Multiple representations in semiotic reasoning

Abstract

Abstract Representations play an essential role in solving mathematical problems. By using representations, problems that initially seem difficult and complicated can be seen more easily and simply. Semiotics is simply defined as the sign-using to represent a mathematical concept in a problem-solving. In Peirce’s theory, semiotic consists of three aspects, namely sign, object, and interpretant. Semiotic reasoning is a process of deducing a conclusion based on the object, sign (representamen), and students interpretation in interpreting the meaning of the sign (interpretant). This paper aims to identify students’ mathematical representations of semiotics reasoning in solving fraction problems. This study employed a qualitative approach and used an explorative descriptive type. The participants of the present study were three third grade students. The results show that the first participant used verbal, visual, and symbolic representation. The emerging visual representation was an image. The second participant solved problems by using verbal and visual representations. The visual representation that appears was a diagram. While, the third participant solved problems by using verbal, visual, and symbolic representations. The emerging visual representations were image and diagram. The conclusion is the participants used multiple representations, namely visual, verbal, and symbolic representations in solving problems.