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Coordinating multimodal social semiotics and an institutional perspective in studying assessment actions in mathematics classrooms.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education, PRIM-gruppen.
Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education. (DidaktikDesign)
2009 (English)In: CERME 6. European Research in Mathematics Education. Proceedings, 2009Conference paper (Refereed)
Abstract [en]

What can a multimodal social semiotic perspective in coordination with an institutional perspective make visible? In this paper we describe how we coordinate these two perspectives in order to look at the same empirical material with different focuses. The research interest is assessment actions in mathematics classrooms, an interest that also affects research objectives and possible results. When coordinating the different perspectives, we have chosen, for the analytical frame-work, to develop the social semiotic meta-functions by adding a new, fourth, meta-function: the institutional. For the detailed analysis, we connect to these four meta-functions other compatible concepts to create an analytical framework.

Place, publisher, year, edition, pages
Keyword [en]
Assessment, Mathematics classroom, social semiotics, institutional
Research subject
Mathematics Education
URN: urn:nbn:se:su:diva-35561OAI: diva2:287490
CERME 6, Sixth Conference of European Research in Mathematics Education, Lyon, France - Jan.,28th - Feb.,1 , 2009
Available from: 2010-01-19 Created: 2010-01-18 Last updated: 2010-01-19Bibliographically approved

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Björklund Boistrup, Lisa
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