Potential for Meaning Making in Mathematics Textbooks
A Multimodal Analysis of Subtraction in Swedish Year 1 Textbooks are a common teaching tool widely used in children’s mathematical education. Comparative studies of textbooks have focused on different aspects, such as content, mathematical symbols and so on. However, a multimodal approach to textb...
Uloženo v:
| Vydáno v: | Designs for learning Ročník 11; číslo 1; s. 52 - 62 |
|---|---|
| Hlavní autor: | |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Stockholm University Press
24.04.2019
|
| Témata: | |
| ISSN: | 2001-7480, 2001-7480 |
| On-line přístup: | Získat plný text |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| Abstract | A Multimodal Analysis of Subtraction in Swedish Year 1 Textbooks are a common teaching tool widely used in children’s mathematical education. Comparative studies of textbooks have focused on different aspects, such as content, mathematical symbols and so on. However, a multimodal approach to textbook research—that is, studying how writing, images, mathematical symbols, etc. interact—is sparse. This study analyses 40 exercises from 17 Swedish Year 1 (children 7–8 years) textbooks using a multimodal approach with a focus on subtraction as an arithmetic operation. The aim was to describe and analyse how subtraction in Swedish Year 1 mathematics textbooks can be understood using a multimodal approach. The results show that it is sometimes possible to solve an exercise without focusing on the mathematical content that the exercise is designed to offer. Writing, images, mathematical symbols, speech and moving images are used differently within the same textbook and between textbooks. The results also show that there are considerable similarities between the exercises in printed and digital textbooks, with some exceptions. The examples in the study indicate that three different approaches are needed when working with these exercises, which implies great complexity in children’s meaning making in their work with mathematics textbooks. This could negatively impact children’s access to beneficial learning situations. Therefore, this study could contribute to a larger awareness of the complexity in question, which, by extension, may contribute to the development of beneficial learning situations in mathematics education, especially regarding subtraction. |
|---|---|
| AbstractList | A Multimodal Analysis of Subtraction in Swedish Year 1 Textbooks are a common teaching tool widely used in children’s mathematical education. Comparative studies of textbooks have focused on different aspects, such as content, mathematical symbols and so on. However, a multimodal approach to textbook research—that is, studying how writing, images, mathematical symbols, etc. interact—is sparse. This study analyses 40 exercises from 17 Swedish Year 1 (children 7–8 years) textbooks using a multimodal approach with a focus on subtraction as an arithmetic operation. The aim was to describe and analyse how subtraction in Swedish Year 1 mathematics textbooks can be understood using a multimodal approach. The results show that it is sometimes possible to solve an exercise without focusing on the mathematical content that the exercise is designed to offer. Writing, images, mathematical symbols, speech and moving images are used differently within the same textbook and between textbooks. The results also show that there are considerable similarities between the exercises in printed and digital textbooks, with some exceptions. The examples in the study indicate that three different approaches are needed when working with these exercises, which implies great complexity in children’s meaning making in their work with mathematics textbooks. This could negatively impact children’s access to beneficial learning situations. Therefore, this study could contribute to a larger awareness of the complexity in question, which, by extension, may contribute to the development of beneficial learning situations in mathematics education, especially regarding subtraction. |
| Author | Norberg, Malin |
| Author_xml | – sequence: 1 givenname: Malin surname: Norberg fullname: Norberg, Malin |
| BookMark | eNpNkMtOwzAQRS0EEqVU4hOyZJMy9jh2skQVj0qtYFHWluOMS9o0RnEW8PeYFiFW984sjq7OFTvvQ0-M3XCYc1VVeNf4bs4FnrGJAOC5liWc_-uXbBbjDtKpZaVBTVjxGkbqx9Z2mQ9Dtibbt_02W9v9T7R9auM7HezYupht6HOsQ9jHa3bhbRdp9ptT9vb4sFk856uXp-XifpU7AYi5BVci105WpLApnKiFBQW-oQJROomcC18Ip62rCTWXWChnHaalUlItccqWJ24T7M58DO3BDl8m2NYcH2HYGjukaR0Z5UCTrpXk3Cd0U2qoCkAtnOCl0JRYtyeWG0KMA_k_HgdztGeSPZPs4TcOuWE_ |
