The purpose of this study is to explore students’ use of multiple representations in the classroom and their reasoning for representation choice. The participants of this study were 22 eighth-grade students. All students took a short pretest consisting of three items. The items addressed mathematics content covered during regular instruction. Students were asked to answer each question using different representations. Usual instruction included frequent probing and encouragement of students' representation use while problem solving. Students were asked to explain their reasoning when problem solving and share their representations with others. Following the unit of instruction, students completed a posttest composed of the same items and directions from the pretest. Students showed an increase in number of representations used as well as number of test items answered correctly.
Adolescent Young Adult
Integrated Mathematics Education
Dr. Jonathan Bostic
First Advisor Department
Dr. Heath Diehl
Second Advisor Department
Nielsen, Maria, "Eighth-grade Students' Use and Justification of Multiple Represenations" (2016). Honors Projects. 324.