Fractions and their representations: a textbook analysis using Duval’s four registers

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.