| Cites_doi | 10.1007/BF00369156 10.1007/s10649-005-9016-y 10.1086/461837 10.1002/pits.20077 10.1080/10986060903460070 10.1007/s11858-013-0539-x 10.16993/dfl.72 10.2307/749177 10.1007/s10763-013-9463-3 10.1007/s10649-010-9264-3 10.1080/14794800008520090 10.1007/s13394-013-0073-8 |
| ContentType | Journal Article |
| DBID | AAYXX CITATION DOA |
| DOI | 10.16993/dfl.123 |
| DatabaseName | CrossRef Open Access: DOAJ - Directory of Open Access Journals |
| DatabaseTitle | CrossRef |
| DatabaseTitleList | |
| Database_xml | – sequence: 1 dbid: DOA name: Directory of Open Access Journals (DOAJ) url: https://www.doaj.org/ sourceTypes: Open Website |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 2001-7480 |
| EndPage | 62 |
| ExternalDocumentID | oai_doaj_org_article_6c07e7b6411f4c4d870950372c21827e 10_16993_dfl_123 |
| GroupedDBID | -W8 .0O .GO 0R~ 5VS AAFWJ AAHSB AAPRH AAYXX ACCQO ADBBV AFPKN ALMA_UNASSIGNED_HOLDINGS BCNDV CITATION E0C EDJ GROUPED_DOAJ H13 HZ~ IAO IER ITC O9- OK1 |
| ID | FETCH-LOGICAL-c2033-a0c8317c49e63d5c2b2a060fde5334c43112f52c7acbe3714356cac348044eb43 |
| IEDL.DBID | DOA |
| ISSN | 2001-7480 |
| IngestDate | Fri Oct 03 12:38:55 EDT 2025 Sat Nov 29 06:22:48 EST 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 1 |
| Language | English |
| License | http://creativecommons.org/licenses/by/4.0 |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c2033-a0c8317c49e63d5c2b2a060fde5334c43112f52c7acbe3714356cac348044eb43 |
| OpenAccessLink | https://doaj.org/article/6c07e7b6411f4c4d870950372c21827e |
| PageCount | 11 |
| ParticipantIDs | doaj_primary_oai_doaj_org_article_6c07e7b6411f4c4d870950372c21827e crossref_primary_10_16993_dfl_123 |
| PublicationCentury | 2000 |
| PublicationDate | 2019-04-24 |
| PublicationDateYYYYMMDD | 2019-04-24 |
| PublicationDate_xml | – month: 04 year: 2019 text: 2019-04-24 day: 24 |
| PublicationDecade | 2010 |
| PublicationTitle | Designs for learning |
| PublicationYear | 2019 |
| Publisher | Stockholm University Press |
| Publisher_xml | – name: Stockholm University Press |
| References | (key20190424085658_B30) 2012 (key20190424085658_B7) 2010; 12 (key20190424085658_B9) 2016; 8 (key20190424085658_B16) 2002; 51 (key20190424085658_B20) 2011 (key20190424085658_B40) 2010 (key20190424085658_B4) 2014 (key20190424085658_B25) 2011 (key20190424085658_B10) 2014 (key20190424085658_B44) 2011; 76 (key20190424085658_B18) 1988; 19 (key20190424085658_B33) 2015; 13 (key20190424085658_B34) 2006; 63 key20190424085658_B14 key20190424085658_B36 (key20190424085658_B2) 2017 (key20190424085658_B13) 2016; 21 (key20190424085658_B1) 2010; 3 (key20190424085658_B21) 2016 (key20190424085658_B19) 2007; 38 (key20190424085658_B26) 2010 (key20190424085658_B42) 2001; 3 (key20190424085658_B5) 1983 (key20190424085658_B38) 1983 key20190424085658_B39 (key20190424085658_B12) 2013; 25 (key20190424085658_B6) 1997; 2 (key20190424085658_B24) 2003 (key20190424085658_B28) 1995; 32 key20190424085658_B41 (key20190424085658_B8) 2014 (key20190424085658_B11) 1996; 31 (key20190424085658_B29) 2006; 61 (key20190424085658_B3) 2014 (key20190424085658_B37) 1996; 96 (key20190424085658_B27) 2015; 20 (key20190424085658_B31) 2010; 12 (key20190424085658_B32) 2005 (key20190424085658_B45) 2005; 42 (key20190424085658_B35) 2008; 13 key20190424085658_B22 (key20190424085658_B15) 2013; 45 (key20190424085658_B17) 1992 (key20190424085658_B23) 2011 key20190424085658_B43 |
| References_xml | – start-page: 7 volume-title: Acquisition of mathematics: Concepts and processes year: 1983 ident: key20190424085658_B5 – volume-title: Prima matematik year: 2014 ident: key20190424085658_B4 – volume: 31 start-page: 389 issue: 4 year: 1996 ident: key20190424085658_B11 article-title: A sociological analysis of school mathematics texts publication-title: Educational Studies in Mathematics doi: 10.1007/BF00369156 – volume-title: Mathematical discourse: Language, symbolism and visual images year: 2005 ident: key20190424085658_B32 – volume-title: Introducing multimodality year: 2016 ident: key20190424085658_B21 – volume: 63 start-page: 325 issue: 3 year: 2006 ident: key20190424085658_B34 article-title: Characterizing reading comprehension of mathematical texts publication-title: Educational Studies in Mathematics doi: 