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Mathematical discourse deploys three semiotic resources at the same time -language, symbolism and visual images. It is unique in how it presents mathematical concepts and relations, which are mostly abstract concepts. This paper analyses how these resources collaborate to explain mathematical concepts to Primary 1 students in Singapore. As these students are at the beginning level of learning mathematical concepts, the textbook needs to concretize the abstract mathematical concepts. The datadoi:10.9744/kata.12.1.72-91 fatcat:tjks4sot6ne3xfdehtszrpdbc4