Critical Analysis: EDU4MLM Assessment Task 1B Literature Review Article Proforma Assignment Sample

Multimodal Literacies and Digital Pedagogy in Mathematics

Craddock, C. (2023). Multimodal Literacies in Elementary Teacher Education: Facilitating Culturally Relevant Pedagogy with Mathematics. Georgia Journal of Literacy, 45(2), 33-56.

Abstract

This study presents qualitative action research conducted in elementary teacher education coursework. Teacher candidates were introduced to multimodal literacies in mathematics by representing and communicating content through multiple modes such as signs, symbols, images, text, gestures, manipulatives, music, videos, and more. Teacher candidates used multimodal literacies to implement and understand culturally relevant pedagogy in their assignments as students, in lesson plans, and in-field experience exercises during a semester course. Three focal participants are outlined to highlight similarities and differences across cases through the ways teacher candidates navigated coursework with multimodal literacies and mathematics while enacting culturally relevant pedagogy. Multiple assignments from each participant were collected and analyzed, culminating with a post-term semi-structured interview. Findings illuminate intricate interactions within teacher candidates’ multiple identities through their cultural awareness with others and in disciplinary connections. Their learning and teaching development illustrates a dynamic interplay of literacy, multimodality, and mathematics with the implementation of culturally relevant pedagogy, ultimately suggesting the need for teacher educators to consider how these connections can be best facilitated.

Abstract 1

What is the issue/problem investigated? Why is it important?

By incorporating the concepts like functional multilingualism and academic literacy in mathematics underscore the importance of embedding the professional as well as academic literacies with the mathematics pedagogies in the early education. This handle the growth of the professional language repertories for the math education and also promotes the safe and secured place for the trainees for discussing on problems related to inclusion and diversity. This focus on the significance of the critical language awareness as well as multimodal approach which include the use of digital resources in the match teaching. This improve the decision making procedure as well as promote critical thinking.

Who were the participants?

In this study 3 participants are included in the teacher education initiative to highlight the range of outcomes and experience.

What was done to investigate the issue/problem?

This include creating the interactive presentation with the visual and audio elements. This motivate the students to create the visual diagrams, concept maps as well as mind maps to organize their thoughts.

What resources are used?

The resources used in the present research include cultural specific mathematical texts, digital storytelling tools, video, music, multimedia presentation which can enhance the students learning experience.

What are the research findings or argument?

It has been analysed that role of educators in multimodal education which combine the various models of communication. By making learning active assist students to find more impactful recommendations. This integration promotes the dynamic multimodality, literacy and mathematics in the learning experience.

Taylor, C. L. (2018). Multimodal literacies in a secondary mathematics classroom: A sociocultural approach. Salisbury University.

Abstract 2

Multimodality describes the nature of social semiotics as including multiple modes such as speech, writing, image, gesture and sound. Accordingly, multimodal literacies refer to the practices and texts utilizing these modes, while social semiotics frames these multimodal literacies as meaningful sociocultural practices (Kress, 2010). Multimodal literacies have been incorporated into various content areas for instructional purposes, but research in the multimodality of mathematics instruction often lacks the sociocultural lens. The following describes a study in which the nature and use of multimodal literacies in a secondary mathematics classroom was explored through case studies of six participants by analyzing projects, work samples, classroom video footage and interviews. The study explored the ways in which multimodal literacies enabled students to exhibit agency in their learning of mathematical content. Particularly of interest is how students utilized multimodal literacies to negotiate their figured world of mathematics. The study used a social semiotic framework and multimodal analysis of classroom video footage, student interviews, projects, Edmodo online forum discussions and written assignments. The findings reveal ways in which multimodal literacies may serve as a vehicle for students to engage with their social context of learning in a mathematics classroom by creating a classroom community. This community was evidenced by five sub-themes including the teacher as a valuable facilitator, connections and interactions between students, incorporation and validation of student identity, communication of perceptions and feelings surrounding mathematical content, and finally, learning effective communication for purposes of explaining and justifying.

What is the issue/problem investigated? Why is it important?

Content educators are expected to implement the literacy instructions in the secondary class which pose the challenge, complicated task as well as ambiguous. Secondary content areas entail with the own knowledge, discourses as well as practices which mediate with social context. There is lack of efficient model as well as framework in the mathematics class. The literacy education as begun with including the multimodal instructional strategies.

