Early years teachers' perspectives on teaching through multiple metaphors and multimodality
Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia
School of Education / Edith Cowan Institute for Education Research
Recent research findings indicate that using multiple metaphors in multimodal learning experiences are effective teaching approaches in early years mathematics. Using a social semiotic lens this paper reports on eight early years teachers’ perceptions of this approach whilst engaging in a small collaborative professional learning group. This group focussed on observing video footage of one teacher implementing multiple metaphors such as the number line and using multimodalities such as gesture, drawings and concrete materials in her classroom. Analysis of the data revealed variations in the teachers’ perceptions of this particular teaching approach.