Full Description
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.
Contents
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.
