## Abstract

Introduction

This Thematic Working Group explicitly welcomed papers from a variety of different theoretical

approaches and methodological frameworks addressing the role of representations of different types in teaching and learning processes, in particular those involving visualization (considered here as defined by Arcavi (2003)). From its first appearance at CERME10 when it was made up of 24 participants from 13 countries with 16 accepted papers and 2 posters, at CERME11 TWG24 grew: there were 31 participants (authors, co-authors, and some other participants), from 16 countries with 18 accepted papers and 4 accepted posters. The structure of the working sessions allocated for discussion of each paper or poster was designed to stimulate interaction and collaboration among participants: each paper or poster was allocated to a working session in which a same or similar theme was addressed (to the extent possible); all participants were asked to read all papers ahead of time, concentrating on those they found most appealing; presenting authors were asked to prepare a short presentation, followed by open questions and a brief analysis of how the work presented contributed to the open questions in the TWG’s call for proposals. After the short presentation by the presenting author, a general discussion was initiated and conducted for a total of 30 minutes for papers and 15 minutes for posters. The last session was completely devoted to summing up the main issues that had emerged from the group discussions. The four themes are: 1) theories, language and categorizations

used to study representations (theories, language and categorization), 2) embodied and enactive

perspectives on the use of representations in mathematics education (embodied and enactive

perspectives), 3) forms of representation implemented through technological approaches

(technological approaches), 4) pedagogical implications in the choice and use of representations in

the teaching and learning of mathematics (pedagogical implications).

This Thematic Working Group explicitly welcomed papers from a variety of different theoretical

approaches and methodological frameworks addressing the role of representations of different types in teaching and learning processes, in particular those involving visualization (considered here as defined by Arcavi (2003)). From its first appearance at CERME10 when it was made up of 24 participants from 13 countries with 16 accepted papers and 2 posters, at CERME11 TWG24 grew: there were 31 participants (authors, co-authors, and some other participants), from 16 countries with 18 accepted papers and 4 accepted posters. The structure of the working sessions allocated for discussion of each paper or poster was designed to stimulate interaction and collaboration among participants: each paper or poster was allocated to a working session in which a same or similar theme was addressed (to the extent possible); all participants were asked to read all papers ahead of time, concentrating on those they found most appealing; presenting authors were asked to prepare a short presentation, followed by open questions and a brief analysis of how the work presented contributed to the open questions in the TWG’s call for proposals. After the short presentation by the presenting author, a general discussion was initiated and conducted for a total of 30 minutes for papers and 15 minutes for posters. The last session was completely devoted to summing up the main issues that had emerged from the group discussions. The four themes are: 1) theories, language and categorizations

used to study representations (theories, language and categorization), 2) embodied and enactive

perspectives on the use of representations in mathematics education (embodied and enactive

perspectives), 3) forms of representation implemented through technological approaches

(technological approaches), 4) pedagogical implications in the choice and use of representations in

the teaching and learning of mathematics (pedagogical implications).

Original language | English |
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Title of host publication | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) |

Editors | Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis |

Place of Publication | the Netherlands |

Publisher | Freudenthal Group & Freudenthal Institute, Utrecht University and ERME |

Pages | 4463-4466 |

Number of pages | 4 |

ISBN (Print) | 9789073346758 |

State | Published - 2019 |

Event | The Eleventh Congress of the European Society for Research in Mathematics Education - Utrecht, Netherlands Duration: 6 Feb 2019 → 10 Feb 2019 Conference number: 11 |

### Conference

Conference | The Eleventh Congress of the European Society for Research in Mathematics Education |
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Country/Territory | Netherlands |

City | Utrecht |

Period | 6/02/19 → 10/02/19 |