Characterisation of fraction representation transformations of Norwegian preservice teachers
Chapter
Published version
Date
2022Metadata
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- Institutt for lærerutdanning [3908]
- Publikasjoner fra CRIStin - NTNU [39956]
Abstract
Learning to use a diverse set of representations to support teaching and understanding is an important and integrated part of Norwegian mathematics teacher education. This study uses a thematic analysis and Duval’s theory of semiotic representations to characterise representation transformations of 53 preservice teachers’ answers to three additive fraction problems. From the analysis, three themes characterising the transformations between representation registers emerged: connected, assimilated and inconsistent. The three themes are exemplified with student work, and their didactical implications are discussed.