Students’ strategies of expanding fractions to a common denominator – a semiotic perspective
Andreas Lorange and Reinert A. Rinvold
The aim of this article is to identify students’ strategies while solving tasks which involve the expansion of fractions to a common denominator. In this case study we follow two groups of 11 year old students and their use of the artifact multilink cubes in the solution process. The analysis of the students’ strategies is based upon a semiotic-cultural framework. Five different types of strategies are reported: trial-and-error, factual, contextual, embodied-symbolic and symbolic. The concept of semiotic contraction is also used in the analysis.
Andreas Lorange is Assistant Professor at NLA University College in Bergen. His main research interest is related to how physical and visual artefacts can be used in connection with the learning of mathematics.
Reinert A. Rinvold
Reinert A. Rinvold is Associate Professor at Hedmark University College in Hamar. His main research interest is multimodal mathematical thinking and learning.