This book develops a theory of mathematics as a multi-semiotic discourse from the perspective of M. A. K. Halliday's systemic functional linguistics. From this perspective mathematical discourse is seen to involve the use of the three semiotic resources of language, visual images and mathematical symbolism. These semiotic resources are considered as functional sign systems which are organised grammatically. O'Halloran suggests that mathematical texts represent specific semiotic choices from the available grammatical systems. From this she articulates the ways in which a social semiotic perspective can inform mathematics teaching and learning.
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