Abstrakt
Describing mathematics classrooms teaching and learning, teachers demonstrate their professional vocabulary, and also reveal how they reflect on classroom situations and share classroom experiences as a resource. Documenting the professional vocabulary that teachers use for this purpose, as done in the Lexicon Project turned out to be a valuable, but still limited approach to understand how language orients teachers' visions and analyses of mathematics classrooms.
We enlarged this approach by narratives of lessons in the Czech Republic, France and Germany, written with terms of each other's lexicon. This contribution focuses on the potential and first results of such a cross-cultural comparative approach for understanding naming systems as a window into teachers' resource systems.