Abstract
The lexicons documented for the International Classroom Lexicon Project captured pedagogical practices of middle school mathematics classrooms in the original language of ten communities. To better facilitate mutual understanding of local professional languages we sought to develop an international lexicon.
We began this research study by focussing on the clusters of words related to the language of assessment and the language of mathematics. In this paper we extend the international work by focussing on the language of interaction present in the Australian, Chilean, Czech and French Lexicons.
Studies and theories related to networking strategies and dialogic interactions were used to support a comprehensive comparison of the lexical items related to interaction, and to reveal connections amongst the four lexicons.