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To realize these benefits while avoiding disadvantages, deeper understanding of how such materials function is required. The article presents a social semiotic model for multimodal analysis, aimed at researchers and teachers, focusing on how digital technology affordances and information networks provide mathematical meaning through central aspects of concepts.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-model-for-analysing-digital-mathematics-teaching-material-from-a-social-semiotic-perspective/601206/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-model-for-analysing-digital-mathematics-teaching-material-from-a-social-semiotic-perspective/601206.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the article address about digital mathematics teaching materials?","Question",{"text":112,"@type":113},"The article addresses the need for deeper understanding of how digital teaching materials function, since knowledge about design and interaction does not keep pace with rapid digital development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the purpose of the proposed model?",{"text":117,"@type":113},"The model is designed as a tool for researchers and teachers to analyze how affordances provided by digital technology help offer mathematical meaning in different teaching materials.",{"name":119,"@type":110,"acceptedAnswer":120},"Which theoretical framework underpins the model?",{"text":121,"@type":113},"The model is based on a social semiotic perspective, using ideational, interpersonal, and textual metafunctions to organize multimodal expressions into an analytical approach.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601206,1792171159,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Bergvall, I., & Dyrvold, A. (2021). A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective. Designs for Learning, 13(1),1–7. DOI: [https://doi.org/10.16993/dfl.167](https://doi.org/10.16993/dfl.167)  \n\n| METHOD\u003Cbr>A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective\u003Cbr>Ida Bergvall and Anneli Dyrvold |\n| --- |\n| The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts. |\n| Keywords: dynamic; offered meaning; distance learning; semiotic resources; film |\n\nIntroduction  \nIn recent years, the digital development has been very strong within schools (OECD, 2015) encompassing for example the use of digital teaching materials. Such materials provide new potentials in teaching, for example by the use of animations and interactive features. The new technology has shown a large impact on learning situations and teachers work, for example because digital teaching material can support new forms of individualised learning and interaction with new types of resources (Utterberg, Tallvid, Lundin, & Lindström, 2019; Pepin, Choppin, Ruthven, & Sinclair, 2017) . Based on a comparison between mathematics text in digital environmentsand texts in print, Usiskin (2018) concludes that the digital environment is well suited for the display of several different representations, especially because of the dynamic space allowed on screen. Digital teaching materials enable opportunities to include new multimodal resources and to organise mathematical information in new ways, by linking to explanations, definitions, examples and tasks that can be shown or hidden (O’Halloran, Beezer, & Farmer, 2018) . These possibilities place new demands on the stu  \ndents, something that must be addressed in teaching.  \nA deepened understanding of the gains and losses related to the use of digital teaching materials is crucial since knowledge about design and interaction with such texts 1 in mathematics do not keep pace with the digital development. The new features of digital teaching materials mean that analysis models intended for analyses  \nUppsala University, SE  \nCorresponding author: Anneli Dyrvold ([a.dyrvold@gmail.com](a.dyrvold@gmail.com))  \nof printed material are not applicable without adjustments and entirely new models are needed. One model for describing the new opportunities provided by digital materials was developed by Pohl and Schacht (2017) who describe a broad variety of dynamic features unique to exercises in digital teaching materials and analyse students’ reactions to different options in the material. The opportunities of the digital environment and how students interact with the material are further analysed by O’Halloran, Beezer, and Farmer (2018) . Their method makes it possible to characterize the structure of the material including chapters with sections, subsectionsand their elements and to relate it to students’ interaction with the material. In comparison to these previous frameworks, our model takes another approach by combining a description of the mathematical meaning offered by different textual resources and the use of the","cbCaijWO69dPnCXu","https://ap.wps.com/l/cbCaijWO69dPnCXu","pdf",1060789,"English","# Introduction\n## A social semiotic perspective\n### Analytical layers and metafunctions","[{\"question\":\"What problem does the article address about digital mathematics teaching materials?\",\"answer\":\"The article addresses the need for deeper understanding of how digital teaching materials function, since knowledge about design and interaction does not keep pace with rapid digital development.\"},{\"question\":\"What is the purpose of the proposed model?\",\"answer\":\"The model is designed as a tool for researchers and teachers to analyze how affordances provided by digital technology help offer mathematical meaning in different teaching materials.\"},{\"question\":\"Which theoretical framework underpins the model?\",\"answer\":\"The model is based on a social semiotic perspective, using ideational, interpersonal, and textual metafunctions to organize multimodal expressions into an analytical approach.\"}]","A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective | PDF",1792092179,18]