concept

Examples of concept in the following topics:

• Operations of the Elementary Curriculum

  • When formulating a realization for a concept like operation, it is important to understand that your definition of a concept should evolve with the context.
  • The goal of the first realization exercise of this concept study is to get a realization for what operation is to a kindergartner based upon the curriculum that we are tasked with teaching this aged student.
  • Formal definitions of the concept- you can search online for these
  • Metaphors, similes, and analogies of the concept that help develop the language used to talk about the concept
  • Applications of the concept into the natural or practical world- what do we use this concept for in our lives?

• Introduction to Landscapes

  • Through this work we organize and compare lists of realizations (definitions) for mathematical concepts like Number.
  • What we intend to develop is the notion that mathematical concepts, such as number, can and should be defined differently depending upon the level of students that teachers are working with.
  • What we produce collaboratively throughout the context of the entire semester (or concept study experience) is a map of the curriculum and the across grade-bands about particular concepts.

• Conclusion: Implications for Teaching and Learning

  • These tools are used to create concept maps.
  • A concept map is a diagram consisting of boxes or graphics that represent concepts and labeled lines that represent relationships between the concepts.
  • Students can create concept maps to present their conceptions about a particular topic at the beginning and throughout the instructional sequence.
  • Concept maps allow students (and the instructor) to see how their conceptions change over time.
  • Sample concept maps and background information about concept mapping are available at the C-Map web site.

• Content

  • The concept (sometimes known as the "atom") is the supporting text element of the three-part Boundless content module.
  • The full text is the heart of an concept.
  • The brief is a one-sentence summary at the top of a concept page that provides the most condensed summary of the material presented in the the full text—the main takeaway from that concept.
  • The key points include three to five bullet points that provide a more detailed summary of the concept.
  • The key terms are the important vocabulary words a student should know after reading a concept.

• Practicing Mathematics as a Teacher: Practical Procedures

  • We study the concepts in the concept study environment in very non-traditional and philosophical manners.
  • But, there is a place for ensuring that we study together the practical procedures of the concepts that we are studying.
  • Helping students become aware of the practical procedures associated with the concept under examination in the concept study environment.

• Table of Contents

  • Boundless' content is organized into a three-tiered hierarchy: chapters, sections, and concepts.
  • Within each section is a number of concepts.
  • All of our actual text content resides on concept pages; chapters and sections do not contain any content outside of concepts.
  • An example of a concept from the "A New Constitution" section is "The Branches of Government," Concept 7.2.3.
  • History, demonstrating the chapter-section-concept structure and numbering.

• Understanding Entailments of Realizations

  • An entailment in the context of a concept study is truly a mathematical habit of mind that the discipline of mathematics tries to instill in its students.
  • The process of creating entailments of our realizations for mathematical concepts allows us to track and create logical statements that either prove or disprove our notions of the concept.
  • Thus, the entailments emphasis is a process where teachers and future teachers gain access to fresh and innovative approaches to a concept, enabling them to move beyond just well rehearsed, automatized realizations for the concept.

• Conceptual Change Instructional Model

  • A basic assumption in teaching for conceptual change is "the key constructivist idea that construction of new conceptions (learning) is possible only on the basis of already existing conceptions" (Duit, 1999, p. 275).
  • To elicit students conceptions, instruction begins with an exposing event.
  • They can write descriptions, draw illustrations, create physical models, draw concept maps, design web pages, or create any combination of these to evidence their understanding of a particular concept.
  • Each group selects one conception (or a different conception modified through evaluation), provides a rationale for the selection, and presents that rationale to the whole class.
  • The discrepant event is a phenomenon or situation that cannot be explained by the students' current conceptions but can be explained by the concept that is the topic of instruction.

• Assessment Items

  • Each Boundless concept has associated assessment items that test the concept's learning objective.
  • Every Boundless content module follows a three-part structure: a learning objective, a concept (the supporting text), and assessment items.
  • The assessment items are designed to test whether a student has achieved the learning objective for a given concept.

• Goals of a Learning by Design Environment