Routledge Teachers Talking about their Classrooms: Learning from the Professional Lexicons of Mathematics Teachers around the World

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. Review "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 About the Author 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,