Internationally, our educational theories, research and descriptions of practice are framed in English, which names some aspects of the classroom, but ignores key aspects named in other languages. This limits our capacity to access, connect and adapt the wisdom of other cultures. The Lexicon Project will initiate cross-cultural dialogue to identify pedagogical terms from selected educational communities and use these as analytical tools to categorise, interrogate and enrich classroom practice, classroom research, and educational theorising.
The Social Unit of Learning project is an innovative experimental study of student social interaction during the completion of mathematics tasks undertaken in individual, pair, small group and whole class social units. The aim of the project is to investigate the social interactions that characterise learning processes in a mathematics classroom.
The Learning from Lessons project is an international project which investigates the structure and construction of mathematics teacher knowledge in Australia, China, and Germany. The project aims to understand mathematics teachers’ thinking processes during lesson planning, teaching, and reflection.
The Learner’s Perspective Study examines the patterns of participation in competently-taught eighth grade mathematics classrooms in sixteen countries in a more integrated and comprehensive fashion than has been attempted in previous international studies. Research teams now participating in the Learners’ Perspective study are based in universities in Australia, China, the Czech Republic, Germany, Israel, Japan, Korea, New Zealand, Norway, The Philippines, Portugal, Singapore, South Africa, Sweden, the United Kingdom and the USA.