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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.
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.
This open access book discusses several didactic traditions in
mathematics education in countries across Europe, including France,
the Netherlands, Italy, Germany, the Czech and Slovakian Republics,
and the Scandinavian states. It shows that while they all share
common features both in the practice of learning and teaching at
school and in research and development, they each have special
features due to specific historical and cultural developments. The
book also presents interesting historical facts about these
didactic traditions, the theories and examples developed in these
countries.
Developing Research in Mathematics Education is the first book in
the series New Perspectives on Research in Mathematics Education,
to be produced in association with the prestigious European Society
for Research in Mathematics Education. This inaugural volume sets
out broad advances in research in mathematics education which have
accumulated over the last 20 years through the sustained exchange
of ideas and collaboration between researchers in the field. An
impressive range of contributors provide specifically European and
complementary global perspectives on major areas of research in the
field on topics that include: the content domains of arithmetic,
geometry, algebra, statistics, and probability; the mathematical
processes of proving and modeling; teaching and learning at
specific age levels from early years to university; teacher
education, teaching and classroom practices; special aspects of
teaching and learning mathematics such as creativity, affect,
diversity, technology and history; theoretical perspectives and
comparative approaches in mathematics education research. This book
is a fascinating compendium of state-of-the-art knowledge for all
mathematics education researchers, graduate students, teacher
educators and curriculum developers worldwide.
Developing Research in Mathematics Education is the first book in
the series New Perspectives on Research in Mathematics Education,
to be produced in association with the prestigious European Society
for Research in Mathematics Education. This inaugural volume sets
out broad advances in research in mathematics education which have
accumulated over the last 20 years through the sustained exchange
of ideas and collaboration between researchers in the field. An
impressive range of contributors provide specifically European and
complementary global perspectives on major areas of research in the
field on topics that include: the content domains of arithmetic,
geometry, algebra, statistics, and probability; the mathematical
processes of proving and modeling; teaching and learning at
specific age levels from early years to university; teacher
education, teaching and classroom practices; special aspects of
teaching and learning mathematics such as creativity, affect,
diversity, technology and history; theoretical perspectives and
comparative approaches in mathematics education research. This book
is a fascinating compendium of state-of-the-art knowledge for all
mathematics education researchers, graduate students, teacher
educators and curriculum developers worldwide.
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