Teachers Talking about their Classrooms

Learning from the Professional Lexicons of Mathematics Teachers around the World
1. Auflage 2021
ISBN: 978-0-367-37693-2
Verlag: Routledge

Buch, Englisch, 374 Seiten, Format (B × H): 174 mm x 246 mm, Gewicht: 669 g

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.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Mesiti, Carmel

Artigue, Michèle

Hollingsworth, Hilary

Cao, Yiming

Clarke, David

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

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.

Über Autor(innen)

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.

Michèle Artigue is Emeritus Professor at the Université de Paris and Associate Researcher at the Laboratoire de Didactique André Revuz, France. In 2013, Michèle was awarded the Felix Klein ICMI Medal for sustained, consistent, and outstanding lifetime achievement in mathematics education research and development. Michèle’s 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, David’s research activity centred on capturing the complexity of classroom practice in more than 20 countries.