Who were the participants?

The research has included the 6 secondary school students within the mathematics learning. They are selected to deliver with the diverse viewpoints with the use of the multimodal literacies within the mathematics education. 

What was done to investigate the issue/problem?

Supporting the multimodal literacy is significant element of the education which motivate the students to shape media. The multimodal learning incorporated the auditory, visual and kinaesthetic elements which enhance the learning experience as well as aid memory retention.

What resources are used?

The resources used in this research include Edmodo which is a learning tool that offer educators and students with the easy way to post the classroom materials. These are analysed using the social-semiotic approach such as studies drawing on the discourse analysis as well as interactional strategy.

What are the research findings or argument?

Multimodal learning assist students in cooperation, understanding as well as expression skills which also aids in the formative assessments. This include both visual and verbal elements that contribute in the text by offering with the additional layers of data which enhance the communication.

Magnusson, L. O. (2023). Digital technology and the subjects of literacy and mathematics in the preschool atelier. Contemporary Issues in Early Childhood, 24(3), 333-345.

Abstract 3

In this article, the focus is on the entangled relations between digital technology, art activities, mathematics, literacy and children in Swedish preschool ateliers. As part of an ethnographic study, the researcher follows how children use digital technologies and non-digital materials (such as shells, pens, paper, wood, bubble wrap and light) to create and make the visual and aesthetic aspects of the technology seen. In the analysis of the children’s play-based and art-oriented activities in the atelier, the subjects of literacy and mathematics become visible. The analytical approach includes the use of sociocultural theory and multimodal theory, and looking at mathematics in accordance with the six organising principles described by Alan Bishop. The results show that the children’s activities with digital technology and non-digital artefacts appear to activate, expand and transform their understanding and use of literacy and mathematics.

What is the issue/problem investigated? Why is it important?

The child activities with the technologies as well as non-digital artefacts is transforming and activating with the use of mathematics and literacy. When planning to use technology in the preschool the educators can use digital storytelling in the curriculum to enhance the learning of children. The digital games, educational videos as well as apps offer the hands-on approach to learning which assist the children to retain better information. Digital technologies plays a vital role in learning mathematics to analyse the basic concepts as well as problem solving skills.

Who were the participants?

The research has been conducted on 50 children as well as 5 atelieristas which are engaged in digital technology as well as non-digital artefacts in different manner.

What was done to investigate the issue/problem?

An anecdotal record helps in recording the snapshot of time which document children class activities. This has helped the researcher to document the children interacting with the non-digital and digital materials within the class.

What resources are used?

Non digital earning resources such as chalkboard, textbook, charts and many more is used while educating the students. On the other hand, digital learning resources include mobile, television, radio and internet.

What are the research findings or argument?

The findings indicate that use of the digital technology as well as non-digital materials as well as artefacts links with the creativity, visuality as well as aesthetic expression. This emphasize on output related to the particular aspects in the subject mathematics and also focuses on improving literacy within the other art activities taking place in the preschool ateliers. The concept of the digital technology is linked with the aesthetic expression, creativity as well as learning in the curriculum.

Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897.

Abstract 4

Based on systematic research of studies published since the year 2000, this comprehensive meta-analysis investigated how the use of technology can enhance learning in secondary school mathematics and science (grade levels 5–13). All studies (k = 92) compared learning outcomes of students using digital tools to those of a control group taught without the use of digital tools. Overall, digital tool use had a positive effect on student learning outcomes (g = 0.65, p < .001). The provision of teacher trainings on digital tool use significantly moderated the overall effect. Use of intelligent tutoring systems or simulations such as dynamic mathematical tools was significantly more beneficial than hypermedia systems. On a descriptive level, the effect size was larger when digital tools were used in addition to other instruction methods and not as a substitute. The results open up new directions for future research and can inform evidence-based decision-making on the use of digital tools in education.

What is the issue/problem investigated? Why is it important?

Digital technologies offer students with the easy access to the range of information which make it easier for them to learn as well as research about various subjects. This information allows for personalized learning experience which caters with the individual student requirement. Online assessment tools are incorporating in the education which allow educators to track the student progress in real time.

Who were the participants?

Quantitative primary data has been gathered within the study using survey. The sample consist of school students belonging to secondary which include grade levels 5 to 13. It does not include the learners who are having any of the special educational needs.

