### Abstract

Students perennially demonstrate difficulty in correctly performing mathematical translations between and among mathematical representations. This investigation considers the respective difficulty of various mathematical translations based on student activity (defining mathematical errors during the translation process, teacher beliefs and instructional practices, student interpretive and translation activities, and the use of transitional representations) and the nature of individual representations (fact gaps, confounding facts, and attribute density). These dimensions are synthesized into a more complete model through which to analyze student translation work and delineate which mathematical translations are more difficult than others.

### License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 6, Issue 3, October 2011, 113-133

https://doi.org/10.29333/iejme/264

Publication date: 12 Dec 2011

Article Views: 3754

Article Downloads: 4946

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