Fractions and their representations: a textbook analysis using Duval's four registers.
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| Title: | Fractions and their representations: a textbook analysis using Duval's four registers. |
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| Authors: | Vangsøe Færch, Julie (AUTHOR) |
| Source: | Scandinavian Journal of Educational Research. Dec2025, Vol. 69 Issue 7, p1537-1553. 17p. |
| Subjects: | Semiotics, Mathematical notation, Curriculum, Mathematics, Learning, Sixth grade (Education) |
| Abstract: | This paper reports on a textbook analysis focusing on shifts in semiotic registers when looking at fraction tasks in grades 3–6 (aged 9–12 years). Eight textbooks, from two different textbook systems, have been analysed using Duval's theory of semiotic representations. The results show that there are only minor differences in the distribution of register shifts in the two textbooks where the symbolic register constitutes the largest percentage of the tasks. However, there is a variation in how quickly the textbooks transition from using multifunctional registers, such as natural language and figures, to the symbolic register. The analysis further reveals that three types of conversions are absent in all eight textbooks. [ABSTRACT FROM AUTHOR] |
| Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This paper reports on a textbook analysis focusing on shifts in semiotic registers when looking at fraction tasks in grades 3–6 (aged 9–12 years). Eight textbooks, from two different textbook systems, have been analysed using Duval's theory of semiotic representations. The results show that there are only minor differences in the distribution of register shifts in the two textbooks where the symbolic register constitutes the largest percentage of the tasks. However, there is a variation in how quickly the textbooks transition from using multifunctional registers, such as natural language and figures, to the symbolic register. The analysis further reveals that three types of conversions are absent in all eight textbooks. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00313831 |
| DOI: | 10.1080/00313831.2024.2434820 |
