ABSTRACT

This chapter considers physics bimodally, as an academic discipline construed through both mathematics and language. It develops a large-scale model of mathematics in use and its disciplinary affordances for physics. Before moving onto the description proper, however, the chapter reviews the place of genre in the general theory of Systemic Functional Semiotics. The unmarked organisation of mathematical genres thus appears to involve a (Situation) ^ (Reorganisation) ^ Result structure. Where meanings can be assumed or the level of explicitness a full structure provides is not needed, the Situation and Reorganisation can be omitted. Quantifications occur earlier than derivations in physics teaching. In contrast to quantifications, derivations do not develop a Numerical Result. Rather, they remain in pronumerical form. The analysis of complexing relations between mathematical genres is thus similar to that of expansion relations between linguistic genres. The late primary school years are the first to introduce mathematics in the service of physics.