LORANGE, A.; RINVOLD, R. A. Students’ strategies of expanding fractions to a common denominator – a semiotic perspective. NOMAD Nordic Studies in Mathematics Education, [S. l.], v. 19, n. 2, p. 57–75, 2014. DOI: 10.7146/nomad.v19i2.148632. Disponível em: https://tidsskrift.dk/NOMAD/article/view/148632. Acesso em: 8 jan. 2025.