A Comparison of Classroom Pedagogical Practice Named by Middle School Mathematics Teachers in Australia and Chile
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| Title: | A Comparison of Classroom Pedagogical Practice Named by Middle School Mathematics Teachers in Australia and Chile |
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| Language: | English |
| Authors: | Mesiti, Carmel, Grau, Valeska, Preiss, David D., Lorca, Amaya, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2022. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2022 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Comparative Analysis, Teaching Methods, Middle School Teachers, Mathematics Teachers, Foreign Countries, Classification, Lexicology |
| Geographic Terms: | Australia, Chile |
| Abstract: | The professional lexicons of middle school mathematics teachers in communities around the world were documented as part of The International Classroom Lexicon Project. This vocabulary captured teachers' naming of classroom pedagogical practice. Reported in this paper are attributes of the lexicons of teachers from Australia and Chile. A comparison of the lexical items revealed commonalities and differences in the named phenomena and in the schema employed for their organisational structure. The analysis revealed differences attributable to cultural and contextual factors. A categorisation system was developed to classify the complexity of similarity of lexical items of one lexicon with another. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | ED623719 |
| Database: | ERIC |
| Abstract: | The professional lexicons of middle school mathematics teachers in communities around the world were documented as part of The International Classroom Lexicon Project. This vocabulary captured teachers' naming of classroom pedagogical practice. Reported in this paper are attributes of the lexicons of teachers from Australia and Chile. A comparison of the lexical items revealed commonalities and differences in the named phenomena and in the schema employed for their organisational structure. The analysis revealed differences attributable to cultural and contextual factors. A categorisation system was developed to classify the complexity of similarity of lexical items of one lexicon with another. |
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