eprintid: 10019961
rev_number: 10
eprint_status: archive
userid: 587
dir: disk0/00/01/99/61
datestamp: 2014-10-29 10:56:07
lastmod: 2017-12-07 21:35:49
status_changed: 2014-10-29 10:56:07
type: thesis
metadata_visibility: show
creators_name: Alshwaikh, Jehad
title: Geometrical diagrams as representation and communication :a functional analytic framework
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2011.
abstract: Although diagrams are considered part and parcel of mathematics, mainstream
mathematicians exhibit prejudice against the use of diagrams in public. Adopting a
multimodality social semiotics approach, I consider diagrams as a semiotic mode of
representation and communication which enable us to construct mathematical
meaning. Mathematics is a multimodal discourse, where different modes of
representation and communication are used, such as (spoken and written) language,
algebraic notations, visual forms and gestures. These different modes have different
meaning potentials. I suggest an analytic framework that can be used as a tool to
analyse the kinds of meanings afforded by diagrams in mathematical discourse,
focusing on geometry.
Starting from characteristics of diagrams identified in the literature, I construct the
framework using an iterative methodology tested with data from classrooms in the
UK and the Occupied Palestinian territories and from textbooks. The classroom data
consist of approximately 350 written mathematical texts in English and Arabic
produced by 13- and 14-year-old students as a response to two geometrical problems,
accompanied by audio and video records of their verbal and gestural interactions
with each other while solving the problems.
I then present the critical aspects of the development journey of the framework
followed by a discussion of each of the three (meta)functions: ideational,
interpersonal and textual. Each of these functions is illustrated by examples of
diagrams from mathematical texts collected from the empirical data, textbooks and
the Internet. Because I consider mathematics to be a social and cultural practice, I
discuss the issue of culture and language in relation to the meanings of diagrams.
Lastly, I discuss the implications of the study on representation and communication
in mathematical discourse, with possible applications for the framework in learning
and teaching mathematics.
date: 2011
date_type: completed
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: restricted
pages: 283
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Alshwaikh, Jehad;      (2011)    Geometrical diagrams as representation and communication :a functional analytic framework.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10019961/2/ALSHWAIKH%2C%20J_Redacted.pdf
document_url: https://discovery.ucl.ac.uk/id/eprint/10019961/1/ALSHWAIKH%2C%20J.pdf