Multimodal discourse analysis in a video with mathematical content

• Main Authors: Liliane Xavier Neves, Marcelo de Carvalho Borba
• Format: Article
• Language: Portuguese
• Published: Universidade Estadual de Montes Claros 2019-09-01
• Series: Educação Matemática Debate
• Subjects: intersemiosis; digital technologies; distance education
• Online Access: https://doi.org/10.24116/emd.v3n9a01

The educational role of digital media stands out in the current scenario, in which videos stand out for stimulating the senses in the production of knowledge, leading to a new way of knowing. In this context, the research presented in this article analyzes how students perform intersemioses by expressing mathematical ideas in videos and the role of technology in this process. Intersemioses are combinations of semiotic resources and enable semantic expansions in mathematical discourse. The research was developed with undergraduate students in distance education mathematics. The methodology was qualitative, and the virtual participant observation was the procedure used in the data production. The Functional Systemic - Multimodal Discourse Analysis based the investigation. This article presents a clipping from the analysis of one of the videos of this research, which concludes that gestures and music combined with language, symbolism and images enable the transformation of knowledge through semantic expansion in digital mathematical discourse.