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.
Recenzijas
"The International Classroom Lexicon Project presents an insightful and fascinating exploration of teaching vocabularies. Undertaken within the diverse contexts of authentic, international mathematics classrooms, it investigates the significance of the impact local languages and cultures may have on teaching and learning. By inviting educators to question their perception of this relationship for the first time, this research project has important implications for the understanding of naming of pedagogical practices globally." Sophia Ainalis, middle school teacher, Independent Schools Victoria
"With the growing interest in looking at teaching internationally, the Lexicon research helps educators understand the use of language to describe the craft of teaching. This book provides insights into both the differences in the language used in classrooms across countries and the similarities that unite the teaching profession." Martina Tassone, teacher educator, University of Melbourne
"This book offers mathematics teachers and teacher educators unprecedented access to the didactical and pedagogical lexicon of teachers in countries with very diverse languages and cultures. Reading it is an excellent opportunity to take a step back from our teacher and educator work. It provides new perspectives for reflection on the teaching of mathematics." Blandine Masselin, middle school teacher and teacher educator, IREM of Rouen
"This is a very interesting book, providing valuable insights into the naming systems used by mathematics teachers in diverse linguistic and cultural contexts. It offers new perspectives for understanding the structure of mathematics teachers' resource systems, and their sensitivity to this variety of contexts." Luc Trouche, emeritus professor, French Institute of Education, Ecole normale supérieure de Lyon
"This volume reports a fascinating and unique project: fascinating in the way that academics and teachers collaborated to document the professional vocabulary that is used in mathematical classrooms; unique because this endeavour took place in ten different countries across the globe, unveiling differences in pedagogical cultures. By recognising the professional expertise of teachers in their own words, this work makes a landmark contribution to the status of teaching as a profession." Jan van Driel, professor, University of Melbourne
"Overall, this book is an important resource for both mathematics educators and researchers. While there is direct benefit for mathematics educators working in the countries participating in the study, the breadth and depth of examples in each chapter provide extensive examples, and a foundation for all mathematics educators to identify, name and understand mathematics practices in their own countries. The content certainly highlights the complexity of mathematics teaching and learning." Jo Fletcher, Educational Review
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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