Students who progressed between the pretest and posttest were much more likely to make representational transformations. The results showed that some of the digital math games prompted more representational transformations than others However, all of the games prompted the conversion type of representational transformation. A difference in proportions test revealed significant differences in test scores when students made representational transformations using language, images, symbols, and gestures. The most common type of representational transformation students made was a conversion (i.e., transforming across two different representational registers), which is more complex than a treatment (i.e., transforming within the same representational register). The video data revealed that the most frequent type of semiotic representation used by students was images, followed by symbols. Researchers coded the video data to identify the representations used and students’ representational transformations to understand how these related to mathematics performance outcomes. Researchers administered pretests and posttests and gathered video data. Students in Grades 4, 5, and 6 (ages 9–12) played nine digital math games. The study employed a convergent parallel mixed methods design. The purpose of this study was to examine relationships between students’ semiotic representational transformations and students’ mathematics performance outcomes in digital math games. © 2018, Institute for Innovation in Science and Mathematics Education. Implications point to the value of mathematics' teachers working with art teachers in their school to identify ways to use drawing to support representations of keywords and of other elements in word problems. Results revealed significantly higher post-test scores for the experimental group. In phase 3, they used a blank sheet with cut-outs of images representing keywords that they could use to represent their own word problems. In phase 2, they used a blank pictorial map on which they could place plastic chips with imprinted images representing the problem's keywords. In phase 1, students were given a pictorial map with imprinted objects representing keywords to help them solve a word problem. The visual representations called pictorial maps are unique in that they focus on place (location) in order to situate math problems in authentic contexts. The study compared an experimental group (n=32) of third graders in Thailand using pictorial maps with a control group (n=31) using text-based problems. In this study, primary-grade students learned to solve and create arithmetic word problems using a three-phase process of visual representation.
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