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Entries include mathematical terms and selected general competences, flagged in italics, with guidance on the key stage where each concept is first introduced, and index coverage for classroom 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developed by the National Centre for Excellence in the Teaching of Mathematics (NCETM) in response to a request from the Department for Education to support the publication of the new national curriculum for mathematics which will be implemented in schools in September 2014. The definitions refer to the words and terms as they are used in the programmes of study. This document is based on an earlier publication Mathematics glossary for teachers in key stages 1 to 4 published by the Qualifications and Curriculum Authority in 2003.  \nIt is intended to be used alongside the 2014 National Curriculum for teachers to check the meaning of the terms. This glossary is part of a wider suite of support of materials from the NCETM for the new mathematics National Curriculum including a planning tool, videos, progression map and subject knowledge Self-Evaluation tool.  \nThe words to be found in this glossary are of two kinds. The majority of the words relate to mathematics, and the naming of mathematical forms or geometrical constructs and objects. However, there are other words introduced into the curriculum that describe general competences and could in other settings be taken out of a mathematical context. These words are indicated in italics and an attempt is made to indicate what implications these words should have in the context of the mathematics curriculum. Underneath most entries in the glossary there is an indication of which key stage the concept in question is first introduced (though not necessarily the formality of the vocabulary) . Obviously, once a concept has been introduced it will in all likelihood reappear at later stages of the curriculum; mathematics once learned does not suddenly go away. Words that are not indicated by a key stage are there to be used at a teacher’s discretion.  \nJanuary 2014 Page 2  \nIndex  \nIntroduction ....................................................................................................................... 2  \nIndex ................................................................................................................................. 3  \nacute angle ......................................................................................................................... 22  \nAddend ............................................................................................................................... 22  \naddition ............................................................................................................................... 22  \nalgebra ............................................................................................................................... 22  \nalternate angles .................................................................................................................. 23  \nanalogue clock ................................................................................................................... 23  \nangle................................................................................................................................... 23  \nangle at a point ................................................................................................................... 23  \nangle at a point on a line .................................................................................................... 23  \nanticlockwise ...................................................................................................................... 23  \napproximation ..................................................................................................................... 23  \narc ...................................................................................................................................... 24  \narea .......................................................................................................","cbCaikz1PMv6xJNK","https://ap.wps.com/l/cbCaikz1PMv6xJNK","pdf",1182196,92,"English","# Introduction\n# Index","[{\"question\":\"Who developed this mathematics glossary and why was it created?\",\"answer\":\"It was developed by NCETM to respond to a Department for Education request, supporting publication and implementation of the 2014 national curriculum for mathematics.\"},{\"question\":\"How are the glossary definitions aligned with the curriculum?\",\"answer\":\"The definitions refer to the words and terms as they are used in the programmes of study.\"},{\"question\":\"How does the glossary indicate when concepts are first introduced?\",\"answer\":\"Most entries include an indication of the key stage where the concept is first introduced, though it may reappear later in the curriculum.\"}]","Mathematics Glossary for Teachers in Key Stages 1 to 3 - Introduction | PDF",1790580614,232]