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Educ. Sci. 2017, 7(1), 9;

Multimodal Languaging as a Pedagogical Model—A Case Study of the Concept of Division in School Mathematics

School of Education, University of Tampere, Tampere 33100, Finland
Author to whom correspondence should be addressed.
Academic Editor: Eila Jeronen
Received: 31 October 2016 / Revised: 20 December 2016 / Accepted: 28 December 2016 / Published: 4 January 2017
(This article belongs to the Special Issue Teaching Methods in Science Subjects Promoting Sustainability)
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The purpose of this study is to present a multimodal languaging model for mathematics education. The model consists of mathematical symbolic language, a pictorial language, and a natural language. By applying this model, the objective was to study how 4th grade pupils (N = 21) understand the concept of division. The data was collected over six hours of teaching sessions, during which the pupils expressed their mathematical thinking mainly by writing and drawing. Their productions, as well as questionnaire after the process, were analyzed qualitatively. The results show that, in expressing the mathematical problem in verbal form, most of the students saw it as a division into parts. It was evident from the pupils’ texts and drawings that the mathematical expression of subtraction could be interpreted in three different ways. It was found that the pupils enjoyed using writing in the solution of word problems, and it is suggested that the use of different modes in expressing mathematical thinking may both strengthen the learning of mathematical concepts and support the evaluation of learning. View Full-Text
Keywords: multiliteracy; languaging; division; mathematics; education multiliteracy; languaging; division; mathematics; education

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Joutsenlahti, J.; Kulju, P. Multimodal Languaging as a Pedagogical Model—A Case Study of the Concept of Division in School Mathematics. Educ. Sci. 2017, 7, 9.

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