10.1007/s10649-005-9016-y – volume: 96 start-page: 423 issue: 4 year: 1996 ident: key20190424085658_B37 article-title: The development of computation in three Japanese primary-grade textbooks publication-title: The Elementary School Journal doi: 10.1086/461837 – volume: 51 start-page: 41 issue: 1–2 year: 2002 ident: key20190424085658_B16 article-title: Mental calculation methods used by 11-Year -olds in different attainment bands: A reanalysis of data from the 1987 APU survey in the UK publication-title: Educational Studies in Mathematics – start-page: 243 volume-title: Handbook of research on mathematics teaching and learning year: 1992 ident: key20190424085658_B17 – volume: 3 start-page: 10 issue: 1–2 year: 2010 ident: key20190424085658_B1 article-title: Changing Text: A Social Semiotic Analysis of Textbooks publication-title: Designs for learning – start-page: 153 volume-title: The development of mathematical thinking year: 1983 ident: key20190424085658_B38 – volume: 13 start-page: 53 issue: 3 year: 2008 ident: key20190424085658_B35 article-title: Do students need to learn how to use their mathematics textbooks? The case of reading comprehension publication-title: Nordic Studies in Mathematics Education – ident: key20190424085658_B36 – volume: 42 start-page: 259 issue: 3 year: 2005 ident: key20190424085658_B45 article-title: Teaching addition and subtraction to first graders: A Chinese perspective publication-title: Psychology in the schools doi: 10.1002/pits.20077 – volume: 2 start-page: 197 issue: 2 year: 1997 ident: key20190424085658_B6 article-title: A comparison of how textbooks present integer addition and subtraction in PRC and USA publication-title: The Mathematics Educator – volume-title: Se texten!: multimodala texter i ämnesdidaktiskt arbete year: 2014 ident: key20190424085658_B8 – ident: key20190424085658_B41 – volume-title: Didaktik i omvandlingens tid: text, representation, design year: 2017 ident: key20190424085658_B2 – ident: key20190424085658_B22 – volume: 12 start-page: 117 issue: 2 year: 2010 ident: key20190424085658_B7 article-title: A comparative analysis of the addition and subtraction of fractions in textbooks from three countries publication-title: Mathematical thinking and learning doi: 10.1080/10986060903460070 – year: 2014 ident: key20190424085658_B10 article-title: Addition and subtraction word problems in Greek grade A and grade B mathematics textbooks: Distribution and children’s understanding publication-title: International Journal for Mathematics Teaching and Learning, July 2014 – start-page: 14 volume-title: The Routledge handbook of multimodal analysis year: 2011 ident: key20190424085658_B20 – ident: key20190424085658_B43 – volume: 21 start-page: 51 issue: 3 year: 2016 ident: key20190424085658_B13 article-title: The role of semiotic resources when reading and solving mathematics tasks publication-title: Nordic Studies in Mathematics Education – ident: key20190424085658_B14 – volume-title: Prima matematik. 1A year: 2014 ident: key20190424085658_B3 – volume: 45 start-page: 633 issue: 5 year: 2013 ident: key20190424085658_B15 article-title: Textbook research in mathematics education: Development status and directions publication-title: ZDM: The International Journal of Mathematics Education doi: 10.1007/s11858-013-0539-x – volume: 8 start-page: 25 issue: 1 year: 2016 ident: key20190424085658_B9 article-title: Reading multimodal texts for learning – A model for cultivating multimodal literacy publication-title: Designs for Learning doi: 10.16993/dfl.72 – volume: 61 start-page: 219 issue: 1–2 year: 2006 ident: key20190424085658_B29 article-title: What does social semiotics have to offer mathematics education research? publication-title: Educational Studies in Mathematics – volume-title: TIMSS 2011 international results in mathematics year: 2012 ident: key20190424085658_B30 – volume-title: Literacy in the new media age year: 2003 ident: key20190424085658_B24 – volume: 32 start-page: 443 issue: 2 year: 1995 ident: key20190424085658_B28 article-title: A comparison of how textbooks teach mathematical problem solving in Japan and the United States publication-title: American Educational Research Journal – volume: 19 start-page: 449 issue: 5 year: 1988 ident: key20190424085658_B18 article-title: Grade placement of addition and subtraction topics in Japan, mainland China, the Soviet Union, Taiwan and the United States