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Multimodality, Systemic Functional-Multimodal Discourse Analysis and Production of Videos in Mathematics Education

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Handbook of Cognitive Mathematics

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Abstract

Dynamic media such as videos stand out as technologies that stimulate the senses in the production of mathematical knowledge, leading to new ways of knowing. Since the analysis of videos produced by students is a relatively new area in mathematics education, we will discuss some research on the field, but we will focus on one case study in order to illustrate how the approach can contribute to teaching and learning mathematics. In this context, we will discuss the results of research that investigates how the combination of semiotic resources to express mathematical ideas in digital videos can enhance mathematical understanding. The starting point of the discussion is the results of a survey in which students of the Distance Education Mathematics undergraduate course of Brazil produced videos to express mathematical concepts and ideas. The applied methodology was qualitative in nature, and virtual participant observation was adopted to follow the video production process in forums that took place in the virtual learning environment for the course. Systemic functional multimodal discourse analysis was adopted as a theoretical approach for analyzing the combinations of semiotic resources in the videos produced by the students. Detailed analysis of two of the videos produced by the research participants is presented in this article. The multimodal analysis of the videos shows that the multimodal nature of video made it possible for students to combine semiotic resources from traditional written forms of mathematical discourse (i.e., language, images, and mathematical symbolism) and audio-visual resources to create dynamic representations of mathematical content, resulting in expanded knowledge and understanding of key concepts and mathematical ideas.

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Acknowledgments

This work has been carried out through funding by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES), in the scope of Programa Capes-PrInt, – Funding code: 001" Process: 88887.194785/2018-00.

It has been also supported by CNPq (Brazilian National Funding Agency) Grant number 309992/2020-6, entitled Digital Videos Festival, Mathematics Education and the Evolving Classroom: Between Face-to-Face and Virtual.

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Authors and Affiliations

  1. State University of São Paulo, Rio Claro, Brazil

    Marcelo C. Borba

  2. University of Liverpool, Liverpool, UK

    Kay L. O’Halloran

  3. State University of Santa Cruz, Ilhéus, Brazil

    Liliane Xavier Neves

Authors
  1. Marcelo C. Borba
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  2. Kay L. O’Halloran
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  3. Liliane Xavier Neves
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Corresponding author

Correspondence to Marcelo C. Borba .

Editor information

Editors and Affiliations

  1. Anthropology, University of Toronto, Toronto, ON, Canada

    Marcel Danesi

Section Editor information

  1. São Paulo State University (UNESP), São Paulo, Brazil

    Marcelo C. Borba

  2. Faculty of Education, University of Pretoria, Pretoria, South Africa

    Johann Engelbrecht

  3. Institute of Biosciences, Languages, and Exact Sciences, Sao Paulo State University, Sao Paulo, Brazil

    Ricardo Scucuglia Rodrigues da Silva

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Borba, M.C., O’Halloran, K.L., Neves, L.X. (2021). Multimodality, Systemic Functional-Multimodal Discourse Analysis and Production of Videos in Mathematics Education. In: Danesi, M. (eds) Handbook of Cognitive Mathematics. Springer, Cham. https://doi.org/10.1007/978-3-030-44982-7_14-1

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  • DOI: https://doi.org/10.1007/978-3-030-44982-7_14-1

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  • Print ISBN: 978-3-030-44982-7

  • Online ISBN: 978-3-030-44982-7

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