Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642389
Title: Making multi-modal mathematical meaning in multilingual classrooms
Author: Farsani, Danyal
ISNI:       0000 0004 5351 6035
Awarding Body: University of Birmingham
Current Institution: University of Birmingham
Date of Award: 2015
Availability of Full Text:
Access through EThOS:
Access through Institution:
Abstract:
This thesis investigates communication (verbal and nonverbal) in a bilingual (Farsi-English) complementary school mathematics’ classroom. The study examines gestures were used as a resource for teaching mathematics in a bilingual setting, enabling intercolutors to construct meaning and mediate understanding. That is, the ways in which language and gesture can be seen as resources in supporting and conveying mathematical ideas is described. I investigated a number of verbal and nonverbal resources and show how these are culturally and socially shaped. I also explored how modes of communication are employed in creating mathematical meaning in a bilingual classroom context. A multimodality framework was adopted to analyse data which included audio and video recordings, observations and interviews with teachers and pupils. I found that gestures were employed to convey aspects of the mathematical register and how these were used to amplify what interlocutors were expressing verbally. Furthermore, I identified that different languages activated a different conceptual understanding of the same mathematical concept which was reflected through the students’ and teachers’ gestures.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.642389  DOI: Not available
Keywords: LB Theory and practice of education ; P Philology. Linguistics
Share: