The Nature Of Multiple Representations In Developing Mathematical Relationships

Abstract

This study focuses on the representations and translations of mathematical relationships that are emphasized and taught at school, and discusses two theoretical models that may explain the pattern and difficulties in translating from one form of representations to another. Data were obtained from 79 students of grade 6. Analyses using structural equation modeling were performed to evaluate the two theoretical models. Results provided support for the hypothesis that multiple representations of mathematical relationships constitute different entities, and thus multiple representations do not by themselves help sixth grade students develop mathematical understanding.