Publication at Faculty of Education |
2019
Abstract
The goal of the paper is to present a study focusing on whether and what differences are there in the language used in primary and secondary mathematics classroom. The aim of the survey is to look at whether primary and lower secondary teachers of mathematics can understand each other well when communicating about what is going on in their lessons.
The survey was conducted within the frame of the international Lexicon Project: Analysing pedagogical naming systems from different cultures to reconceptualise classroom practice and advance educational theory. In the here reported study the authors worked with the Czech Lexicon that had been designed for description of any general lesson of mathematics.