Resources in translation: towards a conceptual and technical apparatus

Abstract In mathematics education, translation of resources from one language to another occurs in a wide range situations. This paper explores how conceptual and technical apparatus contemporary studies may be use guiding analysing such translation. Key concepts—including those source, target intermediate text, paradigms equivalence, purpose, uncertainty localisation, semantic, syntactic epistemological equivalence—are introduced illustrated, primarily with reference series school workbooks. Significant types tool assist translation—translation protocols machine translation—are examined. A more detailed case study illustrates techniques (and associated tools) for shifts terminological translatability, applying them examine documentation framework researching teachers’ interaction resources—the Documentational Approach Didactics. Specific insights that emerge are is shaped by attention not just fidelity the source text but audience for, function of, text; challenging it can formulate terms translatable across languages way as consistently anchor meaning existing wordforms.