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http://dx.doi.org/10.7468/mathedu.2018.57.4.433

Reconstruction and application of an analytic framework for discursive approach to interpretations of graph -The case of a Korean textbook and CMP-  

Kim, Won (Department of Curriculum and Instruction, Korea University Graduate School)
Choi, Sang-Ho (Department of Mathematics Education, Korea University)
Kim, Dong-Joong (Department of Mathematics Education, Korea University)
Publication Information
The Mathematical Education / v.57, no.4, 2018 , pp. 433-452 More about this Journal
Abstract
The purpose of this study is to provide implications for improvement of mathematics textbook based on discursive approach to textbook analysis that complementarily combines a communicational approach to cognition and social semiotics. For this purpose, we reconstructed an analytic framework for discursive approach to written discourses of Korean textbook and CMP, and applied it to our analysis. Results show that several characteristics in meanings were developed by the use of words and visual mediators. First, in the case of ideational meaning, there were qualitative and quantitative differences between vocabularies used and between information addressed by visual mediators. Second, in the case of structural meaning, an offer and application of procedure was emphasized in a Korean textbook, whereas expectation and selection experiences of diverse possibilities for problem solving was underlined in CMP. In the case interpersonal meaning of student-author, imperative instructions were paid attentions in a Korean textbook. In contrast, students' interdependence and active participation were stressed in CMP. Therefore, this study addressed ideas about how to analyze mathematics textbooks based on integrated meanings developed by the use of words and visual mediators. In addition, it distributes implications for improvements of Korean mathematics textbooks through the analytic framework of both mathematical meanings and interpersonal meanings of student-author.
Keywords
communicational approach; social semiotics; discursive approach; textbook analysis; interpreting graph;
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