Ability to Translate from One Representation of the Concept of Function to Another and Mathematical Problem Solving

By Athanasios Gagatsis *, Myria Shiakalli. 2004

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Conceptualising, investigating and stimulating representational flexibility in mathematical problem solving and learning: a critical review (2009, background): “2. Being able to coordinate the translation and switching between representations within the same domain (Ainsworth et al. 1998; de Jong et al. 1998; Even 1998; Gagatsis, Christou, and Elia 2004; Gagatsis and Shiakalli 2004; Lesh, Post, and Behr 1987) and subsequently creating or modifying one’s m”
Relations Between Secondary Pupils’ Conceptions About Functions and Problem Solving in Different Representations (2007, background): “Each one of the various representations of function points out a different aspect of the concept and all these together contribute to a global representation of it, and none of them separately can describe the notion entirely (Kaldrimidou & Ikonomou, 1998; Gagatsis & Shiakalli, 2004 ).”
Representation in Teaching and Learning Mathematics (2020, background): “Goldin (2003) further defines representation as follows: A configuration of signs, characters, icons, or objects that can somehow stand for, or represent something else.”