ABSTRACT
Multiple representations of mathematical concepts are used in the classroom to access existing conceptions of ideas, build on or challenge developing ideas, and to communicate through traditional and standardized mathematical symbols. Complexities in the dynamic environments of classrooms and the competing and sometimes conflicting meanings students and their teachers assign to representations can obfuscate seamless translation between representations and impact student understandings, This poster presentation illustrates the dynamics of student and teacher negotiation and interpretation of representations present during a four-day series of geometricbased fraction lessons in a fifth grade classroom.
