Abstract
ABSTRACT This study examines the presence of three conceptual metaphors for fractions – The measuring stick metaphor, Arithmetic is motion along a path, and Arithmetic is object construction – in four common and popular Swedish mathematics textbook series for years 1–3. I analyse the introduction of fractions and the kinds of tasks students are given in these books. The results show an abundance of labelling exercises related to Arithmetic is object construction, with representations of geometric shapes, in three of the book series. One book series reversely introduces fractions with The measuring stick metaphor and Arithmetic is motion along a path, with a focus on number line representations. The consequences of these variations in fraction introduction and treatment are discussed in relation to previous research and to process-object theories.
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