Session Information
24 SES 08 A, Mathematics Teachers Training (Part 2)
Paper/Video Session continued from 24 SES 07
Contribution
The central role of mathematical subject language has been increasingly highlighted in contemporary research (Morgan, Craig, Schuette and Wagner, 2014). One current aspect of mathematical subject language is its multi-semiotic structure and how different semiotic resources such as language, mathematical symbols and visualizations are used to express meaning (Schleppegrell, 2007; Unsworth, 1997; Abel & Exley, 2008). According to Kress & van Leeuven (2006) the use of other semiotic resources, beside language is most often not enough highlighted in teaching. Thus there is a reason to examine and find out more precisely how different semiotic resources are used in mathematical subject language and in the various content areas.
An aim of this study is to contribute to the understanding of how visual images and mathematical symbols are used in mathematical subject language in each of the four content areas algebra, statistics, geometry and arithmetic. More particularly the expressions of four meaning dimensions packing, precision, personification and presentation in visual images and mathematical symbols in mathematical tasks in the international test Trends in International Mathematics and Science Study (TIMSS) 2011 grade eight, are investigated.
A second aim is to investigate how the expressions of the four meaning dimensions in visual images and mathematical symbols, are related to the performance of students who achieve high or low results in TIMSS, and how the encounter between student and text therefore can be regarded as a didactical issue relevant to take into account in teaching
Moreover, the study is an attempt is to develop and try a quantitative Systemic Functional Linguistic (SFL) based model for analysis of visual images and mathematical symbols in mathematical subject language, here used on the TIMSS material.
To investigate the encounter between students and the teaching content expressed by visual images and mathematical symbols, a didactically based reception theoretical perspective has been used (for a school context see e.g. Langer, 2011; Liberg, af Geijerstam, Wiksten Folkeryd, Bremholm, Hallesson, & Holtz, 2012; McCormick, 1994).An important aspect of this perspective is that the encounter is different for different students who will meet the teaching content from their different perspectives and experiences. The present study is particularly focused on achievement level of the students and four meaning dimensions expressed in visual images and mathematical symbols in the tasks in TIMSS 2011 as aspects of the teaching content.
For the analysis of visual images and mathematical symbols in the TIMSS task a model of analysis built on Halliday’s socio semiotic theory, Systemic Functional Linguistics (SFL) (Halliday & Matthiessen, 2004) has been used. SFL provides tools to investigate both how language is used in various acts of communication, and also how the chosen forms of language express meaning in different ways (see e.g. Knain, 2005). Hence, it is rather the function of language than its form, that is studied, which also allows the analysis of multi-semiotic texts (see e.g., Kress & van Leeuwen, 2006).
Meaning expressed by various linguistic choices can be studied by three functions in an utterance, the so-called meta-functions: interpersonal, ideational and textual function (Halliday & Matthiessen, 2004). In the present study I analyze four meaning dimensions packing, and precision as aspects of the ideational meta-function, personification as an aspect of the interpersonal meta-function and presentation of information as an aspect of the textual meta-function. The four meaning dimensions was identified in a previous study (Bergvall et al. submitted) as central in academic language in general and in mathematical subject language in particular.
Method
Expected Outcomes
References
Abel, K., & Exley, B. (2008). Using Halliday’s functional grammar to examine early years worded mathematics texts. Australian Journal of Language and Literacy, 31 (3), 227-241. Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3.th Ed.). London: Arnold. Knain, Erick (2005). 'Identity and genre literacy in high-school students' experimental reports', International Journal of Science Education, 27 (5), 607 – 624. Kress, G. & van Leeuwen, T. (2006). Reading images. The grammar of visual design. 2nd edition. London: Routledge. Langer, J. A. (2011). Envisioning knowledge: building literacy in the academic disciplines. New York: Teachers College Press. Liberg, C., af Geijerstam, Å., Wiksten Folkeryd, J., Bremholm, J., Hallesson, Y., & Holtz, B-M. (2012). Textrörlighet - ett begrepp i rörelse. In: Synnøve M., & Atle S. (Eds.), Skriv! Les! 1. Paper presented at Skriv! Les! Nordisk forskerkonferanse om skriving og lesing. (pp. 65-8). Trondheim: Akademika forlag. McCormick, K. (1994). The culture of reading and the teaching of English. Manchester: Manchester University Press. Morgan, C., Craig, T., Schuette, M., & Wagner, D. (2014). Language and communication in mathematics education: an overview of research in the field. Zdm, 46(6), 843-853. doi:10.1007/s11858-014-0624-9 Schleppegrell, M. J. (2007) The Linguistic Challenges of Mathematics Teaching and Learning: a Research Review. Reading & Writing Quarterly, 23(2), 139-159. Solano-Flores, G., & Wang, C. (2015). Complexity of Illustrations in PISA-2009 Science Items and Its Relationship to the Performance of Students From Shanghai-China, the United States, and Mexico. Teachers College Record, 117 (1), 1-18. Unsworth, L. (1997), Scaffolding Reading of Science Explanations: Accessing the Grammatical and Visual Forms of Specialized Knowledge. Literacy 31 (3), s. s 30–42.
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