Abstract:

Multiple representations of a given mathematical object/concept are one of the biggest difficulties encountered by students. The aim of this study is to determine the impact of multiple representations on problem solving (strategy) with divisors and multiples. To do so, the following research question was stated: What is the impact of multiple representations (verbal, symbolic and visual ones) in problem solving (strategy) with divisors and multiples?
The methodology is qualitative. Data was collected from the answers given to four problems about multiples and divisors. The 17 students (aged between ten and 13) worked in groups of four or five elements each.
The results show that students varied the representations, using verbal, symbolic and visual ones, even for the same strategy. However it was not enough for students to recognize, in a new situation and in other context the divisors of a certain number. Thus, we conclude that variety of representations is not enough to students recognize in different representations the same mathematical object/concept, becoming necessary a greater variety of transformation of representations in Mathematics’ classes and more research about their characteristics.

Keywords:

Flexibility, multiple representations, problem solving, strategy, visual representation.