Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach
Identifikátory výsledku
Kód výsledku v 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>
Výsledek na webu
<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>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach
Popis výsledku v původním jazyce
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.
Název v anglickém jazyce
Language as a resource for teachers describing mathematics classroom teaching and learning: a comparative approach
Popis výsledku anglicky
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.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2023
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
ZDM - International Journal on Mathematics Education
ISSN
1863-9690
e-ISSN
1863-9704
Svazek periodika
2023
Číslo periodika v rámci svazku
55
Stát vydavatele periodika
DE - Spolková republika Německo
Počet stran výsledku
14
Strana od-do
597-610
Kód UT WoS článku
000956695300001
EID výsledku v databázi Scopus
2-s2.0-85150963317