For the purposes of this chapter, the following terms shall have the following meanings:
(1)ALGEBRAIC REASONING. Recognizing and generalizing about patterns and relationships; representing patterns and relationships by analyzing structures of the patterns; and using mathematical models (concrete, pictorial, and abstract) to represent patterns.
(2)AMSTI. The Alabama Mathematics, Science, and Technology Initiative.
(3)CARDINALITY. Understanding that the last number word said when counting tells how many objects have been counted.
(4)COMPUTATIONAL FLUENCY. Possessing efficient and accurate methods for computing.
(5)CONCEPTUAL UNDERSTANDING. The ability to reason in settings involving the careful application of concept definitions, relations, or representations of either.
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For the purposes of this chapter, the following terms shall have the following meanings:
(1) ALGEBRAIC REASONING. Recognizing and generalizing about patterns and relationships; representing patterns and relationships by analyzing structures of the patterns; and using mathematical models (concrete, pictorial, and abstract) to represent patterns.
(2) AMSTI. The Alabama Mathematics, Science, and Technology Initiative.
(3) CARDINALITY. Understanding that the last number word said when counting tells how many objects have been counted.
(4) COMPUTATIONAL FLUENCY. Possessing efficient and accurate methods for computing.
(5) CONCEPTUAL UNDERSTANDING. The ability to reason in settings involving the careful application of concept definitions, relations, or representations of either.
(6) DEPARTMENT. The State Department of Education.
(7) DYSCALCULIA. A term used to refer to a pattern of learning difficulties characterized by problems processing numerical information, learning arithmetic facts, performing accurate or fluent calculations, difficulties with mathematical reasoning, and difficulties with word reasoning accuracy.
(8) EARLY NUMERACY SCREENING. Standardized measures that assess a student’s fluency in foundational mathematics skills.
(9) FLUENCY. The ability of students to choose flexibly among methods and strategies to solve contextual and mathematical problems, to understand and explain their approaches, and to produce accurate answers efficiently.
(10) FULL SUPPORT SCHOOL. The lowest performing elementary schools as measured by mathematics proficiency on the approved state summative assessment.
(11) K-5 SCHOOL. Any public school in the state providing instruction in grades kindergarten through fifth, or any configuration of those grades.
(12) LIMITED SUPPORT SCHOOLS. The second lowest percent performing elementary schools as measured by mathematics proficiency on the state approved summative assessment.
(13) LOCAL BOARD OF EDUCATION. A county or city board of education.
(14) LOCAL EDUCATION AGENCY. A county school system or city school system operating public primary and secondary schools.
(15) MENTAL COMPUTATION. The process of working on a problem and obtaining the exact or approximate answers mentally without reliance on external tools.
(16) MULTI-TIERED SYSTEM OF SUPPORT. A tiered system of supports that integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavioral problems. A multi-tiered system of support promotes systems alignment to increase efficiency and effectiveness of resources.
(17) NUMBER SENSE. The ability to represent numbers in multiple ways, numerical magnitude estimation, selecting and using benchmarks, such as tens or hundreds, decomposing and recomposing number, understanding the effects of operations on number, and performing mental calculation and estimation.
(18) NUMERACY. The ability to understand and work with numbers.
(19) PLACE VALUE UNDERSTANDING. The understanding of representations and concepts necessary to successfully process multi-digit numbers.
(20) PROCEDURAL FLUENCY. The ability to apply procedures accurately, efficiently, and flexibly; to transfer procedures to different problems and contexts; to build or modify procedures from other procedures; and to recognize when one strategy or procedure is more appropriate to apply than another.
(21) RESPONSE TO INTERVENTION. A process within the system of a multi-tiered system of support framework. Response to intervention is part of the data-based decision-making process within progress monitoring where team members review data to determine how students are responding to the interventions in place.
(22) SPATIAL REASONING. The capacity to mentally generate, transform, and rotate a visual image and thus understand and recall spatial relationships between objects.
(23) STEM. Science, technology, engineering, and mathematics.
(24) SUBITIZING. Quickly recognizing and naming how many objects are in a small group without counting.