counted.
43 reversibility To make a mental reversal.

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 1803 Vocabulary Terms
44 rote counting The ability to count verbally from memory.
scaffolding When the teacher help the students and
45 support them in learning.
science process skill Science Process skills
are:Observing,comparing,measuring,ordering,cla
ssifying,communicating,inferring,predicting,hy-
46 pothesizing.

scientific method Is defined as a method of research in which

a problem is distinguished, appropriate data
is gathered, and hypothesis is gathered from
47 this data.
Sensory motor stage When the child learns and explore about the
48 world and use the senses.
49 seriation Sorting objects in a logical order.
social constructivism Human development is socially situated and
knowledge is constructed through interac-
50 tion with others.
Sorting Separating objects into groups according to
51 their similarities.
52 spatial awareness Is the ability to be aware of oneself in space.

53 Standards for School Mathematics

54 structured experience
student- directed inquiry Is something that student should do by
themselves, not something that is done for
55 them.
teachable moment Unplanned discussion that happens in the
56 classroom.
teacher- directed inquiry The teacher reflects on the purpose makes
57 plan for inquiry learning.
testable question Are questions that can be answered through
hands on examination and investigation by
58 the students.
volume Is the measure of the amount of space inside
59 a solid figure.
zone of proximal development To differentiate between what a learner can
do without providing help and what they
60 cannot do.
These terms are in no particular order; however all must be defined as a part of the set-exercises assess-
ment task.

Name & ID: Hind Saeed (H00355016)