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

  • Aylanda Dwi Nugroho English Department, Faculty of Letters, Petra Christian University
Keywords: mathematical discourse, semiotic resources, intersemiosis, Systemic Functional–Multimodal Discourse Analysis.

Abstract

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 (O’Halloran, 2007). 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.

Downloads

Download data is not yet available.

References

Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.

Halliday, M. A. K. (1993). Some grammatical problems in scientific English. In M. A. K. Halliday, & J. R. Martin (Eds.), Writing science: Literacy and discursive power (pp. 69-85). London: Falmer.

Halliday, M. A. K. (1994). An introduction to functional grammar (2nd ed.). London: Arnold.

Halliday, M. A. K., & Matthiessen, C. (2004). An introduction to functional grammar (3rd ed.). London: Arnold.

O’Halloran, K. L. (1999). Towards a systemic functional analysis of multisemiotic mathematics texts. Semiotica, 124(1/2), 1-29. [CrossRef]

O’Halloran, K. L. (2005). Mathematical discourse: Language, symbolism and visual images. London and New York: Continuum.

O’Halloran, K. L. (2007). Systemic Functional Multimodal Discourse Analysis (SF-MDA) approach to mathematics, grammar and literacy. In A. McCabe, M. O’Donnell, & R. Whittaker (Eds.), Advances in language and education (pp 77-102). London: Continuum.

O’Halloran, K. L. (2007). Mathematical and scientific forms of knowledge: A systemic functional multimodal grammatical approach. In F. Christie, & J. R. Martin (Eds.), Language, knowledge and pedagogy: Functional linguistics and sociological perspectives (pp 205-236). London: Continuum.

Pimm, D. (1987). Speaking mathematically: Communication in mathematics classrooms. London: Routledge and Kegan Paul.
Published
2010-11-09
Section
Articles