Full metadata record
DC FieldValueLanguage
dc.contributorDepartment of Englishen_US
dc.contributor.advisorForey, Gail (ENGL)-
dc.contributor.advisorTay, Dennis (ENGL)-
dc.contributor.advisorVeloso, Francisco (ENGL)-
dc.creatorXia, Li-
dc.publisherHong Kong Polytechnic University-
dc.rightsAll rights reserveden_US
dc.titleKnowledge and representations : the meaning making process in the curriculum of mathematicsen_US
dcterms.abstractThe purpose of this study is to understand the representations of mathematical knowledge in a series of co-related pedagogic discourses in the curriculum of mathematics in Hong Kong. Pythagoras' Theorem was selected as the focus of this study. Co-related pedagogic discourses such as the mathematics syllabus (EDB, 1999), the mathematics curriculum guideline (HKEAA, 2007), mathematics textbooks (e.g. Wong & Wong, 2009) and the mathematics examination paper (HKEAA, 2012), were selected as the source of data from which instances of the representation of Pythagoras' Theorem were examined and compared. As for the theoretical framework of this study, recontextualisation (Bernstein, 1990) has been reconciled with reinstantiation (Painter et al., 2012) in order to model the phenomenon of knowledge representation from a linguistic perspective. The findings of this study will contribute to the understanding of knowledge delocation and relocation in mathematics and other subjects from a linguistic perspective. Chapter One introduces the need to understand mathematics, the changes of the secondary mathematics school curriculum in Hong Kong and the rationale for studying the relations between the curriculum documents. Chapter Two reviews the research in mathematical knowledge structures and the semiotic nature of mathematics. Chapter Three connects social semiotics to sociological perspective, offering the understanding of the relationship between different pedagogic discourses from a linguistic perspective. Chapter Four is concerned with the research methodology and provides the analytical models to understand research data. Chapter Five analyses research data, focusing on the multisemiotic phenomenon in the curriculum of mathematics. Chapter Six discusses the findings of this research, presenting the reasons for using systemic functional theory and sociological approaches to investigate knowledge structures in mathematics and other areas. Chapter Seven concludes this research and provides insights that will illuminate other studies interested in understanding the knowledge and representation of knowledge in school system.en_US
dcterms.extentxv, 294 pages : color illustrationsen_US
dcterms.isPartOfPolyU Electronic Thesesen_US
dcterms.educationalLevelAll Doctorateen_US
dcterms.LCSHHong Kong Polytechnic University -- Dissertationsen_US
dcterms.LCSHMathematics -- Study and teaching -- China -- Hong Kongen_US
dcterms.LCSHDiscourse analysisen_US
dcterms.accessRightsopen accessen_US

Files in This Item:
File Description SizeFormat 
991022096435403411.pdfFor All Users4.54 MBAdobe PDFView/Open

Copyright Undertaking

As a bona fide Library user, I declare that:

  1. I will abide by the rules and legal ordinances governing copyright regarding the use of the Database.
  2. I will use the Database for the purpose of my research or private study only and not for circulation or further reproduction or any other purpose.
  3. I agree to indemnify and hold the University harmless from and against any loss, damage, cost, liability or expenses arising from copyright infringement or unauthorized usage.

By downloading any item(s) listed above, you acknowledge that you have read and understood the copyright undertaking as stated above, and agree to be bound by all of its terms.

Show simple item record

Please use this identifier to cite or link to this item: https://theses.lib.polyu.edu.hk/handle/200/9365