Different communities, speaking different languages, employ different naming systems to describe the events, actions and interactions of the mathematics classroom. The International Classroom Lexicon Project documented the professional vocabulary available to middle school mathematics teachers in Australia, Chile, China, the Czech Republic, Finland, France, Germany, Japan, Korea and the United States. National teams of researchers and experienced teachers used a common set of classroom videos to stimulate recognition of familiar terms describing aspects of the mathematics classroom. This book details the existing professional vocabulary in each international community by which mathematics teachers conceptualise their practice, and explores the characteristics, structures and distinctive features of each national lexicon. This book has the potential to enrich the professional vocabulary of mathematics teachers around the world by providing access to sophisticated classroom practices named by teachers in different countries.
This one volume offers separate, individual lexicons developed from empirical research, the capacity to juxtapose such lexicons, and an unmatched opportunity to highlight the cultural, historical and linguistic bases of teachers' professional language.
Chapter 1: The International Classroom Lexicon Project.
Chapter 2:
Naming Aspects of Teaching Practice: Describing and Analysing a Lexicon of
Mathematics Teachers in Australia. 3: Australian Lexicon.
Chapter 4: What We
Can Name in the Classroom: A Chilean Lexicon of Middle School Mathematics
Teachers.
Chapter 5: Chilean Lexicon.
Chapter 6: Exploring the Lexicon of
Middle School Mathematics Teachers in China.
Chapter 7: Chinese Lexicon.
Chapter 8: Understanding Each Other When Speaking About the Mathematics
Lesson: The Professional Czech Lexicon.
Chapter 9: Czech Lexicon.
Chapter 10:
The Finnish Mathematics Teachers Lexicon: A Focus on Organisation and
Relationships.
Chapter 11: Finnish Lexicon.
Chapter 12: Identifying the
Professional Lexicon of Middle School Mathematics Teachers: The French Case.
Chapter 13: French Lexicon.
Chapter 14: Documenting and Developing the
Current German Lexicon.
Chapter 15: German Lexicon.
Chapter 16: The Evolving
Nature of the Japanese Lexicon in a Tradition of Lesson Study.
Chapter 17:
Japanese Lexicon.
Chapter 18: Identifying and Documenting Korean Middle
School Mathematics Classroom Practices.
Chapter 19: Korean Lexicon.
Chapter
20: A Lexical Snapshot: An Investigation into the Evolving Terminology of
Middle School Mathematics Teachers in the United States.
Chapter 21: United
States Lexicon.
Carmel Mesiti is Research Fellow of the International Centre for Classroom Research (ICCR) and Lecturer in Mathematics Education at the University of Melbourne, Australia. Her research has centred on exploring, through international video-based research, the nature of teaching and learning in mathematics classrooms, as well as the differences in pedagogical lexicons of education communities worldwide.
Michčle Artigue is Emeritus Professor at the Université de Paris and Associate Researcher at the Laboratoire de Didactique André Revuz, France. In 2013, Michčle was awarded the Felix Klein ICMI Medal for sustained, consistent, and outstanding lifetime achievement in mathematics education research and development. Michčles recent research interest has centred on the building of connections between approaches and theories in mathematics education.
Hilary Hollingsworth is Principal Research Fellow at the Australian Council for Educational Research (ACER), Australia. Hilary has over 30 years experience working in a wide range of national and international educational contexts including schools, universities, research organisations, government education departments, and private education service organisations. Her research interests include teacher professional learning, video classroom observations, teaching quality, assessing student learning, and communicating student learning progress.
Yiming Cao is Professor at Beijing Normal University and Chair of the Chinese Association of Mathematics Education, China. Yiming has worked throughout his career to improve mathematics education in China. His research interests have included curriculum, assessment, teacher knowledge, and cooperative learning and he currently leads the revision of the Chinese Mathematics Curriculum Standard for compulsory education.
David Clarke was Professor at the University of Melbourne and Director of the International Centre for Classroom Research (ICCR), Australia. David established and led a substantial, internationally-extensive, innovative research programme in video-based classroom research. Over the last 20 years, Davids research activity centred on capturing the complexity of classroom practice in more than 20 countries.
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