Search results for: Stylianou Despina A.

The purpose of this study was to examine teachers’ conceptions of representation as a process in doing mathematics. In addition, the study also explored teachers' perspectives on the role of representations in the teaching and learning of mathematics at the middle-school level. Interviews with middle school mathematics teachers suggest that teachers use representations in varied ways in their own mathematical work and have developed working definitions of the term primarily as a product in problem solving.