Systemic functional linguistics as a methodological tool in mathematics education research
Andreas Ebbelind and Cecilia Segerby
The aim of this article is to illustrate how Systemic functional linguistics (SFL) can be used as methodological tool for analysing the meaning of texts from two different studies. An analysis using SFL provides insights into how different concepts of mathematical literacy operate in the text. SFL considers language to be a resource used for expressing meaning in specific contexts that accomplishes specific communication purposes. Therefore, SFL contains opportunities for highlighting different aspects of mathematics education which are of interest to researchers. In Sweden, the SFL approach has been used in other research areas but references to it in mathematics education research have been limited.
Andreas Ebbelind is a lecturer and doctoral student at the department of mathematics education, Linnaeus University, Växjö, Sweden. His research focus how generalist student teachers, who are to teach mathematics among other subjects, perceive becoming mathematics teachers of children ten to twelve years old and how this perception changes during teacher education.
Cecilia Segerby is a doctoral student in mathematics education at Malmö University, Sweden. Her research is related to mathematics and language with special focus on examining how specific writing activities connected to reading strategies can support the students´ understanding in mathematics.