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*A Multimodal Approach for Theorising and Analysing Mathematics Textbooks

*A Multimodal Approach for Theorising and Analysing Mathematics Textbooks

**Kay O’Halloran

**Kay O’Halloran

***Multimodal analysis has emerged in recent decades as an interdisciplinary area of research, arising out of linguistics, semiotics and drawing on other relevant fields (in this case, mathematics) to study the contributions and interactions of linguistic and non-linguistic resources (e.g. spoken and written language, image, gesture, sound, page layout and website design) in the communication of meaning �(Jewitt, 2014; Jewitt, Bezemer, & O’Halloran, 2016)�. From this perspective, mathematical knowledge is constructed using language, images and mathematical symbolism which integrate in specific ways in mathematical texts �(O’Halloran, 2015a, 2015b)�. In this talk, I provide an overview of the semiotic nature of each resource, including their underlying organisation that enables them to fulfil different functions in mathematics. Following this, I undertake an analysis of a mathematics text in order to demonstrate how linguistic, visual and symbolic choices combine to solve mathematics problems, and the expansions of meaning that take place during this process. I conclude with a discussion of the difficulties of teaching and learning mathematics �(O’Halloran, 2000, 2015a)� with specific reference to mathematics textbooks.

***Multimodal analysis has emerged in recent decades as an interdisciplinary area of research, arising out of linguistics, semiotics and drawing on other relevant fields (in this case, mathematics) to study the contributions and interactions of linguistic and non-linguistic resources (e.g. spoken and written language, image, gesture, sound, page layout and website design) in the communication of meaning (Jewitt, 2014; Jewitt, Bezemer, & O’Halloran, 2016). From this perspective, mathematical knowledge is constructed using language, images and mathematical symbolism which integrate in specific ways in mathematical texts (O’Halloran, 2015a, 2015b). In this talk, I provide an overview of the semiotic nature of each resource, including their underlying organisation that enables them to fulfil different functions in mathematics. Following this, I undertake an analysis of a mathematics text in order to demonstrate how linguistic, visual and symbolic choices combine to solve mathematics problems, and the expansions of meaning that take place during this process. I conclude with a discussion of the difficulties of teaching and learning mathematics (O’Halloran, 2000, 2015a) with specific reference to mathematics textbooks.

***References

***References

****�Jewitt, C. (Ed.). (2014). The Routledge Handbook of Multimodal Analysis (2nd ed.). London: Routledge.�

****Jewitt, C. (Ed.). (2014). The Routledge Handbook of Multimodal Analysis (2nd ed.). London: Routledge.

****Jewitt, C., Bezemer, J., & O’Halloran, K. L. (2016). Introducing Multimodality. London & New York: Routledge.

****Jewitt, C., Bezemer, J., & O’Halloran, K. L. (2016). Introducing Multimodality. London & New York: Routledge.

****O’Halloran, K. L. (2000). Classroom Discourse in Mathematics: A Multisemiotic Analysis. Linguistics and Education, 10(3), 359-388.

****O’Halloran, K. L. (2000). Classroom Discourse in Mathematics: A Multisemiotic Analysis. Linguistics and Education, 10(3), 359-388.