Students’ strategies of expanding fractions to a common denominator – a semiotic perspective
DOI:
https://doi.org/10.7146/nomad.v19i2.148632Abstract
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 artefact 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.
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