Abstract
Recent research indicates that using multimodal learning experiences can be effective in teaching mathematics. Using a social semiotic lens within a participationist framework, this paper reports on a professional learning collaboration with a primary school teacher designed to explore the use of metaphors and modalities in mathematics instruction. This video case study was conducted in a year 2 classroom over two terms, with the focus on building children’s understanding of computational strategies. The findings revealed that the teacher was able to successfully plan both multimodal and multiple metaphor learning experiences that acted as semiotic resources to support the children’s understanding of abstract mathematics. The study also led to implications for teaching when using multiple metaphors and multimodalities.
RAS ID
24914
Document Type
Journal Article
Date of Publication
2017
Location of the Work
Netherlands
School
School of Education
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Publisher
Springer
Comments
Mildenhall, P., & Sherriff, B. (2017). Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies. Mathematics Education Research Journal, 30(4), 383-406. https://doi.org/10.1007/s13394-017-0212-8