publication-title: Journal for Research in Mathematics Education doi: 10.2307/749177 – volume: 20 start-page: 129 issue: 3–4 year: 2015 ident: key20190424085658_B27 article-title: Using textbooks in the mathematics classroom – the teachers’ view publication-title: Nordic Studies in Mathematics Education – volume: 13 start-page: 605 issue: 3 year: 2015 ident: key20190424085658_B33 article-title: A role for language analysis in mathematics textbook analysis publication-title: International Journal of Science and Mathematics Education doi: 10.1007/s10763-013-9463-3 – volume: 38 start-page: 344 issue: 4 year: 2007 ident: key20190424085658_B19 article-title: From intended curriculum to written curriculum: Examining the “voice” of a mathematics textbook publication-title: Journal for Research in Mathematics Education – volume-title: Mattedetektiverna. 1A year: 2011 ident: key20190424085658_B23 – volume: 12 start-page: 72 issue: 1 year: 2010 ident: key20190424085658_B31 article-title: Mathematics textbooks of primary 1 used in Singapore: A multimodal analysis of its intersemiosis publication-title: K@ta – volume: 76 start-page: 49 issue: 1 year: 2011 ident: key20190424085658_B44 article-title: Understanding mathematics textbooks through reader-oriented theory publication-title: Educational Studies in Mathematics doi: 10.1007/s10649-010-9264-3 – volume: 3 start-page: 155 issue: 1 year: 2001 ident: key20190424085658_B42 article-title: A transnational comparison of primary mathematics textbooks: The case of multiplication publication-title: Research in Mathematics Education doi: 10.1080/14794800008520090 – volume-title: Multimodality: a social semiotic approach to contemporary communication year: 2010 ident: key20190424085658_B26 – volume-title: Design för lärande: ett multimodalt perspektiv year: 2010 ident: key20190424085658_B40 – ident: key20190424085658_B39 – start-page: 54 volume-title: The Routledge handbook of multimodal analysis year: 2011 ident: key20190424085658_B25 – volume: 25 start-page: 317 issue: 3 year: 2013 ident: key20190424085658_B12 article-title: Social Activity Method (SAM): A Fractal Language for Mathematics publication-title: Mathematics Education Research Journal doi: 10.1007/s13394-013-0073-8 |
| SSID | ssj0001749706 |
| Score | 2.0939765 |
| Snippet | A Multimodal Analysis of Subtraction in Swedish Year 1 Textbooks are a common teaching tool widely used in children’s mathematical education. Comparative... |
| SourceID | doaj crossref |
| SourceType | Open Website Index Database |
| StartPage | 52 |
| SubjectTerms | designs for learning digital textbooks early years mathematics textbooks meaning potential modes multimodality primary school printed textbooks subtraction |
| Title | Potential for Meaning Making in Mathematics Textbooks |
| URI | https://doaj.org/article/6c07e7b6411f4c4d870950372c21827e |
| Volume | 11 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVAON databaseName: Directory of Open Access Journals (DOAJ) customDbUrl: eissn: 2001-7480 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0001749706 issn: 2001-7480 databaseCode: DOA dateStart: 20080101 isFulltext: true titleUrlDefault: https://www.doaj.org/ providerName: Directory of Open Access Journals |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV3PS8MwFA4yPHgRf-L8RQWvdWmSJu1RxeFlY4cJu5UkfYGBdLJO_37fSzuZJy_eSltK-72Q773k9fsYu7eBvGgkpJBpnSqkmNRhbZt6wZ1QwdUy1NFswkynxWJRznasvqgnrJMH7oAbac8NGKdVlgXlVY3jq8y5NMKT9rgBmn0x69kppuLqilGl4bpXm9VIwqM6vD9kQv7inx2Z_sgn4yN22CeCyWP3AsdsD5oT8lDu-y1OWT5bbaiVB2_CxDKZgKUljGQS7aOSZYNHW8XVNpnjHEv5cnvG3sYv8-fXtDc5IDikTC33BXK4VyVoWedeOGG55qEG-knWI79nIuTCG-sdkLyezLW3XqqCKwVOyXM2aFYNXLDElVYXRQYuWK0CBwvSQ-7KgCWGwrxnyO62n159dFoWFdUABE-F8FQIz5A9ESY_10l9Op7AmFR9TKq_YnL5Hw-5Ygc4cuLOjVDXbLBZf8IN2_dfm2W7vo3h_gbixK1Q |
| linkProvider | Directory of Open Access Journals |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Potential+for+Meaning+Making+in+Mathematics+Textbooks&rft.jtitle=Designs+for+learning&rft.au=Norberg%2C+Malin&rft.date=2019-04-24&rft.issn=2001-7480&rft.eissn=2001-7480&rft.volume=11&rft.issue=1&rft.spage=52&rft.epage=62&rft_id=info:doi/10.16993%2Fdfl.123&rft.externalDBID=n%2Fa&rft.externalDocID=10_16993_dfl_123 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2001-7480&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2001-7480&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2001-7480&client=summon |