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ERIC Number: EJ1135084
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2227-7102
Multimodal Languaging as a Pedagogical Model--A Case Study of the Concept of Division in School Mathematics
Joutsenlahti, Jorma; Kulju, Pirjo
Education Sciences, v7 Article 9 2017
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Finland
Grant or Contract Numbers: N/A