“…Mathematical language uses in terms of "Three Worlds of Mathematics" theoretical approach (Tall, 2007; There are various studies in the literature on the use of mathematical language. However, these studies are mostly conducted with pre-service mathematics teachers (Aydın & Yeşilyurt, 2007;Çakmak et al, 2014;Çalıkoğlu Bali, 2002;Emre et al, 2017;Gültekin & Es, 2018;Gürefe, 2018;Kıymaz et al, 2020;Shockey & Pindiprolu, 2015;Yardımcı, 2019;Yeşildere, 2007) and students (Akarsu, 2013;Akarsu Yakar, 2019;Aydoğan Belen, 2018;Güzel & Yılmaz, 2020;Oxenford O'Brian et al, 2010;Purpura & Reid, 2016;Rudd et al, 2008;Yakar & Yılmaz, 2017;Yüzerler, 2013), and it has been observed that there are few studies that examine the use of mathematical language by mathematics teachers (Açıl & Zeybek, 2017;Baiduri & Utomo, 2020;Baki and Çelik, 2018;Kuntze et al, 2018). Açıl and Zeybek (2017) examined mathematics teachers' ability to recognize their students' use of mathematical language, Baiduri and Utumoto (2020) examined the competencies of mathematics teachers in acquiring and using mathematical language, Baki and Çelik (2018) analyzed mathematics teachers' mathematical discourse towards mathematical language, and Kuntze et al ( 2018) investigated how mathematics teachers support their students in using multiple representations as part of mathematical language.…”