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ERIC Number: ED500995
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Beyond Discourse: A Multimodal Perspective of Learning Mathematics in a Multilingual Context
Morales, Hector; Khisty, Lena Licon; Chval, Kathryn
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v3 p133-140
This paper presents the idea of multimodal teaching and learning and discusses how this perspective can help better understand the learning of students. The discussion is based on data gathered in a qualitative study of a fifth-grade bilingual classroom where at-risk students were successful in mathematics. We report on one class episode and one student as a case study for understanding multimodal learning. Analyses focus on how students use various texts such as speech and calculator keystrokes as resources to create meaning. This work suggests that a broader perspective and use of modes can support learning and provide students, especially those at-risk, with greater access to mathematics. (Contains 3 figures and 3 tables.) [For complete proceedings, see ED500858.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A