### Social semiotics analysis of Palestinian mathematics textbooks for eighth grade

Wajeeh Daher^{(1*)}, Ijteyad abu Thabet

^{(2)}

(1) Department of Educational Sciences An-Najah National University, Palestine

(2) Department of Education, Yarmouk University, Jordan

(*) Corresponding Author

#### Abstract

Mathematics textbook analysis can serve to understand the teaching and learning processes in the mathematics classroom. The present study utilizes a social semiotics framework to analyze the triangle unit of the Palestinian mathematics book for grade 8. The results of the study indicate that the authors utilized the representational aspect of the mathematical object to introduce those objects to the reader. Moreover, the nature of mathematics resulting from this unit is that of a subject that learners do not need material processes to discover, so it is enough to reason about it mentally to arrive at the mathematical objects and relations. The authors used a plural first-person pronoun to describe the need to engage with theorems and inverse theorems. They used the singular second-person pronoun to attract the attention of the reader to specific features of the mathematical objects. The authors did not use any pronoun when stating the theorem. Some of the connectors were verbs, nouns, and sentences, where the most used connector was the sentence, especially in reasoning. This use of the sentence in mathematical reasoning indicates that the authors wanted to advance the mathematical reasoning as a narrative to facilitate it for the reader.

#### Keywords

#### Full Text:

PDF#### References

Abel, K., & Exley, B. (2008). Using Halliday's functional grammar to examine early years worded mathematics texts. The Australian Journal of Language and Literacy, 31(3), 227.

Alshwaikh, J., & Candia Morgan. (2013). Analysing the Palestinian school mathematics textbooks: A multimodal (multisemiotic) perspective. In Smith, C (Ed.). Proceedings of the British Society for Research into Learning Mathematics, (pp. 70–75). Retrieved from http://hdl.handle.net/20.500.11889/2474

Askool, M. (2019). The analysis of Grade 9 Palestinian mathematics book in light of NCTM standards.Journal of Elementary School for Educational and Humanistic Sciences, 11(1), 337-355 (In Arabic). Retrieved from http://www.becm-iq.org/papers/uobj_paper_2019_2166696.pdf

Cai, J., & Jiang, C. (2017). An analysis of problem-posing tasks in Chinese and US elementary mathematics textbooks. International Journal of Science and Mathematics Education, 15(8), 1521–1540. https://doi.org//10.1007/s10763-016-9758-2

Farrugia, M. T. (2018). A functional linguistics analysis of a mathematics register expressed through two languages. In N. Planas, & M. Schΰtte (Eds.). Proceedings of the IV ERME Topic Conference ’Classroom-Based Research on Mathe- Matics and Language’, (pp. 57–64). Dresde, Germany: ERME. Retrieved from https://hal.archives-ouvertes.fr/hal-01856477/document

Halliday, M. A. K. (1973). Explorations in the functions of language.London: Edward Arnold.Retrieved from https://eric.ed.gov/?id=ED095550

Halliday, M. A. K. (1985). An Introduction to Functional Grammar (E. Arnold, ed.). London: Edward Arnold.

Halliday, M. A. K. (2007). Language as social semiotic: Towards a general sociolinguistic theory. In M. A. K. Halliday. Language and Society, (pp. 169-202). Edited by J. Webster. London: Continum.

Halliday, M.A.K., & Matthiessen, C. M. I. M. (1999).Construing experience through meaning: a language-based approach to cognition. London: Cassell.

Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An Introduction to Functional Grammar(Third edit). London : Hodder Arnold.

Jamieson-Proctor, R., & Byrne, C. (2008). Primary teachers’ beliefs about the use of mathematics textbooks. In: M. Goos, R. Brown & K. Makar (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 295–302). Brisbane. QLD: MERGA. Retrieved from http://www.merga.net.au/documents/RP332008.pdf

Martin, J. R., & Rose, D. (2007). Working with Discourse (2nd ed.). New York, NY: Continum.

Morgan, C. (1996). “The language of mathematics”: towards a critical analysis of mathematical text. For the Learning of Mathematics. 16(3), 2–10. Retrieved from https://www.jstor.org/stable/40248208?seq=1

Morgan, C. (1998). Writing Mathematically: The Discourse of Investigation. London: Falmer.

Murdaningsih, S., & Murtiyasa, B. (2016). An Analysis on Eight Grade Mathematics Textbook of New Indonesian Curriculum (K-13) Based on Pisa’s Framework. JRAMathEdu (Journal of Research and Advances in Mathematics Education), (1), 14–27. https://doi.org/10.23917/jramathedu.v1i1.1780

O’Keeffe, L. (2013). A Framework for Textbook Analysis. International Review of Contemporary Learning Research. International Review of Contemporary Learning Research, 2(1), 1–13. Retrieved from https://platform.almanhal.com/Files/2/46765

O’Keeffe, L., & O’Donoghue, J. (2011). Mathematics Textbook Analysis: The Significance of Textbook Features to Student Learning. In Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education. Rzeszów, Poland: University of Rzeszów.

Pimm, D. (1987). Speaking Mathematically: Communication in Mathematics Classrooms.London: Routledge and Kegan Paul. https://doi.org/10.4324/9781315278858

Rowland, T. (1992). Pointing with pronouns. For the Learning of Mathematics, 12(2), 44–48. Retrieved from www.jstor.org/stable/40248049

Rowland, T. (1999). Pronouns in mathematics talk: power, vagueness and generalisation. For the Learning of Mathematics, 19(2), 19–26. Retrieved from https://www.jstor.org/stable/40248049?seq=1

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective New Jersey, USA: Lawrence Erlbaum Associates.

Törnroos, J. (2005). Mathematics textbooks, opportunity to learn and student achievement. Studies in Educational Evaluation, 31(4), 315–327. https://doi.org//10.1016/j.stueduc.2005.11.005

#### Article Metrics

Abstract view(s): 286 time(s)PDF: 175 time(s)

### Refbacks

- There are currently no refbacks.