Title

Using multiple metaphors and multimodalities as a semiotic resource when teaching year 2 students computational strategies

Document Type

Journal Article

Publisher

Springer

Place of Publication

Netherlands

School

School of Education

RAS ID

24914

Comments

Originally published as: 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, 1-24. Original article available here.

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.

DOI

10.1007/s13394-017-0212-8

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