The professional, pedagogical language of mathematics teachers: Acultural artefact of significant value to the mathematics community

Abstract

This paper draws on a project involving nine mathematics communities internationally that set out to identify the familiar, professional, pedagogical vocabulary in use by middle school mathematics teachers. The national research teams comprise both academic researchers and experienced teachers and each lexicon identified the actual terms that teachers use when describing the phenomenon of the middle school mathematics classroom. Each such lexicon can be thought of as a cultural artefact of the mathematics teaching community in which its practitioners name the valued, pedagogical practices in their respective world. The documentation of these lexicons has significant practical value to each p..