Towards a systemic functional analysis of multisemiotic mathematics texts

O’Halloran, Kay

doi:10.1515/semi.1999.124.1-2.1

Cited by 111 publications

(41 citation statements)

References 7 publications

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“…The definition of academic literacy in mathematics provided here reflects a view of mathematical discourse as the complex interaction of three semiotic systems-natural language, mathematics symbol systems, and visual displays (O'Halloran, 1999). The complexity of mathematical discourse in the classroom involves:…”

Section: Implement Complex View Of Mathematical Discoursementioning

confidence: 99%

“…If students are participating in academic literacy in mathematics, we see or hear them actively using concepts and showing their conceptual understanding through explaining and justifying. Since mathematical discourse is multimodal and multisemiotic (O'Halloran, 1999), opportunities for academic literacy in mathematics include multiple modes of communication, sign systems, and types of inscriptions.…”

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confidence: 99%

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Academic literacy in mathematics for English Learners

Moschkovich

2015

The Journal of Mathematical Behavior

147

107

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a b s t r a c tThis paper uses a sociocultural conceptual framework to provide an integrated view of academic literacy in mathematics for English Learners. The proposed definition of academic literacy in mathematics includes three integrated components: mathematical proficiency, mathematical practices, and mathematical discourse. The paper uses an analysis of a classroom discussion to illustrate how the three components of academic literacy in mathematics are intertwined, how academic literacy in mathematics is situated, and how participants engaged in academic literacy in mathematics use hybrid resources. The paper closes by describing the implications of this integrated view of academic literacy in mathematics for mathematics instruction for English Learners, arguing that it is important that the three components not be separated when designing instruction in general, and it is essential that mathematics instruction for English Learners address these three components simultaneously.© 2015 Elsevier Inc. All rights reserved.This paper uses a sociocultural conceptual framework to provide an integrated view of academic literacy in mathematics for English Learners. 1 The proposed definition of academic literacy in mathematics includes three integrated components: mathematical proficiency, mathematical practices, and mathematical discourse. The paper uses an analysis of a classroom discussion and questions adapted from Gee's (1999) questions for Discourse analysis, to illustrate how the three components of academic literacy in mathematics are intertwined, how academic literacy in mathematics is situated, and how participants engaged in academic literacy in mathematics use hybrid resources. The paper closes by describing the implications of this integrated view of academic literacy in mathematics for mathematics instruction, arguing that although these three components are important for all mathematics learners, it is essential that mathematics instruction for ELs include and maintain a simultaneous focus on all three components.The view of academic literacy in mathematics presented here is different than previous approaches to academic language in several ways. First, the definition includes not only cognitive aspects of mathematical activity-such as mathematical reasoning, thinking, concepts, and metacognition-but also sociocultural aspects-participation in mathematical practices-and discursive aspects-participation in mathematical discourse. A sociocultural perspective of academic literacy in mathematics provides a complex view of mathematical proficiency as participation in discipline-based practices that involve conceptual understanding and mathematical discourse. 2 Most importantly for ELs, this integrated view, rather than separating * Tel.: +1 8314592004.E-mail address: jmoschko@ucsc.edu 1 Although there are many labels used to refer to students who are learning English, I will use the term English Learners, abbreviated as ELs. Research on ELs may also be relevant to bilingual or multilingual mathematics lea...

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Section: Implement Complex View Of Mathematical Discoursementioning

confidence: 99%

mentioning

confidence: 99%

Academic literacy in mathematics for English Learners

Moschkovich

2015

The Journal of Mathematical Behavior

147

107

View full text Add to dashboard Cite

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“…This understanding also means that the systemic functional theory can be applied towards unpacking strands of meanings in spoken and written texts. For example, researchers have applied systemic functional analysis in a range of contexts such as parent-child or teacher-student interactions (see Hasan 1991;Christie 2002;Thwaite and McKay 2013), news reporting (see White 2006;Thomson et al 2010), and multimodal texts (O'Halloran 1999;Unsworth and Cleirigh 2009). However, there has not been many studies that have examined teacher talk using the Appraisal theory.…”

Section: Systemic Functional Linguisticsmentioning

confidence: 99%

Supporting new arrival students’ engagement with picture books: analysis of teacher talk using the appraisal theory

Chu

2014

Functional Linguist.

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For a considerable number of migrant and refugee children, their first experience of reading in a second language, and for some even their first encounter with printed materials, is in a new arrivals classroom. This paper looks at teacher talk with new arrival students as they were introduced to reading practices in a classroom. I attempt to use the Appraisal theory to investigate one teacher's talk, particularly on how she engages the students in reading and talking about children's picture books. Data for this study were obtained from a new arrivals classroom consisting of Year 6 and 7 students. Using a functional analysis provided by the Engagement system of the Appraisal theory, this paper aims to uncover some of the ways in which the teacher makes use of the verbal and visual resources in children's picture books to promote engagement with the texts. It is found that teacher talk plays a crucial role in supporting new arrival students' participation in practices associated with reading and talking about picture book texts. The analysis provides insights into how a teacher supports students with varying backgrounds of literacy experiences to engage with children's picture books.

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“…In mathematical symbolic texts, the visual displays that are usually in the form of graphs or diagrams are important in displaying trends and patterns which cannot be satisfactorily displayed in mathematical symbolically expressed relations (Lemke, 1998in O'Halloran, 1999. O'Halloran further asserts that "in combination with the verbal discourse and symbolic statements, the visual displays function to realize 'truth' of mathematics" (1999, p. 18).…”

Section: A Framework For Systemic Functional Grammar Of Mathematical mentioning

confidence: 99%

Mathematics Textbooks of Primary 1 Used in Singapore: A Multimodal Analysis of Its Intersemiosis

Nugroho

2010

kata

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Mathematical discourse deploys three semiotic resources at the same time -language, symbolism and visual images. It is unique in how it presents mathematical concepts and relations, which are mostly abstract concepts. This paper analyses how these resources collaborate to explain mathematical concepts to Primary 1 students in Singapore. As these students are at the beginning level of learning mathematical concepts, the textbook needs to concretize the abstract mathematical concepts. The data analysis follows Systemic Functional -Multimodal Discourse Analysis or SF-MDA . It is concluded that in the deployment of those three semiotic resources, the mathematical speech functions and the mathematical processes have been carefully and effectively selected as seen from the intersemiosis to concretize those abstract mathematical concepts for the young minds.

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Towards a systemic functional analysis of multisemiotic mathematics texts

Cited by 111 publications

References 7 publications

Academic literacy in mathematics for English Learners

Academic literacy in mathematics for English Learners

Supporting new arrival students’ engagement with picture books: analysis of teacher talk using the appraisal theory

Mathematics Textbooks of Primary 1 Used in Singapore: A Multimodal Analysis of Its Intersemiosis

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