This thesis examines meaning-making in three different areas of undergraduate physics: the refraction of light; electric circuits; and, electric potential and electric potential energy. In order to do this, a social semiotic perspective was constituted for the thesis to facilitate the analysis of meaning-making in terms of the semiotic resources that are typically used in the teaching and learning of physics. These semiotic resources include, for example, spoken and written language, diagrams, graphs, mathematical equations, gestures, simulations, laboratory equipment and working practices. The empirical context of the thesis is introductory undergraduate physics where interactive engagement was part of the educational setting. This setting presents a rich data source, which is made up of video- and audio recordings and field notes for examining how semiotic resources affect physics teaching and learning. Theory building is an integral part of the analysis in the thesis, which led to the constitution of a new analytical tool – patterns of disciplinary-relevant aspects. Part of this process then resulted in the development of a new construct, disciplinary affordance, which for a discipline such as physics, refers to the inherent potential of a semiotic resource to provide access to disciplinary knowledge. These two aspects, in turn, led to an exploration of new empirical and theoretical links to the Variation Theory of Learning. The implications of this work for the teaching and learning of physics means that new focus is brought to the physics content (object of learning), the semiotic resources that are used to deal with that content, and how the semiotic resources are used to create patterns of variation within and across the disciplinary-relevant aspects. As such, the thesis provides physics teachers with new and powerful ways to analyze the semiotic resources that get used in efforts to optimize the teaching and learning of physics.

Lärare har en bred repertoar av representationsformer att välja mellan i undervisning av tals additiva del-helhetsrelationer. Studiens syfte var att undersöka hur lärare använder dessa i undervisningen. För att få svar på detta skapades frågeställningen: Hur synliggör förskoleklasslärare identifierade kritiska aspekter från tidigare forskning med hjälp av representationsformer i undervisningen av tals del-helhetsrelation. I studien observerades och intervjuades förskoleklasslärare om hur de undervisar om tals del-helhetsrelationer med hjälp av representationsformer. Variationsteorin användes för att analysera observationsprotokoll och transkriberade intervjuer om hur lärarna iscensätter kritiska aspekter inom tals del-helhetsrelationer. Resultatets utgångspunkt är fem kritiska aspekter som har identifierats i forskning och som iscensattes av lärarna. Resultatet visar att för synliggörandet av en del kritiska aspekter kan en representationsform anses vara mer gynnsam. Lärarna synliggjorde även de olika kritiska aspekterna på liknande sätt, genom att hålla samma aspekter invarianta medan andra varierade. Trots detta kunde lärarnas tillvägagångssätt skilja sig åt. Resultatet visar att lärarnas muntliga tal spelar en betydande roll i synliggörandet av kritiska aspekter. Gester var däremot inte av samma vikt. / Teachers have a wide repertoire of representations to choose from when teaching additive numbers’ part-whole relationships. The aim of this study was to investigate how teachers use these when teaching. The question of the research was: How can identified critical aspects from earlier research be enacted by preschool class teachers with the use of representations when teaching additive numbers’ part-whole relationships? Preschool class teachers were observed and interviewed about how they teach part-whole relationships of numbers with representations. The Variation theory of learning was used to analyze the protocol from observations and transcribed interview of the enactment of critical aspects within numbers’ part-whole relationships. The result is based on five critical aspects that have been identified in research and was enacted by the teachers. The result show that one representation can be more advantageous when some critical aspects are to be enacted. The teachers enacted the critical aspects in similar ways, by keeping the same aspects as invariant while other aspects varied. Despite this, the teachers’ approach when teaching could differ. The result show that teachers’ oral speech had an impact on the enacment of critical aspects. However, the use of gestures where not that important.

Undervisningsmodellen bianshi med ursprung i Shanghai anses vara en möjlig förklaring till kinesiska elevers goda matematikprestationer. Variationsteorin, en annan undervisningsmodell med ursprung i väst beskrivs ha flera likheter med bianshi. I forskning benämns bianshi och variationsteorin även som teoretiska ramverk. I Learning Study, en studie för undervisningsutveckling är det vanligt förekommande att variationsteorin används som teoretiskt ramverk. Antaganden om att bianshi är en framgångsrik undervisningsmodell skapade ett intresse att undersöka möjligheterna att använda bianshi som teoretiskt ramverk i en interventionsstudie som hämtat komponenter från Learning Study.Syftet med denna studie är att utforska bianshi som teoretiskt ramverk i en interventionsstudie. Det gjordes i jämförelse med variationsteorin. Tal som bråk var studiens undervisningsinnehåll. Studien grundar sig i två interventionsstudier. En med bianshi och en med variationsteorin som teoretiskt ramverk. Genomförandet av respektive modell hämtade delar av processen för en Learning Study. Urvalet bestod av två klasser i årskurs 4 som delades i fyra mindre grupper. Förtest, eftertest och lektionsobservationer stod för datainsamlingen.Studiens resultat visar en förbättring av elevgruppernas förståelse för tal som bråk, oberoende av vilken modell som var det teoretiska ramverket. Lektionsinnehållet relaterat till begreppsförståelse resulterade i större utveckling för de elever som undervisades med bianshi. Elevgrupperna med variationsteorin som undervisningsmodell visade en större förbättring kopplat till metoder. Därmed visade bianshi i jämförelse med variationsteorin både högre och lägre utveckling av bråk som tal. Resultatet i vår studie antyder att bianshi går att använda som teoretiskt ramverk i en interventionsstudie. Antagandet styrks av den positiva lärandeutvecklingen och möjligheten att implementera bianshi i samtliga steg av processen. / The teaching model bianshi, originating from Shanghai, is considered as a possible explanation for the exceptional mathematical performances by Chinese students. Variation theory of learning, another teaching model originating from the Western tradition is assumed to share several similarities with bianshi. In research, bianshi and the variation theory of learning are also referred as theoretical frameworks. In a Learning Study, an intervention study focused on educational development, variation theory of learning is common to be used as a theoretical framework. The assumption that bianshi is a successful teaching model created an interest in exploring the possibilities of using bianshi as a theoretical framework in an intervention study that incorporates components from Learning Study.The aim of the study is to explore bianshi as a theoretical framework in an intervention study. This was done in comparison with the variation theory of learning. The teaching content of the study was numbers as fractions. The study is based on two intervention studies. One using bianshi and the other using the variation theory of learning as a theoretical framework. The implementation of each model incorporated elements from the Learning Study process. The sample consisted of two fourth-grade classes, which were divided into four smaller groups. Data collection included pre-tests, post-tests and lesson observations.The results of the study present an improvement of the students’ understanding of numbers as fractions, regardless of which model was used as a theoretical framework. The lesson content related to conceptual understanding resulted in greater development for the students taught by bianshi. Student groups taught with the variation theory of learning as the teaching model showed greater improvement related to methods. Thus, compared to the variation theory of learning, bianshi showed both higher and lower development of fractions as numbers. Our study suggests that bianshi can be used as a theoretical framework in an intervention study. This is supported by the positive learning development and the opportunity of implementing bianshi in all steps of the process.