SFL & Mathematics Education

Kay O'Halloran is the main specialist in SFL & the teaching of Mathematics.
References below. Also see below a list of
references for Jay Lemke's work on science and maths, and some other
related work on science by Anthony Baldry, Gunther Kress et.al, Guo Libo,
Paul Thibault and Len Unsworth.  All consider maths and science as a
multimodal discourse/practice.

Kay O'Halloran's book "Mathematical Discourse: Language, Visual Images and
Symbolism" should be completed by end Janary 2004. 

Fran Christie and Jim Martin are organising a conference  "Reclaiming
Knowledge:  Registers of Discourse in the Community and School", to be held
December 13-15, 2004, at the Faculty of Education and Social Work,
University of Sydney.  There will be a session on mathematics.


Books

O'Halloran, K. L. (forthcoming).  Mathematical Discourse: Language, Visual
Images and Symbolism.  London & New York: Continuum International
Publishing Group.

O'Halloran, K. L. (Ed.). (in press). Multimodal Discourse Analysis.  London
& New York: Continuum International Publishing Group.


Journal Articles

O'Halloran, K. L. (1999a). Interdependence, Interaction and Metaphor in
Multisemiotic Texts. Social Semiotics, 9(3), 317-354.

O'Halloran, K. L. (1999b). Towards a Systemic Functional Analysis of
Multisemiotic Mathematics Texts. Semiotica, 124-1/2, 1-29.

O'Halloran, K. L. (2000). Classroom Discourse in Mathematics: A
Multisemiotic Analysis. Linguistics and Education, 10(3) Special Edition:
Language and Other Semiotic Systems in Education, 359-388.


Book Chapters

O'Halloran, K. L. (2003). Educational Implications of Mathematics as a
Multisemiotic Discourse. In M. Anderson, A. Sáenz-Ludlow, S. Zellweger, &
V. V. Cifarelli (Eds.), Educational Perspectives on Mathematics as
Semiosis: From Thinking to Interpreting to Knowing (pp. 185-214). Ottawa:
Legas Publishing.

O'Halloran, K. L. (in press). Discourses in Secondary School Mathematics
Classrooms According to Social Class and Gender. In J. Foley (Ed.), New
Perspectives on Education and Discourse London: Continuum.


O'Halloran, K. L. (in press). Intersemiosis in Mathematics and Science:
Grammatical Metaphor and Semiotic Metaphor. In A.-M. Simon-Vandenbergen, M.
Taverniers, & L. Ravelli (Eds.), Multiplying Meaning. Metaphor in Systemic
Functional Perspectives Amsterdam: John Benjamins.

O'Halloran, K. L. (accepted for publication). On the Effectiveness of
Mathematics. In E. Ventola, C. Charles, & M. Kaltenbacher (Eds.),
Perspectives on Multimodality Amsterdam: John Benjamins.


Thesis and Dissertation

O'Halloran, K. L. (1996) The Discourses of Secondary School Mathematics.
PhD Thesis, Murdoch University, Western Australia.


ROBERT VEEL

Robert Veel "Language, Knowledge and Authority in School Mathematics." 
In Pedagogy and The Shaping of Consciousness: Linguistic and Social Processes, 
edited by Frances Christie, 185-216. London: Cassell, 1999. 


JAY LEMKE

Lemke, J. L. (1998). Metamedia Literacy: Transforming Meanings And Media.
In D. Reinking & L. Labbo & M. McKenna & R. Kiefer (Eds.), Handbook of
Literacy and Technology: Transformations in a Post-Typographic World (pp.
283-301). Hillsdale, NJ: Erlbaum

Lemke, J. L. (1998). Multiplying Meaning: Visual and Verbal Semiotics in
Scientific Text. In J. R. Martin & R. Veel (Eds.), Reading Science:
Critical and Functional Perspectives on Discourses of Science (pp. 87-113).
London: Routledge.

Lemke, J. L. (2000). Multimedia Demands of the Scientific Curriculum.
Linguistics and Education, 10(3)  Special Edition: Language and Other
Semiotic Systems in Education), 247-271.

Lemke, J. L. (2002). Travels in Hypermodality. Visual Communication, 1(3),
299-325.

Lemke, J. L. (2003). Mathematics in the Middle: Measure, Picture, Gesture,
Sign, and Word. In M. Anderson & A. Sáenz-Ludlow & S. Zellweger & V. V.
Cifarelli (Eds.), Educational Perspectives on Mathematics as Semiosis: From
Thinking to Interpreting to Knowing. (pp. 215-234). Ottawa: Legas.


OTHERS

Baldry, A. P. (2000). English in a Visual Society: Comparative and
Historical Dimensions in Multimodality and Multimediality. In A. P. Baldry
(Ed.), Multimodality and Multimediality in the Distance Learning Age (pp.
41-89). Campobasso, Italy: Palladino Editore.

Baldry, A. P., & Thibault, P. (forthcoming). Multimodal Transcription and
Text. London: Equinox.

Guo Libo (in press), Multimodality in a Biology Textbook. In K. L.
O'Halloran (Ed.), Multimodal Discourse Analysis. London: Continuum.

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal
Teaching and Learning: The Rhetorics of the Science Classroom. London:
Continuum.
Le.

Thibault, P. (2001). Multimodality and the School Science Textbook. In G.
B. Carol Taylor Torsello, and Nicoletta Penello (Ed.), Corpora Testuali per
Ricerca, Traduzione e Apprendimento Linguistico (pp. 293-335). Padua:
Unipress.

Unsworth, L. (2001). Teaching Multiliteracies across the Curriculum:
Changing Contexts of Text and Image in Classroom Practice. Buckingham, UK:
Open University Press.