1803 Vocabulary Terms

Student name: Alya Ghanim Maghwar

ID: H00332792

Term Definition Pg #
2D Shape Any shape that can be laid flat on a piece of paper or any
mathematical plane.

3D Shape An object that has height, width, and depth, like any object in
the real world.

5E Model The 5Es represent five stages of a sequence for teaching

and learning: Engage, Explore, Explain, extend, or
Elaborate, and Evaluate.

Accommodation When new information that does not fit into an existing 449
scheme is modified or a new scheme is made.

Assimilation Fitting information into an existing scheme. 449

Cardinality Understanding that the last number named is the amount 84
in a group.

Centration An important characteristic of preoperational children. 10

Classification (Science process Putting things from a larger group into smaller logical 449
skill) groups; systematically distributing a group of many items
into smaller groups with similar characteristics.

Cognitive constructivism Understanding the development of childrens thought. 9

Piaget identified four periods of cognitive, or mental,
growth and development.

Communicating (Science process Recording ideas, directions, and descrip- tions orally or in 450
skill) written form, such as pictures, maps, graphs, or journals so
others can understand what you mean.

Concept The building blocks of knowledge; they allow for organizing 450
and categorizing information.

Conceptual subitizing Seeing number patterns within a group such as a large 450
number of dots (usually more than five).
1803 Vocabulary Terms

Conclusion (Scientific method) Statements that tell whether the original pre- diction or 450
hypothesis was rejected.

Concrete operational stage The third period identified by Piaget, 450

during which children attain conservation.

Concrete pictorial abstract

learning progression
Conservation The ability to retain the original picture in the mind when 450
material has been changed in its arrange- ment in space;
also, the care and protection of natural resources.

Constructivist method Model of learning and is often referred to as active 51

learning.
Controlling variables (More An investigation must contain a hy- pothesis and control 53
complex science process skill) variables.
Data Is well matched to the decisions and actions taken on the 34
basis of their interpretation.

Disequilibrium Occurs when children realize that they do not understand 450
something they previously thought they understood.
Equilibrium Is established when children have enough in- formation to 451
satisfy their curiosity and to create a new cognitive
structure.

Estimation Is arriving at an approximation of the answer to a problem. 31

Formal Operations Stage Approximately ages 11 through adulthood. 11
Hypothesis (Scientific method) A statement, based on observations, that can be tested by 451
experiment.

Hypothesizing (More complex Devising a statement, based on observa- 51

Science process skill) tions, that can be tested by experiment. A typical form for
a hypothesis is, If water is put in the freezer over- night,
then it freezes.

Inferring (science process skill) Is arrived at indirectly. 53

Informal experience Added at the exploration, inquiry, and utilization levels. 15
Inquiry-based learning (IBL) Experience as the classes explored and collected 26
information.

Learning cycle Is viewed as a way to take students on a quest that leads to 13

the construction of knowledge. It is used both as a
1803 Vocabulary Terms

curriculum development procedure and as a teaching

strategy.

Logical grouping Groups whose members have a logical con- nection (such 452
as number, color, shape, or class).

Measuring Is the skill of quantifying observation. 52

Measuring (science process skill) Quantitative descriptions made by an ob- server either 452
directly through observation or indirectly with a unit of
measure; one of the science process skills.

More knowledgeable other

Naturalistic experience Initiated spontaneously by children as they go about their 15
daily activities.

Observing (science process skill) Using the senses to gather information about objects or 51
events.

One to one correspondence It is the understanding that one group has the same 76
number of things as another.

Perceptual subitizing Is when one can state how many items are in a group 84
without actually counting them.

Predicting (science process skill) Making reasonable guesses or estimations based on 453
observations and prior knowledge and experiences.

Pre-operational stage The second stage in the development of the concept of 156
measurement is the one of making comparisons.

Principles of School Mathematics The Principles and Stan- dards of School Mathematics 7
makes statements reflecting basic rules that guide high-
quality mathematics education.

Process skill label for fundamental mathematics concepts such as 453

classifying, comparing, and measuring when applied to
science.

Rational counting Attaching a number name to each object counted. 76

Reversibility When the arrangement of material is changed, the minds 453
ability to reverse the process of change and visualize the
original arrangement.
1803 Vocabulary Terms
Rote counting
Scaffolding
Science process skill
Scientific method
Sensory motor stage
Seriation
Social constructivism
Sorting
Spatial awareness
Standards for School Mathematics
Structured experience
Student- directed inquiry
Teachable moment
Teacher- directed inquiry
Testable question
Volume
Zone of proximal development
Is the reciting of the names of the numerals 84-85
in order from memory.
Assistance in learning from someone who is more mature. 453
communicating, classifying, measuring, inferring, 6
predicting, Hypothesizing, Comparing and Observing.
As they observe, predict, and reach conclusions. 321
Encouraging them to investigate capitalizes on their natural
interest.
It is the time when children begin to learn about the 9
world. They use all their sensory abilitiestouch, taste,
sight, hearing, smell, and muscular.
According to Piaget, ordering that results from 454
putting items in a logical sequence such as first to last.
Notion that people build their own knowledge. 9
Putting items in a logical sequence, such as fat to thin or 10
dark to light.
Use color cueing to indicate the concepts of left and right. 223
Using Content Knowledge to Build Meaningful Curriculum, 9
provides the requirements for knowledge of content areas
and ability to plan develop- mentally appropriate
curriculum.
The format for each concept provided in the text is from 14
naturalistic to informal.
Is a more scientifically literate student able to propose
explanations and evaluate results based on evidence.
A time when adults recognize that a child has chosen an 454
activity that provides a time to in- sert instruction.
In measurement, the amount of clay. 156
Is the area between where the child is now operating 12
independently in mental development and where she
1803 Vocabulary Terms

might go with assistance from an adult or more mature

child.