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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 &apos;our distinct stories&apos; and &apos;our professional languages&apos; about teaching and learning in mathematics classes around the world, reveals cultural and linguistic underpinnings of our &apos;stories&apos; and &apos;languages&apos;. Analysing and understanding these &apos;stories&apos; and &apos;languages&apos; 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&apos; visions and analyses of mathematics classrooms.

  • Czech name

  • Czech description

Classification

  • Type

    J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database

  • CEP classification

  • OECD FORD branch

    50301 - Education, general; including training, pedagogy, didactics [and education systems]

Result continuities

  • Project

  • 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