文章基本信息

标题：Multimodal Languaging as a Pedagogical Model—A Case Study of the Concept of Division in School Mathematics
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作者：Jorma Joutsenlahti ; Pirjo Kulju
期刊名称：Education Sciences
电子版ISSN：2227-7102
出版年度：2017
卷号：7
期号：1
页码：9
DOI：10.3390/educsci7010009
语种：English
出版社：MDPI Publishing
摘要：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.
关键词：multiliteracy; languaging; division; mathematics; education multiliteracy ; languaging ; division ; mathematics ; education