Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Math Exam Two
| Question | Answer |
|---|---|
| What is the procedure for problem solving | Think about the problem, collaborate, share solutions, discuss, and make a consensus |
| The most important aspect of teaching that is an active and deliberate cognitive process; it involves sequences of interconnected ideas | reflection |
| a well researched topic that comes from the way math is taught, where teachers feel uncomfortable teaching math to their students because they are not good at math themselves | Math Anxiety |
| Method where learning is a process of memorization, drill, and repeated practice; focuses on product not process | Behaviorist Approach |
| Theory that focuses on modeling and self reward that has some interesting implications in mathematics; instruction is presented as meaningful to children. | Social Cognitive Theory |
| this method values the freedom of the child and is designed to support leaning through a clean and stimulating environment; children are given choices about what to study and for how long | Montessori Method |
| Theorist who viewed children as social scientists and believed in process over product | Piaget |
| Piaget; when confronted with hew information or ideas children categorize it into already existing ideas | Assimilation |
| the space in the child's knowledge between what they know and can do individually with help and what they cannot do at all | Zone of Proximal Development |
| supporting a child's thinking until it is strong enough to stand alone and then slowly removing the support | scaffolding |
| Approach to learning where children can look at objects and see the math. Three stages: concrete, semi-concrete, and abstract | Visual Approach |
| child adjusts thinking to adopt new information | accomodate |
| sense of confusion when confronted with hew information that contradicts expectations | disequilibrium |
| Vgostsky; interaction with more experienced peers could improve their performance. This interaction is called.. | Social Context |
| leaning style where children are often swayed by the appearance of an object, they are interested in color and layout and are more likely to draw something to aid their comprehension | Visual learner |
| Leaning style where children like to have things explained verbally, words heard are more valuable then reading | Auditory learners |
| Leaning style where children experience learning to understand it. Ideas are only valuable if they are sound and practical | Kinesthetic learner |
| a general attitude toward leaning where teachers recognize all the children in the classroom at differing levels | individualized instruction |
| self fulfilling prophecy where when a teacher expects a student to succeed or fail that student tens to live up to those expectations | Pygmalion Effect |
| assessing children through observation, work samples, and portfolios rather than paper and pencil tests | Authentic |
| way of grouping people based no their educational, occupational, and economic characteristics | Socio-economic |
| These children have less access to higher levels of mathematical and, as a group, experience a less rigorous curriculum | Minority Children |
Created by:
hayleyprosser
Popular Math sets