Use of terminology

Use of mathematical terminology
‘Good’ examples Demonstrate knowledge of the correct mathematical terms & their precise meanings Correct use of mathematical terms and evidence of efforts to teach these terms Use alternative ways & more precise words to describe shapes for example, if child says ‘round’ then suggest ‘curved’ while linking new word to child’s word or words Link use of alternative ways of saying things, e.g.,1/4  can be called  ‘one quarter’ and ‘one fourth’ Add the correct term to help children express what they mean, e.g. Child says threes when describing thirds; child says10 teacher adds ‘centimetres’ Clarity around use of correct terminology when discussing different forms of all four operations on number Precise use of mathematical symbols ‘Bad’ examples Calling a parallelogram a ‘rectangle pulled out of shape’ Calling a sphere a…
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UT: Scenario 1

Use of mathematical terminology
Scenario: Heidi revising percentages Country: UK Grade (student age): Year 8 (age 12-13) Contributed by: Anne Thwaites, University of Cambridge, UK Context – national, curricular, professional, other The National Curriculum for mathematics in England includes work on fractions, decimals and percentages in Key Stage 3 (years 7-9, pupil age 11-14). Heidi was revising the four operations with fractions, before moving on to discuss some word problems related to percentages. Having completed a mathematics degree, which included an optional mathematics education element, Heidi was a graduate on a pre-service training course. The lesson took place in a school-based placement towards the end of her one-year teacher preparation. Scenario Heidi, a graduate student-teacher, was teaching in an open entry secondary school (pupil age 11-18) in a village in the UK. The school…
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