Children’s multi-modal mathematical texts in the second year of school

Little is known about the mathematical texts of students in the first years of school and how cohesion of the texts is achieved through the inclusion and use of different modes. From examining more than 200 texts in which Grade 2 children pose a problem and then solve it, the frequency and clarity of the use of words, drawings and symbols are described, as well as the problems’ situational. The cohesion of these texts was examined, using different kinds of drawings as a starting point. Pictures that included information about the problem and/or the solution contributed to the cohesion through repetition or elaboration of information. When the problem and/or its solution was difficult to interpret, the pictures could provide clarifying information. The findings provide insights about what could be done in schools to support children to improve the clarity of their problem posing and problem solving.