1803 Vocabulary Terms

These terms are in no particular order; however all must be defined as a part of the set-exercises assessment task.

Term Definition
1 2D Shape Any shape that has two dimensions
2 3D Shape Any shape that takes up air space
5E Model It describes a teaching sequence that can be used for
3 entire programs, specific units and individual lessons.
Accommodation Accommodation is when the existing schema
(knowledge) does not work, and needs to be
4 changed.
Assimilation Using existing schema to deal with a new object or
5 situation.
Cardinality It refers to the quantity or the total number of items
6 in a set.
Centration When a child focuses on the most obvious aspect of
something without considering the finer
7 complexities.
Classification (Science process skill) Grouping and sorting according to properties such as
8 size, shape, color, and use.
Cognitive constructivism when the individuals build their own understanding
by attaching new experiences they already hold in
such a way that the resulting conceptualization
9 makes sense to them.
Communicating (Science process skill) Communicating ideas, directions, and descriptions
orally or in written form such as pictures, maps, so
10 others can understand what you mean.
Concept Is the building blocks of knowledge; it allows people
11 to organize and categorize information
Conceptual subtilizing Is recognizing subsets of a group visually and using
12 this to mentally identify the whole
Conclusion (Scientific method) It is the final step in which it is a summary of the
experiments results, and how those results match
13 up to your hypothesis.
Concrete operational stage It from age 7 to 11 years. the children gain a better
understanding of mental operations and they begin
thinking logically about concrete events but have
14 difficulty understanding abstract.
Concrete pictorial abstract learning It is a highly effective approach to teaching that develops a
progression deep and sustainable understanding of math developed by
15 American psychologist, Jerome Bruner.
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 1803 Vocabulary Terms

Conservation when a child recognize and explain the value of a set

16 despite its visual change in appearance.
Constructivist method The belief system that holds that humans construct
all knowledge in their minds by participating in
certain experiences rather than learning from a
17 teacher.
Controlling variables (More complex Being able to identify variables that can affect an
science process skill) experimental outcome, keeping most constant while
18 manipulating only the independent variable.
Data It is defined as information collected using specific
methods for a specific purpose of studying or
19 analyzing.
Disequilibrium is when the children realize that they do not
understand something they previously thought they
20 understood.
Equilibrium is when the children have gathered enough
information to satisfy their curiosity and to create a
21 new concept that explains most or all of the facts.
22 Estimation It is finding something close to the correct answer.
Formal Operations Stage It begins from 11 and last into adulthood. In this
stage people develop the ability to think about
abstract concepts and skills such as logical thought,
deductive reasoning, and systematic planning also
23 emerge during this stage.
Hypothesis (Scientific method) It is a statement of a relationship that might exist
24 between two variables.
Hypothesizing (More complex science Devising a statement, based on observations, that
25 process skill) can be tested by experiment.
Inferring (science process skill) Based on observation, but suggests more meaning
26 about a situation than can be directly observed.
Informal experience It is where the child chooses the activity and action,
27 but with adult intervention at some point.
Inquiry-based learning (IBL) It is a scientific process that focuses on how we
know what we know; it is an indirect transfer of
knowledge in which the teacher role is to facilitate
learning and student role is active independent
28 learner.
Learning cycle It is a way to structure lessons so that all three ways
29 of learning experienced.
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 1803 Vocabulary Terms

30 Logical grouping Sorting things according to logic

Measuring Pouring sand, water, rice, or other materials from
31 one container to another.
Measuring (science process skill) Quantifying observations using numbers, counting,
32 time, distance, volume, size, temperature.
More knowledgeable other It is somewhat self-explanatory; it refers to someone
has a better understanding or a higher ability level
than the learner, with respect to a particular task,
33 process, or concept.
Naturalistic experience Naturalistic experience is this in which the child
34 controls choice and action
Observing (science process skill) Using the five senses to gather information about
35 objects or events.
One to one correspondence The recognition that one group has as many
36 members as another.
Perceptual subtilizing is when a child can recognize the amount in a small
37 set visually (without counting).
Predicting (science process skill) Making reasonable guesses or estimations based on
38 observations and prior knowledge and experiences.
Pre-operational stage It begins from age 2 to 7 years. In this stage the
children begin to think symbolically, children tend to
be egocentric, and they are getting better with
39 language and thinking.
Principles of School Mathematics It is a vision to guide educators as they strive for the
continual improvement of mathematics education in
40 classrooms, schools, and educational system.
Process skill It is that allow students to process new information
41 through concrete experiences.
42 Rational counting Attaching a number name to each object counted.
Reversibility The ability to remember what came before in
43 counting.
Rote counting Reciting the names of the numerals in order from
44 memory.
Scaffolding It is a process in which teachers model or
demonstrate how to solve a problem and then step
45 back, offering support as needed.
Science process skill are those that allow students to process new
information through concrete experiences.
46
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 1803 Vocabulary Terms

Scientific method in which a problem is identified, relevant data is

gathered, a hypothesis is formulated from this data,
47 and the hypothesis is empirically tested.
Sensory motor stage It begins from birth to 2 years. In this stage the
children begin to use all their senses and growing
48 motor skills to grasp, crawl, stand and walk.
Serration putting objects in a logical sequence; fat/ thin, long/
49 short, dark/light
Social constructivism It is a variety of cognitive constructivism that
emphasizes the collaborative nature of much
50 learning.
Sorting is separating objects into groups according to their
51 similarities.
Spatial awareness It is the ability to understand and interact with the
environment around you such as, avoiding obstacles
when walking, reaching out to grab a pencil or
52 determining left from right.
Standards for School Mathematics It is a guide for focused; sustained efforts to improve
53 students school mathematics.
Structured experience It is a task, activity, or question posed by a leader
that pushes everyone to reflect, focus, offer ideas
54 and insights, and become engaged in learning.
Student- directed inquiry It provides opportunities for learners to undertake
research, solve problems, communicate ideas, and
manage their workload and learning in a
55 personalized, authentic, meaningful context.
Teachable moment It is an unplanned opportunity that arises in the
classroom where a teacher has an ideal chance to
56 offer insight to his or her students.
Teacher- directed inquiry Teacher is the facilitator of learning, they reflect on
the purpose and makes plans for inquiry learning and
57 facilitates classroom learning.
Testable question It is the ones that can be answered through hands-
58 on investigation by the student.
59 Volume It is a measure of the size of an object.
Zone of proximal development is the area between where the child is now operating
independently in mental development and where she might
go with assistance from an adult or more mature child.
60

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