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| Abstract: |
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Textbooks are central in mathematics education. At the same time, they are known to be challenging for students to read due to the use of different modes to communicate mathematical concepts. More research is needed about how textbooks can be designed to promote conceptual understanding. This explorative study takes a novel approach by using the theory of cohesion and tension to analyze multimodal interactions in mathematics textbooks for lower grades, with respect to the concept of subtraction. Results imply that the combinations of modes in some situations may be counterproductive and lead students away from the learning goal. This highlights the importance of considering how cohesion and tension are used to communicate mathematical concepts when designing textbooks.
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Magnus Österholm
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Umeå University
Umeå School of Education
Faculty of Science and
Technology
Department of Science
and Mathematics Education
Umeå Mathematics
Education Research Centre
Mid Sweden University
Faculty of Science,
Technology and Media
Department of Engineering,
Mathematics and Science
Education
Monash University
Faculty of Education
Linköping University
The Institute of Technology
Department of Mathematics
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