Multimodal Languaging as a Pedagogical Model--A Case Study of the Concept of Division in School Mathematics

Autor/inn/en	Joutsenlahti, Jorma; Kulju, Pirjo
Titel	Multimodal Languaging as a Pedagogical Model--A Case Study of the Concept of Division in School Mathematics
Quelle	In: Education Sciences, 7 (2017), Artikel 9 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Case Studies; Arithmetic; Elementary School Mathematics; Elementary School Students; Mathematics Education; Symbolic Language; Language Usage; Models; Freehand Drawing; Writing (Composition); Qualitative Research; Questionnaires; Subtraction; Word Problems (Mathematics); Learning Modalities; Grade 4; Multiple Literacies; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Mathematische Bildung; Symbolsprache; Sprachgebrauch; Analogiemodell; Drawing; Zeichnen; Schreibübung; Qualitative Forschung; Fragebogen; Subtraktion; Textaufgabe; Lernumgebung; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Finnland
Abstract	The purpose of this study is to present a multimodal languaging model for mathematics education. The model consists of mathematical symbolic language, a pictorial language, and a natural language. By applying this model, the objective was to study how 4th grade pupils (N = 21) understand the concept of division. The data was collected over six hours of teaching sessions, during which the pupils expressed their mathematical thinking mainly by writing and drawing. Their productions, as well as questionnaire after the process, were analyzed qualitatively. The results show that, in expressing the mathematical problem in verbal form, most of the students saw it as a division into parts. It was evident from the pupils' texts and drawings that the mathematical expression of subtraction could be interpreted in three different ways. It was found that the pupils enjoyed using writing in the solution of word problems, and it is suggested that the use of different modes in expressing mathematical thinking may both strengthen the learning of mathematical concepts and support the evaluation of learning. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01