Speaking about the mathematics classroom: A comparison of the professional lexicons of teachers in Australia and the Czech Republic
Abstrakt
The International Classroom Lexicon Project documented the professional, pedagogical vocabulary employed by teachers worldwide to describe the phenomena of the middle school mathematics classroom. This paper reports aspects of the professional lexicons in use by middle school mathematics teachers in Australia and the Czech Republic.
A comparison of both content and structure revealed differences in: phenomena named (and absent); local systems employed for the organisation of terms by each teaching community; and, the distribution of teacher and student agency across the set of terms. Access to lexicons of other countries offers possibilities for practice that may expand the professional repertoire of mathematics teachers around the world and usefully inform teacher reflection on their practice.