What was done to investigate the issue/problem?

Digital platform has allowed the researcher to communicate with the students which enhance the frequent retrieval of information. This has provided with the educational environment conductive to collaborative learning as well as group thinking.

What resources are used?

Using math flashcards is helpful for practicing mathematic terms and formula. This also helps in enhancing the mental calculation speed as well as accuracy of the students. Digital tool such s notebook, smart board, computer and CAS computers has been used in mathematics class.

What are the research findings or argument?

It has been evaluated that the use of digital tool has a major influence in the student learning outcomes. Digital assistant are the new ways to learn match which provide with the tailored guidance. This allow learners to explore with the real world context which make the abstract concept relatable and concrete. Interactive tools such as math games and whiteboards engage students learning experience.

Summary: Analysis as well as Evaluation of the Four Articles

Multimodality analyse the nature of the social semiotics which are writing, speech, sound, and gestures. Multimodal learning allows learners of all the background, pReferences and abilities by providing them with the different formats. This allow educators to use materials for different learning styles such as reading, auditory, writing as well as kinaesthetic. Multimodal learning allow the educators to be creative in the curse content which make the learning fun (Sindoni and Moschini 2021). Efficient visual learning resource such as multimedia content like infographic, flowcharts as well as images with the colours and fonts. Kinaesthetic learners include holding demonstrations, hands on field trips and conduct survey. Gamification is the efficient learning tolls which allow educators to engage with the materials. Educators can use real life scenarios which include simulations and case studies to apply new skills in the daily learning. Multimodal stories offer opportunities for the children to create, imagine as well as construct in the unique manner. This include images, texts as well as other media which enhance their imagination which allow the visualize characters in more imaginative level.

With the educational apps as well as other digital resources, educators can customize their learning lessons to the particular needs of the children. This ensure that they get the individualized attention as well as support to succeed and thrive in the mathematics literacy. Technology is used to assist the young children to enhance their skills like critical thinking, problem solving as well as creativity. Smartboards and interactive whiteboards are touch sensitive displays which are connected with the computers to present the multimedia content in the class environment. Educators can use interactive whiteboards to displays their learning sessions using videos and other educational resources which engage young children. Digital cameras as well as computers can use used to share images and various multimedia content with the learners (Tan et al, 2020). There are also various online learning platforms which provide with the range of educational resources for the early learners. These platforms include videos, interactive games as well as other materials which can be used to enhance the learning in mathematics.

Play based learning leads to gain the efficiency in maths. Early childhood educators has begun to explore the play based learning with the various digital resources. There are various math exploration is other great tool to solve the math based play. By implementing the puzzles in the early childhood education build the foundation of these principle which helps students to learn new skills. Using the physical objects such as beads and blocks assist students to understand the mathematical ideas (Si et al, 2022). These can be used to educate addition, counting and also early multiplication which group sharing exercise. Clapping to the beat can educate the teaching patterns, counting as well as sequencing with fun. A simple measuring activity is incorporated with the play by comparing the length like distance of jumps in the play time. Educators can encourage the children to verbalize their though procedure to reinforce their understanding. Educators can also include the child in the outdoor math activities by planting the seed in the row as well as counting them. As plant grow, students can compare the height, introduce the data collection as well as comparison.

Through interpretation as well as visual representation in the pedagogical documentation makes the student learning visible in the community. Promoting the educators data literacy is becoming the major issue to integrate data literacy in the educators’ pedagogical curriculum knowledge (Lawrence and Mathis, 2020). Educators need to provide with the group roles which offer students with the clear path for participation. Group roles allow students to enhance their mathematical skills.

Digital literacy is the significant skill for the Preschoolers to enhance their technical knowledge. This allow students to develop their fine motor skills which allow them to understand numbers and letter to use technology safely. Educators are using various apps such as smartphone and tablets to develop the student’s digital literacy knowledge and skills. Using the computer need fine motor skills in the students, by regularly using these skills prepare them for the various tasks (Arnott and Yelland 2020). Follow along video allow movement and music which assist student to develop their language and motor skills. Technology can also be used to assist the students to enhance their literacy skills such as letter tracing and phonics. By highlighting the advantages of the resources, these issues offer evidence which educators can use multilingual platforms as well as different other platforms for supporting the multilingual platforms regardless of locations.