This study examines how fractions are introduced in mathematics textbooks for grade two, with a focus on the types of representations used and how these interact in the presentation of the center. Based on Duval´s (2006) theory of semiotic representation registers, five commonly used Swedish textbooks were analysed through a structured textbook review a thematic approach. 

The results show that the area model dominates as the main figurative representation, while the variation of other forms of representation is limited. Progression is mainly achieved through an increased number of tasks rather then through shifts between registers, which provides few opportunities for conversion between representations. According to Duval, such conversions are essential for developing a deeper conceptual understanding. At the same time the textbook offers didactic strength in the form of clear visual models and everyday examples that can support students in their initial encounters with fractions. 

The study shows that the textbooks offer a basic introduction to fractions, but the narrow use of representations may limit students' opportunities to develop a broader and more adaptable understanding. The results indicate that the textbooks with additional representations and tasks that support both coordination and conversion between Duval´s (2006) semiotic representations register.