THE NATURE OF MULTIPLE REPRESENTATIONS IN DEVELOPING MATHEMATICAL RELATIONSHIPS 1

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 representatio ns to another. Data were obtained from 79 students of gra de 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 representation s do not by themselves help sixth grade students develop mathematical understanding.