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Representation has an important role in solving mathematical problems. Problems that initially seem difficult and complicated can be seen more easily and simply by considering its representations. Mathematical expressions can be interpreted with various representations including visual representation, symbol representation, verbal representation and multiple representations. In Peirce theory, semiotic consists of three aspects, namely sign, object and interpretant. A semiotic reasoning is a process of deducing a conclusion based on the object, sign (representamen), and students interpretation in interpreting the meaning of sign (interpretant). This study aims to identify the mathematical representations of 3rd grade students in solving problems of fractions. The type of this study is qualitative research with case analysis of case studies. The participants of the present study are 3rd grade students of a private primary school in Jember. The results show that first participant 1 used verbal, visual, and symbol representations. The steps taken by the first participant in solving the problems were correct but the participant drew a wrong conclusion caused by the lack of practice in solving non-routine problems. Second participant solved the problem by using verbal and visual representations. The second participant described the solution with verbal ability and could solve the problem correctly. Third participant solved the problem by employing verbal and visual representations. The steps of the third participant in solving problem were correct but the participant drew a wrong conclusion caused by the lack of ability in understanding the concept of fractions. The conclusion is three participants used multiple representations, namely visual, verbal, and symbol representation in solving a problem.