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The paper situates mathematics teaching-learning processes within a multimodal perspective and discusses a semiotic approach apt to seize this dimension, namely the Semiotic Bundle lens. This analytical tool considers the great variety of semiotic resources through which mathematical meanings emerge and evolve in the classroom, ranging from embodied ones such as gestures, to symbolic systems. In particular, the analysis considers them in a systemic and dynamic way. The theoretical account is illustrated by means of an example on children spatial conceptualization, carried out in kindergarten. The data analysis will constitute a background against which the connections with the Theory of Objectification will be highlighted, showing a constructive resonance between the two theories.La multimodalidad y el lente Semiotic Bundle: una resonancia constructiva con la teoria de la objetividadEl articulo situa los procesos de ensenanza-aprendizaje de las matematicas dentro de una perspectiva multimodal y discute un enfoque semiotico apto para aprovechar esta dimension llamada el lente Semiotic Bundle. Esta herramienta analitica tiene en cuenta la gran variedad de recursos semioticos a traves de los cuales los significados matematicos emergen y evolucionan en el aula, como los gestos hasta los sistemas simbolicos. En particular, el analisis los considera de forma sistemica y dinamica. La explicacion teorica se ilustra mediante un ejemplo de conceptualizacion espacial de ninos, llevado a cabo en el jardin de infantes. El analisis de datos constituira un trasfondo contra el cual se resaltaran las conexiones con la teoria de la objetivacion, mostrando una resonancia constructiva entre las dos teorias.Doi: 10.30827/pna.v12i4.7848

Multimodality and the Semiotic Bundle Lens: A Constructive Resonance with the Theory of Objectification