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.
2020. Reinventing Realistic Mathematics Education at Berkeley—Emergence and Development of a Course for Pre-service Teachers. In International Reflections on the Netherlands Didactics of Mathematics [ICME-13 Monographs, ], ► pp. 255 ff.
González, Gloriana & Patricio Herbst
2013. An Oral Proof in a Geometry Class: How Linguistic Tools Can Help Map the Content of a Proof. Cognition and Instruction 31:3 ► pp. 271 ff.
Palayukan, Hersiyati, Purwanto, Subanji & Sisworo
2020. 28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES [28TH RUSSIAN CONFERENCE ON MATHEMATICAL MODELLING IN NATURAL SCIENCES, 2216], ► pp. 060020 ff.
Shi, Jiayao
2022. Innovating the Instruction of Mathematical Concepts: How Does the Integrated Use of Digital Games and Language-Based Teaching Matter?. Frontiers in Psychology 13
Zolkower, Betina, Ana María Bressan, Silvia Pérez & María Fernanda Gallego
2020. From the Bottom Up—Reinventing Realistic Mathematics Education in Southern Argentina. In International Reflections on the Netherlands Didactics of Mathematics [ICME-13 Monographs, ], ► pp. 133 ff.
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