A Multimodal Analysis of a Digital Learning Resource – Number Sense Presented Through Different Modes

Abstract

Abstract Digital learning resources are increasingly used in mathematics education. These learning resources consist of information built on a variety of different modes (i.e., means for communication, e.g., images, written words, mathematical symbols, animations, gestures), which offer the potential for new ways of learning mathematics. This learning resource analysis focused on various modes to present aspects of number sense and what progression exists across a series of subsequent tasks in two exercises. Theoretically, Halliday’s metafunctions, Kress’s multimodal perspective on communication, and McIntosh et al.’s framework on number sense are used. The findings show that touch is to be seen as an important mode, that different modes function as either intertwined or complementary, and that existing models of progression in number sense have limitations concerning the role of modes. An overall conclusion is that by recognising all types of modes, we could broaden the understanding of how number sense can be communicated. This can provide support for designing learning resources and ultimately support students’ learning.