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Glossary

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  • Arbitrary Unit
    An arbitrary unit is when children use a collection of concrete objects to measure something.  The may find out how many popsticks long the table is, how many blocks are needed to balance the scale.  The unit they use must all be the exact same dimension - ie don't use a variety of different blocks, or different sized bottle caps etc.  Children need to be very confident with measuring using arbitrary units before they are ready to use standardised units such as how many cm or g or ml. 
  • Attribute
     A characteristic or feature of an object.  This may be colour, size, function, shape, length etc   

  • Box Construction
    Where children use a variety of boxes, cereal packets etc to create 3D objects they can play in (eg. large boxes made into cars, fireengines etc) or play with (eg. smaller boxes to make animals etc)
     

  • Classify
    To sort objects into groups by their characteristics/attributes.   Classification is the thinking behind where the objects will be placed.  Grouping is the physical movement of actually moving and placing the objects.
  • Compare
    To look at different objects and find attributes which are the same and different.  Also describe the relationship between two objects eg. long and longer.  
  • Concrete Materials
    Actual objects such as toys, furniture, animals, books.  Not a picture or illustration. 
  • Count with Understanding - 1 to 1 Correspondence
    When children can point to individual objects in a group as they count them showing they understand that each object only has one count.

  • Data
    Gathering information to make conclusions on a topic.

  • Estimate
    Making a guess to the number or size of something.  It is important for children to estimate and then check.  Their estimations will become closer with experience and they will learn that it is OK to be wrong.  
  • Extend
    To continue a pattern past what has been already given. 

  • F 

  • Geometry
    The area of mathematics (called Space in the primary years) that relates to the shape, size, position and movement of objects. 
  • Group - Set
    To place a collection of items into specific places according to certain attributes. To group objects is the physical movement of objects into their required location.  Classifying is the reason behind the selection of the objects into these locations.  We therefore talk about the importance in mathematics of being able to group and classify.

  • H

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  • Location - Position
    Describes the position of an object in space often in relation to another object.  For young children they will be thinking about whether an object is over, under, above, behind, in front of, in, inside, outside etc.

  • Match
    To find two objects that have at least one attribute in common.   
  • Measureable Features - Measurement
    An attribute of an object that can be quantified by a number (ie. measured) such as length, area, volume, time, weight.  Young children need to use arbitrary units (how many cubes, popsticks, bottle tops), not standardised units (eg. cm, ml, kg)
  • Multisensory   
    Children learn through using their 5 senses ie. sight, hearing, taste, touch, smell.  Using a multisensory approach means providing a variety of activities so that all these senses are stimulated.  (Not necessarily at the same time!)

  • Number
    In its basic form is the count of a collection of objects.  It is a unit belonging to the system we use for counting, ordering, measuring.  It is the meaning of a number word (eg. three) or a numeral (eg. 3) 
  • Number Sense
    Is the ability to understand numbers, the relationships between them and the patterns which form our counting system.
  • Numeral
    A numeral is the graphic representation of a number ie. 2 or 5 or 356.

  • One-to-One Correspondence
     When children can point to individual objects in a group as they count them showing they understand that each object only has one count.
  • Operations
    Operations refer to the different ways we can combine numbers ie. addition +, subtraction -, multiplication x, division ÷.  For young children we refer to multiplication as making 'groups of' such as how many lollies altogether if 3 children each have 2 = 3 groups of 2.  For division we teach children to 'share' - how many lollies will each of 3 children get if we have 6 lollies altogether = 6 lollies shared between 3 children.
  • Order
    Where objects are arranged to show an increase or decrease in a specific attribute eg. number, height.
  • Ordinal Number
    Ordinal numbers indicate the position of an object in a sequence ie. fourth, tenth, first etc.
  • Orientation
    Refers to direction or position of an object in relationship to another.

  • Pattern
    Is a sequence of objects, colours, shapes, sounds or movements that repeat themselves over and over again in a regular way. 
  • Peers
    The children around a child eg. the other children in their class
  • Position - Location
    Describes the position of an object in space often in relation to another object.  For young children they will be thinking about whether an object is over, under, above, behind, in front of, in, inside, outside etc.

  • Quantity
    Refers to how many items/units are in a set.  It may be a number (eg 5) or a measurement (eg. 5 cups of water)

  • Regroup
    Is to use different attributes to change objects from the first location they were placed into different groups or sets.
  • Role Play - Socio-dramatic Play
    Where children use their experiences to 'pretend' they are doing or being someone.  They may pretend to be a doctor treating their teddy, or a waitress in their pretend café.  Very important to reinforce 'scripts for life' and to develop imagination.
  • Rote Counting
    Children recite the names of numbers in the correct order or sequence without physically pointing to the objects as in one-to-one correspondence.  Helped by counting rhymes, songs.  Children can rote count much earlier than they can apply one-to-one correspondence.

  • Scripts
    The common day routines that allow people to function effectiviely.  eg. the procedure when one goes to the shops, or goes to the movies, or looks after a baby/pet.  Adults need to model these scripts so that children can learn appropriate behaviours.
  • Senses
    Sight, hearing, feeling, tasting, smelling
  • Sensory- Motor
    Children learn using all their senses and their whole bodies.
  • Sequence
    Is an arrangement of events or actions in a progressive order over time.
  • Set
    A group of objects arrange for a particular purpose.
  • Siblings
    A child's brothers and sisters.
  • Socio-dramatic Play - Role Play
    Where children use their experiences to 'pretend' they are doing or being someone.  They may pretend to be a doctor treating their teddy, or a waitress in their pretend café.  Very important to reinforce 'scripts for life' and to develop imagination. 
  •  Spatial Sense 
    Is children's awareness of themselves in relationship to other people and objects around them.
  • Standardised Units
    Refers to the 'official' metric or imperial measurement units used in measurement.  Units such as centimetres, metres, grams, kilograms etc.

  • Tactile
    Is giving children experiences where they physically manipulate/handle objects allowing them to use their senses.
  • Three-dimensional 3D
    Refers to objects that have length, width and depth.  Solid shapes such as spheres, cones, cubes.
  • Two-dimensional 2D
    Refers to objects that have length and width but no depth.  'Flat' shapes such as circles, squares, triangles.
     

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