This research is concerned with the construction of knowledge as evidenced in the multimodal representations of students. In the spirit of an archaeological excavation it seeks to uncover evidence of that which can not be seen; of learning. It provides systematic classification and analysis of multimodal texts retrieved from secondary school science and history lessons. By conducting this analysis and accounting for the conditions of representation that stimulate learning it also demonstrates the instrumentality of representational activity in the making of knowledge. Applying social semiotic theory to textual artefacts from the two sites, a new methodology is utilised to expose evidence of learning. This methodology is derived from theories of social semiotics (Halliday, 1978 and Hodge and Kress, 1988) and multimodality (Kress and van Leeuwen, 1996). It is based on a conception of learning as a process in which the status and identity of the individual are changed. It is informed by, amongst others, Bernstein (1996) - in relation to the socialising of individuals through systems of education and by Vygotsky (1962) - in relation to the shaping of consciousness. The thesis consists of the description and demonstration of new methods for multimodal analysis of students' representational activity. The technique used for the presentation of data is tracking semiosis and for analysis process charting and mode mapping. Together these methods expose changes arising from the reconfigurations, transformations and transductions undertaken by students engaged in representational activity. In so doing, new directions are offered for the orientation of education practices in the face of rapidly changing patterns of communication. The efficacy of learning in multiple modes is also established and groundwork laid for fresh approaches to assessment.

Thesis (M.A. (Mathematics Education)) --University of Limpopo, 2013 / This study intended to improve Grade 9 learners’ mathematical processes of solving word problems. It was an action research study in my own classroom consisting of 64 Grade 9 learners. Learners were given learning activities on word problems to carry out as part of their normal classroom mathematics’ lessons. Data were collected in two stages: first, through passive observation, that is, without my intervention, and later through participant observation thus provoking their thinking as they attempt the given questions. The learners’ responses were analyzed through checking the mathematical processes they used without my intervention. Learners also submitted their post-intervention responses for analysis of progress after interventions. The scripts were reviewed based on four problem- solving stages adopted from George Polya (1945). Those stages are, namely understanding the problem, devising the plan, carrying out the plan and looking back. It became evident from the findings that learners attempt solving word problems with no understanding. Communication, reasoning and recording processes appear to be key factors in assisting learners to make sense of word problems and, finally, proceeding towards an adequate solution.