Article published in:Dialogue and Representation
Edited by Alain Létourneau and François Cooren
[Language and Dialogue 2:1] 2012
► pp. 60–79
Mathematical meaning-making in whole-class conversation
Functional-grammatical analysis of a paradigmatic text
This paper focuses on a brief whole-group conversation captured in a sixth grade classroom taught by an experienced teacher. Drawing upon systemic functional linguistics, we treat the conversation as a multi-semiotic text of the genre of teacher-guided mathematics problem framing. After describing the generic structure of the text and its context of situation, we analyze the ideational, interpersonal, and textual meanings students and teacher contributed to its conjoined making. Our analysis shows how the text means as it does and, in so doing, underlines those features that make it a paradigmatic instantiation of its genre. We conclude by highlighting the contribution of systemic functional linguistics to current conversations about thought and language, dialogue and representation, and context and text.
Keywords: systemic functional linguistics, teaching and learning, context, mathematics, interaction, text, meaning
Published online: 12 May 2012
Cited by 4 other publications
Abrahamson, Dor, Betina Zolkower & Elisa Stone
González, Gloriana & Patricio Herbst
Palayukan, Hersiyati, Purwanto, Subanji & Sisworo
Zolkower, Betina, Ana María Bressan, Silvia Pérez & María Fernanda Gallego
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