Multimodal Mathematical Thinking
“ … multimodal representations of mathematics are often positioned as able to enact more authentic, contextual, and culturally diverse views of mathematics knowledge and practice.” (Mazzanti, 2022)
We often think of communication as verbal, and in many situations where we gather children's understanding we rely on this mode. We tend to ask children to demonstrate their understandings graphically through mark making (i.e. painting, drawing). Sometimes we ask for both. More often than not these modes are what we exclusively rely on for documentation.
While extensive research exists about the importance of this mathematical representation, there is recognition that limiting children's communication of their prior knowledge and understandings to these modes can disadvantage those who are non-verbal and/ or have limited fine motor skills.
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Moving beyond this duality of communication is the recognition of the importance of multi-modality (Macmillan, 2009; O’Halloran, 2014). This begins with recognising other modalities, such as artefacts (three dimensional structures) and embodied learning (movement and gesture), as modes of communication.
Another term for this is the ‘semiotic bundle’ (Arzarello et al, 2009). Semiotics are signs or symbols that represent something, so a semiotic bundle is a combination of these signs fastened or bound together when solving problems in mathematics (Arzarello et al, 2009).
The point of looking for these semiotic bundles, or groups of signs, is to document mathematical thinking and engagement, not just with verbal communication and mark marking, but with multimodal forms of communication. These work in conjunction with each other to communicate understandings and ideas. By doing this we are painting a more detailed picture of the child and celebrating their understanding in more inclusive ways.
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References
Arzarello, F., Paola, D., Robutti, O. et al. Gestures as semiotic resources in the mathematics classroom. Educ Stud Math 70, 97–109 (2009). https://doi.org/10.1007/s10649-008-9163-z
Macmillan, A. (2009). Numeracy in early childhood : shared contexts for teaching & learning. Oxford University Press
O’Halloran, Kay. (2014). The language of learning mathematics: A multimodal perspective. The Journal of Mathematical Behavior. 40. 10.1016/j.jmathb.2014.09.002.
Mazzanti, VC. (2022). Translanguaging, multilingualism, and multimodality in young children’s mathematics learning. Contemporary Issues in Early Childhood, 146394912211307–. https://doi.org/10.1177/14639491221130780
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