Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10464461" target="_blank" >RIV/00216208:11410/23:10464461 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jX92Q0nfV8" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=jX92Q0nfV8</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1007/s11858-023-01476-5" target="_blank" >10.1007/s11858-023-01476-5</a>
Alternative languages
Result language
angličtina
Original language name
Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach
Original language description
Describing mathematics classroom teaching and learning is part of a professional expertise. Comparing 'our distinct stories' and 'our professional languages' about teaching and learning in mathematics classes around the world, reveals cultural and linguistic underpinnings of our 'stories' and 'languages'. Analysing and understanding these 'stories' and 'languages' in the form of narratives of classroom lessons, is a methodological approach that allows us to study and compare language as a resource across different cultural and linguistic contexts. We based our approach on results of the Lexicon Project, which set out to document the terms and the professional vocabulary that teachers use for describing the phenomena of middle school mathematics classrooms around the world, but enlarged this approach by narratives and a narrative methodology. Our cultural comparative approach based on these narratives revealed not only technical terms that define and make explicit didactical intentions, techniques and approaches, but also offered narrative descriptions of the enactment of the didactic intentions and techniques in situ. This approach provides a deeper understanding of the potential of language and turned out to be valuable for understanding how language orients teachers' visions and analyses of mathematics classrooms.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2023
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
ZDM - International Journal on Mathematics Education
ISSN
1863-9690
e-ISSN
1863-9704
Volume of the periodical
2023
Issue of the periodical within the volume
55
Country of publishing house
DE - GERMANY
Number of pages
14
Pages from-to
597-610
UT code for WoS article
000956695300001
EID of the result in the Scopus database
2-s2.0-85150963317