국제 교실수업 어휘 프로젝트

Abstract

Discourses about classrooms provide clear insights into pedagogical principles and practices in a cultural context. Human thinking is not independent of the use of language, and thinking may form language, and at the same time language may shape human thinking. In particular, it is important to investigate the pedagogical terms named and used by teachers because the classroom activities and principles can be objectified and further developed after that. This paper reports what Korean teachers see and name classroom activities in Korean middle school mathematics classrooms as a part of the International Classroom Lexicon Project that 10 countries collaborate on identifying and documenting own country’s pedagogical terms in their middle school mathematics classrooms. Using 9 video stimulus materials, which support ways of which teachers see and name pedagogical phenomena using particular pedagogical terms and languages, we identify and list the pedagogical terms. The initial pedagogical terms were 112, but after conducting a national-wide survey, we finalized and identified the total 105 numbers of Korean pedagogical terms in mathematics classrooms. Issues with regard to the Korean pedagogical terms are also discussed. Our study will be further analyzed to compare each country’s lexicon in collaboration with the other 9 countries. We expect that this Korean pedagogical lexicon can be used to identify Korean mathematics classroom culture as well as be the groundwork for analyzing classroom practices both in Korea and in comparison with other participant countries.