Investigating the geometry curriculum in Palestinian textbooks: towards multimodal analysis of Arabic mathematics discourse

Alshwaikh, Jehad

doi:10.1080/14794802.2016.1177580

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…Students are thus expected to act as scribblers and to answer what the teacher hints for. This result is compatible with the observation of the central role of textbooks in the Palestinian context iii where students are expected to follow what the authors of the textbooks have done or simply to repeat the activity already illustrated in the examples (Alshwaikh, 2016).…”

Section: Discussionsupporting

confidence: 86%

“…Firstly, we start from the assumption that the analytic framework, initially developed to look at communication in the English language, can be used to look at communication in Arabic. The first author has explored this issue and the challenges faced in adapting the framework to apply to Arabic text (Alshwaikh, 2016). Secondly, we assume that, originally developed to look at the written textbooks, the framework is also applicable to spoken texts, although it may not be comprehensive.…”

Section: Methodsmentioning

confidence: 99%

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A framework for the study of written and spoken discourse: school mathematics in Palestine

Alshwaikh

Morgan

2018

ZDM Mathematics Education

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The way in which mathematics is communicated and represented in schools (including the written language, symbols and diagrams of mathematics textbooks and the verbal/spoken classroom interaction itself) constructs particular views of the nature of mathematics and expectations about students' participation in mathematical activity. In a previous article, we developed an analytic framework for examining the nature of mathematics and mathematical activity in textbooks in Palestinian schools and England. Here we extend our analysis to include the verbal/spoken language in two classrooms. To illustrate the application of the suggested framework, we present three cases from a particular social context (Palestine). We analyse an instance of a written textbook for grade 7 and spoken discourse in two classes in grades five and six. We show how studying written and spoken discourse enables us to draw a picture of mathematics, mathematical activities and learning mathematics in schools context.

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Section: Discussionsupporting

confidence: 86%

Section: Methodsmentioning

confidence: 99%

A framework for the study of written and spoken discourse: school mathematics in Palestine

Alshwaikh

Morgan

2018

ZDM Mathematics Education

Self Cite

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Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis

Schwarts,

Herbst,

Chazan

et al. 2024

J Math Teacher Educ

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Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development. We utilize a semiotic framework, expanding systemic functional linguistics to encompass non-linguistic elements, to identify aspects of what we call navigational expertise—which supports PTs in engaging both as practitioners and students of the practice. We view this expertise as tacit knowledge-in-use, enacted through artifact production. The paper demonstrates MTE’s navigational expertise by showing how MTE design storyboards of practice to engage PT as fellow teachers experiencing the lesson taught by a peer and as university students who consider the artifact (including the represented lesson) as an object of study. The framework allows us to identify how MTE’s navigational expertise lies in seamlessly interweaving these two purposes and navigating between them, knowing when, how, and for what purposes to invoke each. Through analysis of storyboards from four MTE in diverse US settings, we uncover some of the nuanced tacit components of navigational expertise, highlighting linguistic and non-linguistic design choices and their potential meanings for transactions with PT.

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The use of Arabic language by mathematics teachers as a resource to support teaching

Sabra

Alshwaikh

2023

ZDM Mathematics Education

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Investigating the geometry curriculum in Palestinian textbooks: towards multimodal analysis of Arabic mathematics discourse

Cited by 5 publications

References 9 publications

A framework for the study of written and spoken discourse: school mathematics in Palestine

A framework for the study of written and spoken discourse: school mathematics in Palestine

Mathematics teacher educators’ navigational expertise when designing multimodal representations of practice: a semiotic analysis

The use of Arabic language by mathematics teachers as a resource to support teaching

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