tudents do the work of generating the definition and drawing pictures/examples that illustrate; they also respond and react to each other's work. (Note that students are also developing ideas about mathematical definitions -- they are working towards clear, concise definitions that don't use the word they are defining, or define words that others are defining.)
- Students are deepening and consolidating their knowledge of those shapes and attributes by discussing, comparing, and refining definitions.
- Students have created resources they can continue to use and refer to and adapt.
The goal is that children gain a working knowledge of math ideas and terms, not that they memorize definitions. The mathematical activities in Investigations provide students with numerous opportunities to hear, gain knowledge of, and use mathematical vocabulary in context.
A final note regarding vocabulary lists and glossaries:
The Investigations units do not include a list of vocabulary words. However, when people are looking to create one, the vocabulary support for second language learners IS a good place to start. (This includes the Preview for the Linguistically Diverse Classroom in the Front Matter of each unit, Vocabulary Support for Second Language Learners towards the back of each unit, and an additional, separate support package.
Note that some of the words and terms included in these sections are less about math and more about other words students will need to know and understand about a particular context in order to make sense of the math.
Megan Murray, TERC
Thanks to Kathy Silman and Beth Perry, TERC, and to the members of the CGI-Investigations Listserve, especially Debbie Sauer