id: 06505013
dt: j
an: 2015f.00203
au: O’Halloran, Kay L.
ti: The language of learning mathematics: a multimodal perspective.
so: J. Math. Behav. 40, Part A, 63-74 (2015).
py: 2015
pu: Elsevier, New York, NY
la: EN
cc: C50 E40 C30
ut: mathematics register; scientific English; mathematical symbolism;
mathematical images; intersemiosis; multimodal literacy
ci:
li: doi:10.1016/j.jmathb.2014.09.002
ab: Summary: The aim is to develop a multimodal (i.e. multisemiotic) approach
to the mathematics register, where language is considered as one
resource, often a secondary one, which operates in conjunction with
mathematical symbolism and images to create meaning in mathematics. For
this purpose, the linguistic features and grammatical difficulties of
scientific English are reviewed and compared to the grammatical
features of mathematical symbolic notation and mathematical images.
From here, the integration of language, mathematics symbolism and
images in mathematics texts and the nature of spoken language in
mathematics classrooms and associated difficulties are explored. The
approach leads to the notion of a ‘multimodal register’ for
mathematics to complement the existing language-based conceptualization
of register. The multimodal approach has significant implications for
teaching and learning mathematics and the development of strategies for
mastering the mathematics register for the effective communication of
mathematical knowledge.
rv: